U.  S.  DEPARTMENT  OF  THE  INTERIOR, 

BUREAU  OF  EDUCATION, 

WILLIAM  T.  HARRIS,  LL.  D„  COMMISSIONER. 


ART  AND  INDUSTRY. 


EDUCATION 


IN  THE 

INDUSTRIAL  AND  FINE  ARTS 

IN 

THE  UNITED  STATES, 


ISAAC  EDWARDS  CLARKE,  A.  M. 


PART  IV.— INDUSTRIAL  AND  TECHNICAL  TRAINING  IN 
SCHOOLS  OF  TECHNOLOGY  AND  IN  U.  S. 

LAND  GRANT  COLLEGES. 


WASHINGTON: 

GOVERNMENT  PRINTING  OFFICE 

1898. 


CONTENTS. 


INTRODUCTION.— PURPOSE  AND  PLAN  OF  PRESENT  VOLUME. 

(XXXI-LIV.) 

This  volume  is,  in  fact,  but  a  continuation  of  Parr  III ;  issued  separately  for  con¬ 
venience  in  binding — The  plan  and  contents  are  briefly  set  forth  in  the  first  chapter 
(see  pages  1-8) — Main  divisions  of  the  volume  indicated — The  Typical  Manual  Train¬ 
ing  Schools — Five  Leading  Technical  Mechanical  Schools — Some  Trade  Schools — 
The  B.  &  O.  R.  R.  Experimental  School  at  Mt.  Clare,  near  Baltimore,  Md.— Finally 
the  Schools  of  Science  and  Engineering  of  the  U.  S.  Land  Grant  Colleges — These 
two  volumes  continue  the  account  of  the  development  of  Industrial  Art  Education 
in  the  United  States — Brief  reference  to  Parts  I  and  II — Absence  of  Art  Training  in 
American  Educational  Institutions  prior  to  1870,  noted — Interest  in  the  Fine  Arts 
however  existed — Early  efforts  to  establish  Public  Art  Academies  and  Art 
Museums — Histories  of  these  early  undertakings  carefully  compiled  have  been 
long  waiting  for  issue  of  the  final  volumes  of  this  Report — Public  Interest  in  Art 
Matters  largely  awakened  by  the  holding  of  the  Centennial  and  Columbian  Exposi¬ 
tions— Notable  increase  in  art  collections  of  Statuary  and  Paintings  since  1870 — 
Reference  to  two  Statistical  Tables  in  Part  I,  showing  early  poverty  of  collections 
of  classic  art  casts  before,  and  remarkable  increase  in  such  collections  since,  the 
Centennial — The  Centennial  Exposition  first  gave  to  the  Public  some  comprehen¬ 
sion  of  the  extent  and  variety  of  the  artistic  manufactures  of  the  world — Wonder¬ 
ful  increase  since  1876,  in  facilities  in  this  country,  for  obtaining  knowledge  of  art 
matters — Ability  and  Art  of  American  Architects  revealed  to  the  world  in  the 
buildings  of  the  Columbian  Exposition — This  excellence  of  the  architects  the  nor¬ 
mal  result  of  special  professional  training — These  buildings  a  series  of  object  lessons 
on  the  value  of  definite  technical  education  in  a  profession — The  Permanent  build¬ 
ings  of  The  Boston  Public  Library  and  The  National  Library  in  Washington,  are 
the  logical  outcome  of  this  definite  training — Reference  to  Hunt’s  great  Paintings 
in  Legislative  Chamber  of  the  Capitol  at  Albany,  N.  Y. — Suggestion  that  we  still 
are  living  in  the  Renaissance  which  began  some  four  centuries  ago — How  the 
Renaissance  arose — Modern  art  stimulated  by  recent  discoveries  of  the  art  works  of 
the  Ancients,  just  as  the  early  discoveries,  inspired  the  great  Mediaeval  Masters — 
The  re-creation  of  “The  Parthenon”,  as  the  Art  Building  of  the  Nashville 
Exposition  in  1897 — This  is  a  striking  illustration  of  the  potency  of  Classic  Art  in 
influencing  the  Art  Ideals  of  to-day — This  volume  largely  given  to  topics  of  Tech¬ 
nical  Industrial  and  Scientific  Training — Art  subjects,  however,  are  germane  to  each 
volume  of  this  “Art  and  Industry”  Report — Historic  works  of  Art  in  the  Rotunda 
of  the  Capitol  Building  in  Washington,  D.  C. — World  contests  for  Industrial  and 
Commercial  Supremacy — Order  of  Chapters  and  Appendices  of  the  present  volume, 
“  Part  IV”,  given ;  and  contents  briefly  analyzed  and  described. 


HI 


IV 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


INDUSTRIAL  AND  TECHNICAL  TRAINING  IN  SCHOOLS  OF  TECHNOL¬ 
OGY  AND  IN  U.  S.  LAND  GRANT  COLLEGES.  (1-706.) 

Chapter  I. — Institutions  Affording  Technical  Industrial  Training.  Intro¬ 
ductory  Chapter  Defining  the  Order  in  which  the  Institutions  are 
Grouped . .  Page  3 

The  plan  of  the  chapters  immediately  succeeding — (1)  The  Typical  Manual 
Training  Schools — (3)  Schools,  in  connection  with  the  Technical  Industrial 
Schools — (3)  The  Schools  of  Science  and  Engineering,  and  the  Land  Grant 
Colleges — These  classes  of  schools  form  a  well-defined  series  of  Institu¬ 
tions: — The  “Primary  Group”  comprises  The  Boston,  St.  Louis,  Spring 
Garden  (Philadelphia),  the  Chicago  and  the  Tulane  University,  Manual 
Training  Schools — The  School  for  Carriage  draughting,  in  connection  with 
the  Schools  of  the  Metropolitan  Museum,  is  in  1883,  the  one  Trade  School — 
The  Worcester  Free  Institute,  and  the  Mechanical  Engineering  Schools  of 
Illinois  University,  Rose  Polytechnic  Institute,  Cornell  University,  Univer¬ 
sity  of  California,  and  the  Mechanical  Departments  of  the  Land  Grant  Col¬ 
leges,  form  another  group — while  the  higher  Schools  of  Science  form  still 
another — The  schools  of  Technical  Design  fall  under  a  different  class  and 
are  related  rather  to  the  schools  of  the  Fine  Arts  than  to  those  of  Manual 
Training — Reasons  given  for  grouping  these  latter  schools  in  the  following 
volume  with  the  schools  of  the  Fine  Aids — The  Revue  des  Deux  Mondes 
quoted  as  recognizing  the  interblending  of  all  the  Aids  and  Industries. 

Chapter  II. — Primary  Group:  Manual  Training  Schools .  9 

The  relation  held  by  the  two  pioneer  Manual  Training  Schools  to  the  public 
schools  of  the  country — These  schools  experimental — The  schools  described 
by  President  Runkle,  in  1880 — Industrial  Drawing  at  the  foundation  of  the 
courses  in  Manual  Training — The  present  chapter,  the  early  portion  of 
which  was  written  in  1883,  an  object  lesson  in  illustration  of  the  rapid 
spread  of  the  movement  for  Public  Manual  Training  Schools  in  the  United 
States — List  of  publications  concerning  Industrial  Education  and  Manual 
Training  by  Ex-President  Runkle,  President  Walker,  and  Professor  Ord- 
way,  of  the  Massachusetts  Institute  of  Technology. 

An  account  of  The  School  of  Mechanic  Arts,  of  the  Institute  of  Technology, 
as  revised  for  this  Report  by  Dr.  Runkle — The  New  Temporary  Building — 
The  plant  of  tools  and  machinery  for  wood  and  iron  working — Report  by 
Mr.  Thomas  Foley,  the  Instructor,  on  the  methods  of  instruction  in  the 
school — with  detailed  courses  in  metal  working — Letter  from  President 
Runkle,  to  the  author  of  this  Report — Statement  of  the  school  in  the  cata¬ 
logue  of  the  Institute  for  1882-’83 — Statements  in  succeeding  catalogues 
down  to  that  of  1890-91.  Plea  by  President  Walker,  in  1890,  for  an 
increased  share  of  the  National  Land  Grant  Fund,  based  on  the  remarkable 
development  of  the  schools  and  departments  of  the  Institute  during  the 
twenty-seven  years  since  it  was  opened. 

The  Manual  Training  School  of  Washington  University,  St.  Louis,  Missouri — 
The  story  of  its  origin  and  growth  down  to  1883,  told  by  Professor  Wood¬ 
ward,  for  this  Report — The  ordinance  establishing  the  school  June  6th,  1879 — 
The  course  of  Instruction — The  courses  of  study  in  detail — The  purpose  of 
the  school — The  building  and  plant — The  success  of  the  school — Statement 
by  the  St.  Louis  Republican— The  school  indorsed  in  his  message  by  Gov¬ 
ernor  Crittenden — General  Armstrong,  of  Hampton,  Virginia,  commends 


TABLE  OF  CONTENTS. 


V 


the  school — Letter  by  Professor  Woodward,  Director  of  the  school,  to  a 
public  journal,  “The  Reporter” — A  list  of  the  several  Departments  of 
Washington  University — Director  Woodward,  on  the  relation  of  the  Man¬ 
ual  Training  School  to  the  Polytechnic  School  of  the  University — The 
Manual  Training  School  as  described  by  Dr.  Woodward,  in  a  paper  read 
before  the  American  Society  of  Mechanical  Engineers  during  the  meeting 
in  Chicago — Report  of  the  discussion  of  the  paper  by  several  of  the  mem¬ 
bers — Results  of  experience  as  stated  by  the  Director,  in  December,  1886 — 
Summaries  of  condition  of  school  in  its  twelfth  year,  from  the  catalogue  of 

1891- ’92 — List  of  Officials  and  Instructors  for  1891-92. 

The  Mechanical  Handiwork  Schools  of  the  Spring  Garden  Institute,  Phila¬ 
delphia — This  Day  School  an  outcome  of  the  night  classes  described  in 
chapter  II  of  this  volume — Special  instruction  given  in  steam  engineering — 
The  beginning  of  the  day  school  described,  1882 — Interesting  showing  of 
occupations  in  which  the  pupils  of  the  different  classes  were  employed — 
Courses  of  study  as  given  in  1882-’83 — Girard  College  authorities  decide  to 
adopt  a  similar  course  of  instruction — Reports  of  attendance  and  progress 
from  1882  to  1888. 

The  Chicago  Manual  Training  School,  Chicago,  Illinois — The  school  founded 
and  endowed  by  the  Commercial  Club  in  1882 — Charter  obtained  in  1883 — 
Address  by  Mr.  E.  W.  Blatchford,  President  of  the  Commercial  Club,  on 
the  laying  of  the  corner  stone,  September  24th,  1883 — School  opened  in 
1884 — The  preliminary  announcement  of  courses  of  study — Exhibition  of 
pupils’  work,  1886 — Equipment  of  Mechanical  Department  as  given  in 
1886 — Increased  attendance  and  enlarged  equipment  of  school  in  1891 — 
Number  of  pupils  for  1890-’91,  303 — Report  on  annual  exhibition  of  pupils’ 
drawings,  made  in  1889 — Summary  of  work  of  pupils  shown  at  exhibition 
of  1890 — List  of  Trustees  and  Instructors,  for  the  year  1890-91. 

Chapter  III. — Tulane  University  op  Louisiana,  New  Orleans,  La .  79 

Brief  statement  of  the  origin  of  the  University — Letter  from  Paul  Tulane,  to 
Hon.  Randall  Lee  Gibson,  U.  S.  Senator  from  Louisiana  and  his  associates — 
Details  of  management  of  the  new  University  wisely  left  to  the  discretion 
of  the  Trustees — Precedent  made  by  the  Founder  of  Smith  College,  Massa¬ 
chusetts,  followed  in  this  feature — Col.  William  Preston  Johnston,  called  to 
the  Presidency  of  the  new  University — The  Professional  Schools  of  the  for¬ 
mer  State  University  are  united  with  Tulane. — Comprehensive  character 
of  Tulane  University — Why  the  account  of  the  University  occurs  in  this 
chapter — The  equipment  for  the  study  of  electrical  engineering  under  direc¬ 
tion  of  Professor  Brown  Ayres — Extracts  from  catalogue  of  1891— ’92 — His¬ 
torical  statement — Plan  of  Education— University  Department  of  Philosophy 
and  Science — Tulane  College — Four  separate  courses  of  study — ‘  ‘  Classical  ” — 
‘  ‘  Literary  ”  —  “  Scientific  ”  —  “  Engineering  ”  —  Drawing  under  Professor 
Woodward — Mechanical  work  under  Professor  Ordway — H.  Sophie  New¬ 
comb  Memorial  College — Three  separate  courses  of  study — “Classical” — 
“Scientific” — “Modern  Languages”  —  Special  students  —  Art  in  college 
courses  in  each  year — Special  Normal  Art — Elective  Art  work — The  Libra¬ 
ries —  Museums — Art  Museum  —  Professor  William  Woodward,  Art  Di¬ 
rector — Linton-Surget  Hall  an  Art  Museum — University  Extension — Lists 
of  names  of  the  Faculty  of  the  two  colleges — Tulane  High  School — Organiza¬ 
tion  and  courses  of  study — Manual  Training — Drawing — List  of  Faculty, 

1892- ’93 — The  Free  Drawing  school — Saturday  classes  for  Women — Evening 
class  for  Men—  The  Mechanical  course — The  Free  Hand  course. 


VI 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Chapter  IY.— Special  Technical  Trade  Schools .  . 107 

The  two  schools  grouped  with  the  Art  Schools  of,  and,  in  1884,  under  the 
general  supervision  of  the  Trustees  of  the  Metropolitan  Museum  of  Art,  in 
New  York  City. — The  Apprentice  School,  for  Masons  and  Plumbers,  founded 
by  Col.  Auchmuty. — The  Technical  School  for  Carriage  Draftsmen  and 
Mechanics,  founded  in  1880,  by  the  Carriage  Builders’  National  Association. — 
Report  on  the  School  made  by  the  Committee  to  the  Convention  in  New 
Haven,  in  October,  1883. — The  Chatauqua  plan  of  teaching  by  correspond¬ 
ence,  then  adopted. — The  plan  announced  and  explained  by  circular  of  the 
committee  in  November,  1883. — Prospectus  of  School  for  its  fourth  year. — 
Conditions  of  award  of  Diplomas  and  of  the  Grand  Prize  of  a  residence  for 
study  in  Paris. — The  School  removes  to  the  rooms  in  the  building  of  the 
Young  Men’s  Institute,  222  Bowery,  New  York. — Prospectus  for  1893-94. — 
The  Educational  discussion  at  the  National  Convention  at  New  Haven,  Con¬ 
necticut,  in  1883. — Able  report  by  the  Committee  on  Technical  Education. — 
Discussion  on  the  training  given  in  public  schools. 

Chapter  V. — An  Important  Experiment  in  Technical  Trade  Education.  .  129 

The  Technological  School  of  the  Baltimore  and  Ohio  R.  R.  Co. — How  Presi¬ 
dent  Robert  Garrett,  of  the  B.  &  O.  R.  R. ,  came  first  to  consider  the  project 
of  opening  a  school  for  the  higher  technical  training  of  youth  for  railroad 
service — The  address  on  Technical  Education,  by  Hon.  Teackle  Wallis,  before 
the  Maryland  Institute  in  1881 — General  Counsel  Cowen,  brings  this  at  once 
to  the  attention  of  President  Garrett,  and  suggests  the  opening  of  a  school, 
in  a  formal  communication — Dr.  W.  T.  Barnard,  Assistant  to  the  President, 
directed  to  investigate  and  report — Professor  Coler,  and  Mr.  C.  W.  Scribner, 
aid  in  the  investigations  in  Europe  and  the  United  States — The  Library  and 
archives  of  the  U.  S.  Bureau  of  Education  availed  of — An  admirable  “Report 
on  Technical  Education  in  Industrial  pursuits  with  special  reference  to  Rail¬ 
road  Service  ”  the  result — The  army  of  men  employed  by  the  Road — The 
need  of  better  education  of  the  employees  of  the  Road  emphatically  shown — 
Present  Educational  condition  of  the  dwellers  along  the  line  of  the  Road — 
Children  of  employees  employed  by  preference,  therefore  the  need  that  they  be 
sufficiently  educated — Apprentice  training  at  the  Mt.  Clare  Shops — The  new 
school  begun  in  1885 — Previous  condition  of  these  apprentice  boys — Indif¬ 
ference  of  Mt.  Clare  workmen  to  the  opportunity  offered  for  reading  books 
and  papers — How  the  new  requirements  improved  the  class  of  apprentice 
boys — Need  of  a  special  Technological  department  shown — Difficulty  of 
combining  instruction  with  the  shop  needs — Desirability  of  special  training 
for  all  classes  of  Rail  Road  employees — Lines  of  educational  work  sug¬ 
gested — Relationship  of  Johns  Hopkins  University  to  the  B.  &  O.  R.  R. — 
Johns  Hopkins  a  large  owner  and,  consequently,  the  funds  given  to  the 
University,  largely  invested  in  B.  &  O.  securities — Relation  of  this  move¬ 
ment  to  general  interests  of  the  Road — What  may  result  if  this  promising 
experiment  is  persevered  in — Analogy  between  the  Military,  Naval,  and 
Railroad  professions — The  School — Executive  order  establishing  the  Tech¬ 
nological  School — Conditions  for  entrance — Examples  of  the  examinations 
required — Circular  defining  reciprocal  duties  of  Instructors  and  pupils — 
Reports  made  by  the  Instructors  showing  actual  working  of  the  school — 
Summary  by  Professor  Coler,  of  what  had  been  absolutely  accomplished  by 
the  School — Reports  by  the  special  teachers  and  instructors. 


TABLE  OF  CONTENTS. 


VII 


Chapter  VI.— Technical  Mechanical  Schools.— Account  of  Five  Notable 
Technical  Schools  in  the  United  States .  171-223 

The  Worcester  Polytechnic  Institute,  formerly  known  as  the  Worcester 
County  Free  Institute  of  Industrial  Science — The  State  Report  for  1871 — 
State  authorization  for  free  technical  schools  in  cities  and  towns  suggested 
in  this  report — This  Institute  founded  by  John  Boynton,  Esq.,  a  citizen  of 
Worcester,  Massachusetts — Purpose  of  the  school  defined — Hon.  Stephen 
Saulsbury,  further  endows  the  School — Bequest  by  the  late  Hon.  Icliabod 
Washburn — The  course  of  instruction — The  catalogue  of  1890,  shows  the 
development  of  the  school  since  its  establishment  in  1868 — The  tendency  of 
institutions  to  eliminate  the  term  “  Industrial”  from  their  titles — Professor 
Thompson,  first  Principal  of  the  Institute,  is  called  to  take  charge  of  the 
Rose  Polytechnic  Institute,  at  Terre  Haute,  Indiana — List  of  the  Faculty  of 

the  Worcester  Polytechnic  Institute  in  1890 .  173 

The  Rose  Polytechnic  Institute — Brief  account  of  the  school  and  its  founder, 
Chauncey  Rose — The  school  first  known  as  the  Terre  Haute  School  of 
Industrial  Science — The  name  changed  by  the  Trustees  in  honor  of  the 
man  whose  liberality  and  public  spirit  had  created  the  Institution — Chaun¬ 
cey  Rose,  a  public  benefactor  of  the  same  class  as  Stephen  Girard,  Peter 
Cooper,  Charles  Pratt,  Anthony  J.  Drexel,  and  their  noble  compeers — The 
inauguration  of  President  Thompson,  and  the  opening  of  the  Institute — The 
early  decease  of  the  lamented  President — The  calling  of  Professor  T.  C. 
Mendenhall,  to  the  Presidency — Successful  administration  of  President 
Mendenhall — He  is  called  to  take  charge  of  the  U.  S.  Coast  and  Geodetic 
Survey — Dr.  Henry  C.  Eddy,  Dean  of  the  University  of  Cincinnati,  succeeds 
President  Mendenhall — Abstracts  from  the  catalogue  of  1893 — List  of 

Faculty .  184 

The  University  of  Illinois,  Urbana,  Illinois,  formerly  known  as  the  Illinois 
Industrial  University — School  of  Mechanical  Engineering — Brief  history  of 
the  University — The  child  of  the  Nation  and  the  State — Programme  of 
courses  in  Drawing  and  in  Mechanical  Engineering — Impulse  to  Art  study, 
and  an  Art  collection,  given  by  President  Gregory — List  of  Faculty  in 
1874-’75 — The  Legislature  applied  to  for  change  of  name  in  1885 — Extracts 
from  Petition  of  President  Peabody,  to  the  Legislature  in  1885 — Growth  of 
the  University  shown  by  catalogue  of  1891-92 — Courses  in  Mechanical 

Engineering . 202 

The  Mechanical  courses  in  Cornell  University;  “  Sibley  College  of  Mechanic 
Arts” — This  department  founded  and  endowed  by  Hon.  Hiram  Sibley,  of 
Rochester,  N.  Y.,  in  1870 — Programme  of  the  several  courses — The  Build¬ 
ing — List  of  the  Faculty  in  1874-’75 — The  grand  result  of  the  foresight  and 
public  spirit  of  Ezra  Cornell — The  remarkable  growth  of  Cornell  Univer¬ 
sity — Report  by  President  Adams,  for  the  year  1891— ’92 — The  growth  and 
needs  of  Sibley  College — Increase  in  value  of  the  property  and  endowment 
of  Cornell  University  to  August  1st,  1892— Report  by  Professor  Thurston, 
the  Director  of  Sibley  College — The  Department  of  Industrial  Training  and 
Art — Report  of  the  Sibley  College  in  the  Register  of  the  University,  Decem¬ 
ber,  1892 .  208 

The  University  of  California,  College  of  Mechanics,  Berkeley,  California — 
Historical  summary  of  the  University — College  of  Mechanics  under  Profes¬ 
sor  Le  Compte,  opened  1870 — Chair  of  Industrial  Mechanics  founded 
1874 — Drawing  a  leading  study — List  of  Faculty  in  1875 — Details  of  the 
courses  in  1891-92  will  be  found  in  the  account  of  the  University  in  the 
chapters  given  to  the  Land  Grant  Colleges — Analysis  of  students  attending 
different  departments  of  the  University  in  the  year  1891-92 .  220 


VIII 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Chapter  VII. — Colleges  of  Agriculture  and  the  Mechanic  Arts  Endowed 
by  the  National  Land  Grant  of  1862. — Introductory  Chapter .  227 

Introductory  to  the  account  of  the  several  colleges — The  passage  of  the  Act 
of  Congress  in  1862,  creating  the  Land  Grant  Colleges — The  provisions  of 
the  endowment — Discussions  concerning  the  proposed  institutions — Fortu¬ 
nate  far-sighted  views  of  the  promoters  of  this  Law — Active  part  taken  in 
the  preliminary  stages  of  this  movement  by  the  Rev.  Amos  Brown,  ll.  D., 
of  the  People’s  College,  New  York,  and  by  President  Evan  Pugh,  ll.  D., 
of  the  State  College  Pennsylvania — Careful  study  of  the  needs  of  institu¬ 
tions  fitted  for  scientific  training — Importance  of  this  movement  to  Educa¬ 
tors  and  to  the  scientific  world — Prominent  part  taken  in  advocacy  in  Con¬ 
gress  of  this  movement,  by  Hon.  Justin  S.  Morrill,  M.  C.  from  Vermont — 
Immediate  influence  of  the  preliminary  discussion  in  arousing  the  interest 
of  educators  and  lovers  of  science — The  methods  in  use  by  scientific  schools 
of  European  countries  carefully  studied — Impetus  given  by  the  passage  of 
this  law  to  the  new  education — Eleven  millions  of  acres  of  the  Public 
Domain  set  apart  for  the  promotion  of  Industrial  Education— The  study  of 
Drawing  a  necessary  feature  in  the  courses  in  Engineering  and  Mechanics — 
No  attempt  is  made  in  these  chapters  to  give  a  full  account  of  these  col¬ 
leges,  as  they  were  included  in  The  Report  on  “  Industrial  Education,” 
issued  by  this  Bureau  in  1883 — Statements  of  the  officers  of  these  colleges, 
concerning  elementary  industrial  training  in  public  schools,  freely  quoted 
in  the  following  chapters. 

Chapter  VIII. — Concise  Statements  of  the  Several  National  Land-Grant 
Colleges,  Taken  from  Their  Official  Catalogues,  with  Special  Refer¬ 
ence  to  Those  Courses  in  which  Drawing  Is  a  Required  Study. 

Analysis  of  Chapter . 233 

Introductory .  . 235 

Alabama:  State  Agricultural  and  Mechanical  College. — Alabama  Poly¬ 
technic  Institute,  Auburn .  236 

our  courses  of  four  years  each,  leading  to  Degrees — Drawing  required  for 
first  two  years  in  all  courses  except  that  of  Literature — Drawing  required 
through  the  course  in  Engineering — Details  of  the  course  in  Drawing — Text 
Books  in  Drawing — Catalogue  of  1880-'81  shows  182  students  in  attend¬ 
ance — Development  of  the  College  shown  by  Catalogue  of  1891-’92 — In¬ 
crease  in  facilities  for  Laboratory  instruction — 255  students  in  attendance; 
193  take  Drawing — 31  Professors  and  Instructors  comprise  the  Faculty — 
William  Le  Roy  Brown,  M.  A.,  LL.  D.,  President. 

Arkansas  Industrial  University,  Fayetteville .  239 

Preparatory  Department  largely  attended — Eight  courses  leading  to  Degrees 
in  the  University — Drawing  required  in  the  Preparatory  Department  and 
a  requisite  for  admission  into  three  Departments  of  the  University — Cata¬ 
logue  for  1881  shows  few  students  in  Science,  Agriculture,  or  Engineer¬ 
ing;  only  15  out  of  a  total  of  120  students  in  all  the  four  College  classes — 
Total  attendance  in  1881,  426 — Catalogue  of  1889  shows  great  increase  in 
attendance  and  a  marked  development  of  the  University — New  Buildings 
and  new  Departments — The  Legislature  in  1887,  passed  a  law  giving  a  great 
impetus  to  the  University — New  Buildings  Described — A  Manual  Depart¬ 
ment  inaugurated — Equipment  of  Manual  Training  Shops  —  Course  in 
Mechanical  Engineering  —  Course  in  Civil  Engineering  —  Catalogue  of 
1891 — Details  of  organization  of  University — A  School  of  Medicine  at  Little 


TABLE  OF  CONTENTS. 


IX 


Rock — A  Normal  School  for  Colored  Teachers  at  Pine  Bluff  with  215  stu¬ 
dents — Attention  given  to  Manual  Training — Total  number  of  students  in 
the  University,  901 — Faculty  at  Fayetteville  numbers  36 — Edward  Hunter 
Murfee,  a.  M.,  ll.  d.,  President. 

California:  The  University  of,  Berkeley . . .  247 

Eight  regular  undergraduate  courses  of  four  years  each — Drawing  a  required 
study  in  the  Mechanical  and  Engineering  courses — Details  of  Drawing  in 
the  several  “courses” — Catalogue  of  1881-’82  gives  an  attendance  of  224 
students — The  “Register  of  the  University”  for  1891  shows  eleven  differ¬ 
ent  colleges  and  departments — Art  collections — Laboratories — 763  students 
in  attendance;  313  of  these  are  in  Professional  and  Post  Graduate  Depart¬ 
ments — 184  officers  and  instructors  in  the  University;  60  of  these  in  the 
Undergraduate  colleges — Professor  Martin  Kellogg,  a.  M.,  President  pro 
tempore  in  1891. 

Colorado:  State  Agricultural  College,  Fort  Collins .  253 

Course  of  four  years — A  preparatory  course  of  one  yean— Co-education — Cata¬ 
logue  of  1886,  gives  an  attendance  of  57  students;  25  of  these  were  girls — 
Catalogue  of  1887-'88,  gives  in  detail  courses  in  practical  Mechanics  and 
Drawing — A  new  machine  shop — Much  attention  given  to  agriculture — 
Students  required  by  law  to  give  two  hours  a  day  to  labor — Farm  of  240 
acres — A  series  of  experimental  plots  of  ground  provided — 109  students  in 
attendance ;  38  of  these,  girls — 12  Professors  and  Instructors  comprise  the 
Faculty — Professor  Charles  L.  Ingersoll,  M.  s. ,  President. 

Connecticut:  Sheffield  Scientific  School,  New  Haven,  the  Land 

Grant  College  of .  256 

A  department  of  Yale  University — Regular  courses  of  three  years  for  Degrees 
in  Chemistry,  Engineering,  and  Agriculture;  also,  a  Post  Graduate  course— 
Catalogue  of  1881-’82,  gives  an  attendance  of  188  students — Drawing  a 
required  study  through  the  full  course — Extracts  from  Biennial  Report  of 
State  Governing  Board  for  1889-90 — Attendance  of  students  in  1889-90, 
341 ;  in  1890-91,  381 — Students  come  from  all  parts  of  the  United  States, 
and  a  few  from  foreign  countries — Concise  history  of  the  origin  and  organi¬ 
zation  of  the  school  from  the  Catalogue— President  Dwight,  President  of 
Yale  University,  is  President  of  the  school  and  Professor  George  J.  Brush 
is  Director — A  corps  of  15  Professors  and  25  additional  Professors  and 
Instructors  comprise  the  teaching  force  of  the  school. 

Delaware:  Delaware  College,  Newark .  260 

Where  situated — Recent  additions  to  buildings  and  facilities — Seven  regular 
courses  of  four  years  each — Drawing  a  requisite  during  some  period  of  each 
course — Details  of  courses  in  Mechanical  and  Electrical  Engineering — 
Catalogue  of  1891-’92  gives  an  attendance  of  97  students — The  Faculty 
comprises  12  Professors — Albert  N.  Raub,  A.  M.,  PH.  D.,  President. 

Florida:  State  Agricultural  College,  Lake  City .  262 

Four  Courses  of  five  years  each  lead  to  Degrees  in  Agriculture,  Science  and 
Classics,  Mechanical  Engineering,  and  Civil  Engineering — Drawing  is 
required  during  the  whole  course  of  Mechanical  Engineering,  for  three 
years  in  Civil  Engineering,  and  one  year  in  the  Course  in  Agriculture — 
Special  importance  seems  to  be  given  to  the  Military  organization  of  the 
college — There  is  a  Preparatory  Department  with  a  course  of  two  years — 
College  established  in  1884 — Greatly  aided  by  its  one-half  share  of  the  sup¬ 
plemental  appropriation  made  by  Congress  to  the  Land  Grant  Colleges — 
The  sum  given  to  Florida,  is  divided  between  this  College  and  the  Colored 
Normal  School  at  Tallahassee — Location  at  Lake  City  described — Course  in 


X 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


manual  training  given  in  detail — Catalogue  of  1891-’92  gives  a  total  attend¬ 
ance  of  107  students — The  Faculty  comprises  9  Professors  and  Instructors— 
F.  L.  Kern,  a.  M.,  President. 

Georgia:  State  College  of  Agriculture  and  Mechanic  Arts  of  the  Uni¬ 
versity  of  Georgia,  Athens .  266 

The  University  includes  four  branch  Agricultural  Colleges,  situated  in  differ¬ 
ent  localities — Drawing  taught  in  the  several  departments  of  the  State 
College — The  Faculty  comprises  9  Professors — P.  A.  Will,  D.  D.,  ll.  d.,  is 
President — The  School  of  Technology,  at  Atlanta,  opened  as  a  new  depart¬ 
ment  of  the  University  in  1888 — This  school  was  opened  with  great  eclat 
and  the  occasion  celebrated  by  public  meetings  addressed  by  distinguished 
orators — Inaugural  address  by  Superintendent  Milton  P.  Higgins,  outlining 
the  proposed  course  of  training  to  be  given  in  this  new  School  of  Technol¬ 
ogy — Extracts  from  addresses  by  Dr.  Hopkins,  President  of  the  school,  and 
by  Hon.  N.  E.  Harris,  of  the  State  Commission — Extracts  from  the  Cata¬ 
logue  reciting  the  origin,  plan,  equipment,  and  courses  of  instruction  of 
this  new  schooT— Drawing  and  workshop  practice  made  prominent — Cata¬ 
logue  of  1889-90  gives  enrollment  of  145  students — The  Faculty  comprises 
8  Professors — There  are  4  foremen  of  the  shops — Isaac  H.  Hopkins,  PH.  D., 
D.  D.,  is  the  President. 

Illinois:  The  University  of,  at  Urban  a— Post-Office  Address,  “Cham¬ 
paign,  Illinois” .  276 

Opened  in  1868 — Opened  to  women  students  in  1871 — Gallery  of  Fine  Arts 
established  by  President  Gregory,  in  1874 — The  University  comprises  four 
colleges  subdivided  into  ten  “schools” — There  are  two  additional  “schools” 
in  “Military  Science ”  and  in  “Art  and  Design,”  also  a “  Graduate  School ” — 
Drawing  is  taught  through  all  the  courses  in  the  Schools  of  Engineering 
and  in  the  School  of  Art  and  Design  ;  it  also  finds  a  prominent  place  in  the 
courses  of  the  other  schools — The  Catalogue  of  1881-82  gives  an  attendance 
of  352  students  ;  32  of  these  were  women — In  1891-92,  583  students  are  reg¬ 
istered  ;  of  these  89  are  women — -The  Faculty  comprises  35  Professors  and  16 
Instructors  and  Assistants — Professor  Thomas  Jonathan  Bun-ill,  m  .  a.  ,  ph.  d.  , 
is  Acting  Regent. 

Chapter  IX.— The  Land  Grant  Colleges  of  Agriculture  and  the  Mechanic 


Arts — Continued . 

Analysis  of  Chapter .  279 

Indiana:  Purdue  University,  La  Fayette,  Tippecanoe  County .  281 


Historical  sketch  from  Register  of  1880-’81 — University  opened  in  1874 — 
Reorganized  in  1876,  under  President  E.  E.  White — Extracts  of  general 
interest  to  educators  from  the  Inaugural  address  of  President  E.  E.  White, 
delivered  June  16th,  1876 — Professor  Thompson,  on  the  kind  of  drawing 
here  taught— Opening  of  new  schools  announced  in  1879 — Courses  of  study 
described — A  farm  of  150  acres  for  use  of  students  in  Agriculture  and  Hor¬ 
ticulture — Facilities  for  teaching  drawing  and  mechanics — of  254  students  in 
1880-’88,  94  are  girls — Register  of  1890-91,  shows  a  remarkable  development 
and  growth.  The  University  has  a  permanent  endowment  fund  of  $340,000, 
and  a  large  equipment  in  the  way  of  buildings,  Laboratories,  etc.  The 
Mechanical  and  Engineering  Departments  are  fully  equipped — The  course 
of  five  years  in  the  school  of  Mechanical  Engineering  is  given  in  detail — 
530  students  are  registered  as  in  attendance.  Ill  of  these  are  in  the  Pre¬ 
paratory  Department.  The  Faculty  consists  of  40  Professors  and  Instruct¬ 
ors.  James  H.  Smart,  A.  M.,  ll.  d.,  is  the  President. 


TABLE  OF  CONTENTS. 


XI 


Iowa  Agricultural  College,  Ames .  297 

Opened  as  a  State  Institution  in  1859 — Organized  under  the  U.  S.  Land  Grant 
Law,  in  1869 — Has  a  farm  of  860  acres — 70  acres  of  this  tract  are  occupied 
by  the  College  grounds — Students  in  1880-81,  226 — There  are  four  complete 
courses  of  four  years  each  ;  there  is  also  a  preparatory  course — Drawing  is 
taught  in  all  courses  through  Freshman  year,  and  through  the  whole  of  the 
Engineering  courses — The  State  Board  of  Trustees  render  biennial  reports 
to  the  Governor — Extracts  from  an  interesting  report  made  in  1888-89,  by 
President  Chamberlain  to  the  Trustees — Excellent  management  of  the  U.  S. 
Land  Grant,  by  the  State  authorities  of  Iowa — Quotations  from  speech  by 
General  Garfield — Extracts  from  Catalogue  of  1890. — A  new  building  named 
Morrill  Hall,  in  honor  of  Hon.  Justin  S.  Morrill,  U.  S.  Senator  from  Ver¬ 
mont,  has  just  been  erected — Details  of  courses  given,  showing  the  relations 
of  Drawing  and  Shop  work  to  the  Technical  Training  given  in  the  course 
in  Mechanical  Engineering — 336  pupils  are  in  attendance ;  nearly  one  third 
of  these  are  girls — The  Faculty  comprises  25  Professors  and  Instructors ;  six 
of  these  are  ladies — Professor  E.  W.  Stanton,  is  Acting  President. 

Kansas  :  State  Agricultural  College,  Manhattan .  305 

Established  in  1863 :  reorganized  in  1872 :  occupied,  in  1875,  the  farm  near  the 
city  of  Manhattan — Open  to  pupils  of  both  sexes — In  1880,  276  students  were 
in  attendance,  of  whom  73  were  women — A  five  years  course  in  English 
branches,  mathematics  and  chemistry — Details  of  courses  of  instruction — 
There  is  a  department  of  Drawing — Drawing  a  required  study  for  five  terms, 
distributed  through  the  first  three  years — Extracts  from  “Hand  Book” 
issued  in  1874 — Interesting  statements  by  President  Anderson — This  college 
designed  on  very  different  lines  than  many  of  the  Land  Grant  Colleges  in 
the  Eastern  States — The  avowed  purpose  to  turn  out  skilled  workers — This 
college  not  meant  to  be  a  Normal  School  for  science  teachers — President 
Anderson  portrays  an  agricultural  college  conducted  in  accord  with  his 
idea — Catalogue  for  1890-91,  gives  interesting  illustrations  of  buildings, 
class  rooms,  and  class  work ;  with  plot  of  the  farm  showing  location  of 
buildings — Brief  history  of  origin,  development  and  purpose,  of  the  institu¬ 
tion — Details  of  courses  in  Industrial  Training — Summary  of  total  attend¬ 
ance  for  28  years — Attendance  in  1890-91  is  593,  of  whom  221  are  women — 
The  Faculty,  comprises  18  Professors  and  Instructors ;  6  Assistants  and 
Foremen,  and  8  student  Assistants.  George  T.  Fairchild,  a.  m.  ,  President. 

Kentucky:  Agricultural  and  Mechanical  College,  Lexington .  316 

Established  in  1865,  as  one  of  the  colleges  of  the  Kentucky  University — 
Regent  Bowman’s  claim  that  this  was  the  first  of  the  U.  S.  Land  Grant 
Colleges  actually  in  operation  under  the  Grant  of  1862 — Extracts  from 
Regent  Bowman’s  report  to  the  Governor  of  the  State  in  1868 — Ten  courses 
of  Instruction  were  given — Courses  in  the  schools  of  “Civil  Engineering 
and  Mining”,  and  of  the  “Fine  Arts” — College  organized  as  a  separate 
institution  in  1878 — Extracts  from  annual  report  by  the  President  for  the 
year  1878-’9 — College  permanently  located  in  1880,  on  land  given  by  the 
city  of  Lexington,  and  endowed  with  funds  given  by  that  city,  and  by 
the  county  of  Fayette.  A  Normal  Department  opened — A  course  in  Prac¬ 
tical  Mechanics  added — The  Annual  Register  for  1881— ’82,  gives  an  attend¬ 
ance  of  321,  an  increase  from  the  total  of  78  students  in  1877-78,  the  last 
year  of  its  connection  with  the  University — Extracts  from  Register  of 
1890— ’91 — Nine  courses  of  four  years  each,  lead  to  Degrees — Details  of  full 
course  in  Mechanical  Engineering.  Mechanical  Hall  and  its  Equipment 
described — A  faculty  of  nine  Professors  are  in  charge  of  this  Department — 
642  students  are  in  attendance  in  the  various  departments  of  the  college, 


XII 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


of  whom  186  are  girls.  There  is  a  State  Board  of  12  Trustees,  of  which  the 
Governor  is  chairman.  Col.  Hart  Gibson,  of  Lexington,  is  Secretary  of  the 
Board — The  Faculty  of  the  College  comprises  24  Professors  and  Assistants, 
and  one  Stenographer.  James  K.  Patterson,  ph.  d.  ,  f.  S.  a.  ,  is  President. 

Louisiana:  State  University  and  Agricultural  and  Mechanical  College, 

Baton  Rouge .  323 

Established  by  the  Legislature  in  1874,  in  accord  with  the  U.  S.  Land  Grant 
Law  of  1862 — Opened  in  New  Orleans  June  1st,  1874 — Concise  historical 
sketch  of  the  two  State  institutions  which  were  consolidated  in  1877,  and 
opened  at  Baton  Rouge  under  its  present  legal  title,  in  charge  of  Col.  David 
F.  Boyd,  former  Superintendent  of  the  State  Military  Academy — Col.  Wil¬ 
liam  Preston  Johnston,  formerly  a  Professor  in  Washington  and  Lee  Uni¬ 
versity,  Virginia,  chosen  President  in  1880 — In  1881,  the  College  was 
re-organized  with  designated  courses  of  study,  in  accordance  with  plans 
submitted  by  the  new  President;  seven  years  of  experiment  having  proved 
the  optional  courses  undesirable — Extracts  from  Report  by  State  Board  of 
Supervisors  in  1882 — There  are  two  University  courses,  a  Classical,  and  a 
Scientific,  of  four  years  each;  and  an  Agricultural  and  Mechanical  course, 
of  two  years — Drawing  is  a  study  in  the  University  courses — The  course  of 
instruction  given  in  the  Stevens  Institute,  Hoboken,  New  Jersey,  adopted 
in  the  workshop — The  Agricultural  and  Mechanical  features  discussed  at 
length — The  pressing  immediate  needs  of  practical  educational  training  in 
the  State — The  catalogue  of  1882,  shows  an  attendance  of  159  cadets;  an 
increase  of  90  over  the  previous  year — The  catalogue  of  1890-’91,  gives 
views  of  the  grounds  and  buildings;  which  are  admirably  placed  on  a  bluff 
overlooking  the  Mississippi,  and  are  most  attractive  in  appearance — An 
additional  course,  the  Latin  Scientific  Course,”  is  announced — A  prepara¬ 
tory  school  is  attached  to  the  college — Details  of  courses  in  drawing  and  in 
industrial  training,  and  of  facilities  offered— Col.  Johnston  called,  in  1882, 
to  assume  Presidency  of  Tulane  University,  in  New  Orleans — An  attendance 
of  179  cadets,  recorded  in  1890-’91 — Faculty  comprises  20  Professors  and 
Assistants — There  is  a  State  Board  of  17  Supervisors,  of  which  the  Governor 
of  the  State,  the  State  Supt.  of  Public  Education,  and  the  President  of 
the  College  are  ex  officio  members.  Col.  J.  W.  Nicholson,  President  and 
Professor  of  Mathematics. 

Chapter  X. — United  States  Land  Grant  Colleges  of  Agriculture  and  the 

Mechanic  Arts— Continued. 

Analysis  of  Chapter .  333 

Maine  :  State  College  of  Agriculture  and  the  Mechanic  Arts,  Orono  .  335 
Five  courses  of  four  years  each,  lead  to  Bachelor’s  Degrees — A  change  in  the 
law,  about  1880,  imposed  tuition  fees  of  .$30  a  year ;  before  this,  tuition  was 
free — Drawing  is  an  important  study  through  the  four  years — 90  students 
were  in  attendance  in  1881-’82 — Professor  Runkle,  in  the  45th  annual  report 
of  the  Massachusetts  Board  of  Education,  quotes  President  Femald’s  state¬ 
ment  as  to  the  instruction  here  given  in  Mechanic  Arts — Attention  given  to 
military  drill — Details  of  purpose  of  the  Institution  and  of  courses  of  study — 
Catalogue  of  1891-92,  gives  attendance  of  132  students — Faculty  comprises 
19  Professors  and  Assistants — Merritt  C.  Fernald,  A.  M.,  PH.  D.,  Professor  of 
Mental  and  Moral  Science,  is  President. 

Maryland  :  Agricultural  College,  Prince  George  County  (College 

Station,  B.  &  O.  R.  R.) .  339 

Courses  of  study  grouped  under  seven  departments — Farm  contains  286 
acres — 55  students  attended  in  1881 — Biennial  report  for  1888-1889,  records 
the  opening  of  the  United  States  Experiment  Station,  with  an  annual  appro- 


TABLE  OP  CONTENTS. 


XIII 


priationof  $15,000 — Professor  Henry  E.  Alford,  C.  e.,  Professor  of  Agricul¬ 
ture  in  Massachusetts  State  College,  at  Amherst,  chosen  to  be  President  of 
College,  and  Director  of  Experiment  Station,  in  March,  1888 — Brief  History 
of  the  College — First  opened  in  1856,  aided  by  State  appropriations —Desig¬ 
nated  to  receive  income  of  United  States  Land  Grant  of  1862 — Concise  sum¬ 
mary  of  courses  of  study — How  the  Land  Grant  law  broadened  the  scope  of 
the  institution — Report  on  Drawing,  by  Lieut.  A.  B.  Scott,  U.  S.  Army,  in 
charge  of  “  Military,”  “  Mathematics,”  and  “  Drawing” — Faculty  comprises 
7  Professors — Henry  E.  Alford,  C.  E.,  President. 

Maryland:  The  United  States  Naval  Academy,  Annapolis .  343 

Drawing  taught  to  the  Cadet  Midshipmen  and  to  the  Cadet  Engineers — Time 
given  to  this  study  in  these  separate  courses — Department  of  Drawing  in 
charge  of  a  Professor  and  two  Assistant  Instructors — In  1881,  a  total  attend¬ 
ance  is  reported  of  161  Cadet  Midshipmen  and  100  Cadet  Engineers — Regis¬ 
ter  of  1889-’90,  gives  concise  history  of  the  Academy  from  its  founding  in 
1845  by  Hon.  George  Bancroft,  then  United  States  Secretary  of  the  Navy  in 
the  administration  of  President  Polk — In  1882,  all  cadets  were  by  law  ranked 
as  “  Naval  Cadets” — The  Academic  staff  numbers  69 — There  are  11  depart¬ 
ments  of  study — Summary  of  Cadets  in  November.  1889,  244 — Capt.  W.  T. 
Sampson,  U.  S.  Navy,  Superintendent. 

Massachusetts:  Agricultural  College,  Amherst .  345 

Incorporated  in  1863 — Two-thirds  of  annual  income  from  United  States  Land 
Grant  given  to  this  College:  and  one-third,  to  the  Massachusetts  Institute 
of  Technology,  at  Boston — How  Amherst  secured  the  College — A  farm  of 
400  acres — Description  of  this  beautiful  town  with  its  old  classical  College — 
College  opened  under  President  Chadborne,  in  1867 — In  1869,  Col.  William 
S.  Clark,  was  chosen  President  and  held  the  place  for  eleven  years — Pro¬ 
fessor  Agassiz,  on  the  usefulness  of  the  College — President  Clark,  tempo¬ 
rarily  called  to  Japan,  in  1877-78 — The  development  of  the  College  in  the 
line  of  experiment  and  of  Scientific  Agriculture — As  the  Institute  of  Tech¬ 
nology,  is  devoted  to  Engineering  and  the  Mechanical  Arts,  these  are  not 
developed  at  Amherst — Drawing,  however,  is  given  an  important  place  in 
the  course  in  the  second  term  of  each  of  the  three  first  years  of  the  four 
years’  course — The  military  feature  of  the  law  has  been  fully  complied 
with— Attendance  of  students  has  varied  from  a  little  over  100  in  1878,  to 
178  in  1892 — Report  by  acting  President  Fernald,  in  1892 — The  Faculty 
numbers  15  Professors — Henry  H.  Goodell,  ll.  d.,  President. 

Massachusetts:  The  Massachusetts  Institute  of  Technology,  Boston.  .  348 
Incorporated  in  1861 — Purpose  of — In  1863,  designated  by  Legislature  to 
receive  one-third  of  annual  income  of  United  States  Land  Grant  Fund — 
Building  and  Location — Courses  of  Instruction — Nine  regular  Courses  of 
Study  leading  to  Bachelor  Degrees — All  regular  Courses  extend  through 
four  years — Drawing  an  essential  study — All  branches  of  Engineering 
taught — Complete  Couise  in  Architecture — Comprehensive  Architectural 
Museum — Instruction  in  Shop  Work — Details  of  courses  in  School  of 
Mechanic  Arts — Description  of  working  of  School  by  Hon.  Wm.  H.  Ruff- 
ner,  of  Virginia,  in  report  to  authorities  of  Virginia  Agricultural  Mechan¬ 
ical  College — PVee  courses  of  instruction  founded  by  the  Trustees  of  the 
Lowell  Institute — -Catalogue  of  1881-’82,  gives  attendance  of  390  students— 
Catalogue  of  1892,  a  model  Catalogue — Extracts  from — Institute  opened  in 
1865  with  27  pupils — Buildings  occupied  in  1892 — Educational  Methods 
adopted — Drawing  made  prominent — Institute  well  equipped  with  Class 
Rooms,  Laboratories,  Workshops  and  Libraries — An  attendance  of  1,060 
students  registered — Officers  of  Instruction,  114 — Francis  A.  Walker,  ph.  d., 
ll.  d.,  President. 


XIV 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Michigan:  State  Agricultural  College,  Lansing .  356 

Opened  as  a  State  Institution  in  1857 — Claims  to  have  been  the  first  of  the 
existing  Agricultural  Colleges  of  the  country — A  farm  of  676  acres — Desig¬ 
nated  to  receive  the  benefit  of  the  United  States  Land  Grant  of  1862 — Agri¬ 
cultural  Training  predominates — All  students  required  to  work  three  hours 
each  day — Drawing  taught  in  last  term  of  Junior  year — Number  of  stu¬ 
dents  in  1879-80,  232 — Catalogue  of  1889-90 — Department  of  Military  Sci¬ 
ence  and  Tactics  opened  in  1884 — Increased  State  appropriations  in  188^, 
gave  enlarged  facilities — Two  courses  of  four  years  each — The  “Agricul¬ 
tural” — The  “  Mechanical” — Drawing  in  one  term,  Freshman  year,  in  the 
Agricultural  course;  in  each  term  of  first  three  years,  in  the  Mechanical 
course — Details  of  Drawing  and  shop  work  .courses — Laboratories  and  shops 
described — Attendance  of  students  in  1880-90,  369 — 210  of  these  in  the 
“Agricultural”  course — Faculty  and  other  officers  number  26 — Oscar 
Clute,  M.  S.,  President. 

Minnesota:  Colleges  of  Agriculture  and  the  Mechanic  Arts  (University 

of  Minnesota),  Minneapolis .  359 

The  University  founded  by  the  United  States  Land  Grants  of  1849  and  1851 — 
Building  begun  in  1857 — The  financial  reverses  of  1857,  followed  by  the 
complications  of  the  War  of  the  Rebellion  in  the  sixties,  deferred  organiza¬ 
tion — This  University  designated  to  receive  the  income  of  the  United  States 
Land  Grant  of  1862 — Preparatory  Department  opened  in  1867,  and  a  Col¬ 
lege  in  1869 — Description  of  grounds,  buildings,  equipment,  and  attendance, 
as  given  in  Calendar  for  1881-82 — Legislature  of  1881,  appropriated  $30,000 
a  year  for  six  years,  for  the  erection  of  certain  buildings — There  were, 
already,  temporary  rooms  and  workshops  provided  for  instruction  and 
practice  in  Drawing  and  Manual  Training — Preparatory  Department  offers 
three  courses;  “Classical,”  “Scientific,”  and  “Modern” — The  two  “Col¬ 
leges”  offer  each  three  courses — There  were  24  separate  Departments  of 
Instruction  in  the  University  in  1880-’81 — Tuition  free  and  open  to  both 
sexes — Drawing  recognized  as  an  important  study  in  all  the  courses — A 
course  in  Architecture,  and  in  Manual  Training,  and  an  evening  course  in 
Mechanical  Drawing — Methods  of  instruction — 253  students  in  attendance 
in  1880-’81 — Catalogue  for  1891— ’93,  gives  concise  Historical  Statement — 
Extracts  from  this  Catalogue — Departments  of  Medicine,  and  of  Law, 
opened  in  1888-’89 — The  “  School  of  Agriculture,”  opened  in  1888 — From 
one  Department,  with  72  students,  in  1868,  the  University  has  grown  to  ten 
Departments,  with  nearly  fourteen  hundred  students,  in  1891 — The  “  College 
of  Mechanic  Arts,”  now  reorganized  into  the  “College  of  Engineering” — 
In  this  College,  and  in  the  “  College  of  Agriculture,”  instruction  is  given  in 
the  studies  germane  to  this  Report — The  Faculty  of  the  College  of  Engi¬ 
neering  number  21  and  the  President  of  the  University — The  scope  of 
industrial  and  technical  education  given  in  this  College,  comprises  all 
grades,  from  Elementary  Drawing  and  Manual  Training,  to  the  highest 
technical  training — Admirably  illustrates  the  force,  extent,  and  purpose  of 
this  new  movement  in  Education — Details  of  course  in  Mechanicid  Engi¬ 
neering — Equipment  of  Shop  and  Drawing  Rooms — “  Practical  Mechan¬ 
ics” — A  two  years’  course  for  apprentices — School  for  training  in  artistic 
industries — Details  of  course  in  Wood  Carving  and  Design — School  of 
Architecture — Summary  and  details  of  attendance  in  the  different  Colleges 
and  courses — Total  attendance  of  students  in  the  University  in  the  year 
1891-’92,  1,374;  of  whom,  291  were  women — The  Faculty  and  Instructors  of 
the  University  comprise  121;  there  are  6  other  officers — Cyrus  Northrop, 
ll.  d.,  President. 


TABLE  OF  CONTENTS. 


XV 


Chapter  XI. — United  States  Land  Grant  Colleges  of  Agriculture  and 

the  Mechanic  Arts — Continued. 

Analysis  of  Chapter .  371 

Mississippi:  Agricultural  and  Mechanical  College,  near  Starkville.  375 
Successor  to  the  “  College  of  Agriculture  and  the  Mechanic  Arts,”  formerly  a 
department  of  the  State  University,  at  Oxford — This  department,  organ¬ 
ized  in  1872,  to  receive  two-fiftlis  of  the  annual  income  arising  from  the 
Land  Grants  of  1862 — Three-fifths  of  this  income  being  given  to  Alcorn 
University,  an  institution  for  the  higher  education  of  colored  youth — The 
act  of  1875,  divides  this  income  equally  between  the  two  universities — In 
1878-79,  the  Legislature  chartered  this  College,  transfering  to  it  the  Land 
Grant  fund  before  given  to  the  State  University— Objects  of  this  College 
defined  in  the  law — Farm  of  840  acres — Drawing  taught  in  the  last  term  of 
both  Freshman  and  Sophomore  years— Catalogue  of  1880-’81,  gives  a  total 
attendance  of  540  students — 267  in  the  Preparatory  class,  73  Freshmen  and 
14  Sophomores — Catalogue  of  1891-92,  announces  opening  of  the  new 
“ Department  of  Mechanic  Arts” — Regular  College  course  is  four  years — 
Tuition  and  Room  rent  free  to  Mississippi  youth — Tuition  for  others  fixed 
by  the  Trustees — College  under  military  discipline  and  all  students  must 
wear  the  uniform — Brief  history  of  the  College — Objects  defined — Distinc¬ 
tions  drawn  between  modern  Industrial  Training  and  the  Manual  Labor 
Schools  of  the  past — Mechanical  Drawing  and  Manual  Training  required 
studies  in  the  Preparatory  Department — Drawing  a  required  study  for  one 
term  each,  in  Freshman  and  Sophomore  years — Details  of  equipment  of  the 
new  “Mechanic  Arts  Department”  and  of  the  Drawing  required — Ample 
accommodation  for  the  training  in  wood  and  iron  work — Drawing  a 
required  study  through  the  entire  course  of  four  years  in  this  Department — 
Total  attendance  of  pupils  for  the  year  1891-92,  310;  125  of  these  in  the 
Preparatory  Department — Faculty  comprises  18  Professors  and  Assistant 
Professors — General  S.  D.  Lee,  President. 

Mississippi:  Alcorn  Agricultural  and  Mechanical  College,  formerly 

known  as  Alcorn  University,  Claiborne  County .  379 

Established  in  1871,  as  a  State,  and  United  States,  Land  Grant  Institution  for 
the  higher  education  of  colored  youth — Three-fifths  of  annual  income  of 
Land-Grant  fund  given  to  this  University,  till  1878;  when  the  Legislature 
changed  the  ratio  to  one-half — A  farm  of  295  acres — Catalogue  of  College 
for  1880-81,  gives  three  courses  of  study,  “Agricultural,”  “Literary,”  and 
“Preparatory” — Free-hand  Drawing  required  in  first  term  of  Freshman 
year  in  the  first  two  of  these  courses  only — No  other  training  in  Drawing 
recorded — Formerly  in  the  “Special  course  in  Mechanical  Engineering”  of 
the  ‘  ‘  University,”  Drawing  was  an  important  study  during  all  the  four  years — 
A  total  of  148  students  is  given  for  year  1880-81 — Catalogue  of  1891-92, 
greatly  improved  in  its  classification  of  students  in  classes  and  departments — 
Besides  the  four  College  classes  there  are  three  “Preparatory”  classes, 
with  [a  three  years’  “Academic”  course  and  a  two  years’  “Scientific” 
course — Concise  historical  statement — Copy  of  interesting  and  suggestive 
list  of  “  books  for  general  reading”  as  given  in  catalogue — Total  attendance 
of  students,  276 — 47  only  of  these  in  College  Department — Ten  Professors 
and  Assistant  Professors  comprise  the  Faculty — John  H.  Burrus,  M.  a., 
President. 

Missouri:  State  University— College  of  Agriculture  and  the  Mechanic 

Arts,  Columbia.— School  of  Mines  and  Metallurgy,  Rolla .  383 

Income  of  the  United  States  Land  Grant  divided  between  these  two  Depart¬ 
ments  of  the  University  of  the  State — University  has  nine  “  Professional 


XVI 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Schools” — Course  in  Agriculture,  two  years;  Mechanical  Drawing  taught 
in  first  half  of  the  last  year — 21  students  in  1881-82 — School  of  Engineer¬ 
ing  includes  four  courses;  Drawing  an  important  study  in  each — 42  stu¬ 
dents  in  this  school  in  1881— ’82 — School  of  Art  and  Drawing,  has  a  three 
years’  course — 140  students  of  the  University  in  this  school  in  1881-82; 
82  in  the  School  of  Mines  at  Rolla — Total  University  Students  in  1881-82, 
591 — Catalogue  of  1891-92,  gives  view  of  ruins  of  main  building,  destroyed 
by  fire  January  9th,  1892 — Extracts  from  Report  by  the  Curators  to  Gov¬ 
ernor  Francis — Professor  Richard  H.  Jesse,  of  Tulane  University,  Louisi¬ 
ana,  accepts  the  Presidency — Historical  statement  of  the  founding  and 
development  of  the  University — Opening  of  the  new  school  of  Mechanic 
Arts  in  1891 — Increased  facilities  offered  in  the  School  of  Agriculture, 
owing  to  the  increased  United  States  Land  Grant  by  the  law  of  1890 — Influ¬ 
ence  of  this  new  School  of  Manual  Training — Equipment  of  the  school — 
Unusual  facilities  offered  to  students,  all  material  free — 73  students  in  attend¬ 
ance — Importance  and  success  of  the  “Agricultural  College” — Liberal 
appropriations  by  the  Legislature,  to  replace  buildings  and  equipment 
destroyed  by  the  fire — Girls  admitted  to  the  Academic  Department  of 
the  University — Twenty  years  of  this  co-education — Extracts  from  the 
catalogue  giving  some  particulars  as  to  dress  regulations — A  report  to 
the  Legislature  by  the  State  Curators  of  the  University,  dated  January  1st, 
1893 — The  economical  relations  of  a  University  to  the  State,  set  forth — -The 
Universities  the  friends  of  the  Public  Schools — The  admirable  Public  School 
system  of  Missouri — The  Manchester  Guardian,  (England),  on  the  direct 
value  of  University  training  to  our  modern  civilization — Plea  for  the  new 
buildings — Plan  of  proposed  buildings — Legislature  authorized  the  rebuild¬ 
ing  of  the  University  buildings  in  Columbia — Needs  for  Library,  and  for 
Scientific  Equipment,  set  forth  by  the  President — Catalogue  of  1891-’92, 
gives  the  number  of  “Academic  Departments”  of  the  University,  as  14;  7 
under  the  head  of  “  Language,”  7  under  that  of  “  Science” — There  are  also 
eight  “  Professional  Departments” — The  College  of  “Agriculture  and 
Mechanic  Arts”  is  No.  1  of  the  Professional  Departments — Origin,  Endow¬ 
ment.  Equipment,  and  Courses  of  Study  of  this  College — Students  in 
1891-'92,  205 — Faculty  comprises  18  Professors  and  Instructors — Edward  D. 
Porter,  a.  M. ,  I'H.  I).,  Dean — “Department  of  Engineering”  at  Columbia — 
General  statement  of — Three  Courses  offered — Students,  52 — Faculty  num¬ 
bers  12  Professors  and  Assistants — Thomas  Jefferson  Lowry,  s.  M.,  c.  E., 
Dean. 

Missouri:  State  University— School  of  Mines  and  Metallurgy  Rolla.  396 
Opened  in  1871;  graduated  its  first  class  in  1874 — Designed  to  carry  out  the 
expressed  will  of  Congress  in  the  act  of  1862 — Statement  of  its  equipment — 
Course  of  three  years — Preparatory  Department  course  of  one  year — A 
“  Gilds  Course  in  Art”  of  four  years;  Drawing  a  required  study  throughout 
this  course — Course  in  “Graphics”  detailed — The  School  of  Mines,  a  high 
class  Institute  of  Technology;  with  five  regular  courses  and  three  “special” 
courses — Details  of  instruction  in  Drawing — Total  number  of  students  in 
School  of  Mines,  83 — Faculty  numbers  nine  Professors  and  Instructors — 
Elmo  G.  Harris,  C.  E.,  Director  of  School  and  Professor  of  Engineering — 
Summary  of  Statistics  of  entire  attendance  of  Students  in  all  Departments 
of  the  University — Total  number,  714 — Total  number  of  Professors  and 
Assistants,  56 — Richard  H.  Jesse,  ll.  d.,  President  of  the  University. 

Nebraska:  The  University,  Lincoln .  400 

The  University,  chartered  in  1869;  organized  in  1871 — The  United  States  Land 
Grant  of  1864,  for  a  University;  and  the  Land  Grant  of  1862,  formed  the 


TABLE  OF  CONTENTS. 


XYII 


endowment  of  this  Institution,  which  the  Legislature  authorized  the  Board 
of  Regents  to  establish — The  University  planned  to  comprise  Five  Colleges. 
Only  the  two  first,  “  The  College  of  Literature,  etc.,”  and  “  The  Industrial 
College,”  had  been  opened  in  1880-’81,  when  the  tenth  annual  catalogue  was 
issued — The  Industrial  College  includes  courses  hi  Agriculture,  Practical 
Science,  Civil  Engineering,  and  the  Mechanic  Arts — Catalogue  of  1880-'81, 
shows  small  development  of  this  college  with  a  total,  attendance  of  26  stu¬ 
dents,  of  whom  14  are  in  the  “Preparatory  course” — Only  5,  in  all,  take 
‘  ‘  Engineering  ” — Tuition  is  free — There  are  no  limitations  as  to  sex,  or  race, 
or  residence — A  preparatory  course  of  two  years  fits  for  each  department — 
Drawing  appears  as  a  study  in  the  third  terms  of  Freslunen  and  Senior  years 
of  the  Engineering  course — A  farm  of  320  acres — A  total  of  284  students  in 
attendance  in  1880-'81;  258  of  these  are  in  the  Literary  College — The  faculty 
number  19  Professors — Catalogue  for  1890-91,  shows  no  addition  to  the  col¬ 
leges — There  is  a  “  School  of  Fine  Arts  ”  with  two  divisions;  one  of  “  Music  ” 
and  one  of  “  Drawing,  etc.” — An  “  Elementary  Agricultural  Course  ”  of  two 
years — In  the  Industrial  College  are  courses  in  “Chemistry,”  “Biology,” 
and  “Applied  Electricity” — Total  attendance  of  students,  570 — Faculty  of 
Industrial  College  numbers  28  Professors  and  Instructors — J.  Sterling  Kings¬ 
ley,  D.  SC.,  Dean. — Faculty  of  University  numbers  38.  Charles  E.  Bessey, 
PH.  D. ,  Acting  Chancellor. 

Nevada:  College  of  Agriculture,  University  of  Nevada,  Elcho...  402 
University  chartered  in  1862,  opened  in  1874 — In  1882  had  only  a  preparatory 
school  with  an  attendance  of  27  students — No  Drawing  or  Mechanic  Arts — 
Register  of  1891-92  shows  a  Normal  School,  and  College  of  Liberal  Arts; 
School  of  Mines;  School  of  Agriculture — Drawing  is  taught  in  each  of  these 
schools — No  distinctions  of  sex,  race,  or  color — Total  attendance  of  stu¬ 
dents  for  the  year,  163— Faculty  numbers  14  Professors  and  Instructors — 
Three  ladies  are  in  the  Faculty — Stephen  A.  Jones,  M.  a.,  ph.  d.,  President. 

New  Hampshire:  College  of  Agriculture  and  the  Mechanic  Arts,  Dur¬ 
ham  (formerly  connected  with  Dartmouth  College,  at  Hanover) .  402 

College  organized  in  1886,  and  placed  in  connection  with  Dartmouth  College — 
A  farm  of  360  acres,  the  gift  of  the  late  Hon.  John  Conant — Course  of 
three  years — Drawing  a  required  study  first  term  of  first  year  onlaty — Ca- 
logue  of  1881-82,  gives  a  total  of  41  students — Extracts  from  circular  of 
1890,  showing  development  of  College — Dartmouth  catalogue  of  1890-'91, 
gives  four  special  courses  in  the  Agricultural  College — Drawing  is  given 
great  importance  in  these  courses — A  building  for  Mechanical  Training — 
Total  number  of  students  in  all  departments  of  Dartmouth  College,  462;  36 
of  these  are  in  the  College  of  Agriculture — Faculty  of  Dartmouth  num¬ 
bers  50  Professors  and  Instructors — Faculty  of  this  College  numbers  12, 
including  President  of  Dartmouth — Charles  H.  Pettee,  A.  M.,  C.  E.,  Dean  of 
this  College — Connection  of  this  State  College  with  Dartmouth,  ended  with 
the  close  of  the  Academic  year  1890— ’9 1 — The  late  Benjamin  Thompson,  a 
resident  of  Durham,  bequeathed  a  large  farm  and  a  large  money  endow¬ 
ment  to  this  college,  provided  its  connection  with  Dartmouth  was  severed, 
and  it  was  removed  to  the  farm  in  Durham;  these  conditions  were 
accepted — The  Twentieth  Report  of  the  Board  of  Trustees  to  the  Legisla¬ 
ture,  January,  1893 — Interesting  historical  statements  showing  evolution 
of  the  college  into  a  high  class  technical  school — How  Government  aid  in 
this  case,  as  in  that  of  Cornell,  has  stimulated  private  benefactions — In  1889, 
course  lengthened  to  one  of  four  years — In  1892,  requirements  for  admis¬ 
sion  increased — Brief  biographical  notices  of  the  men  who  have  sustained 
ART — VOL  4 - II 


XVIII  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


and  developed  the  college — Influence  of  Congressional  appropriations 
shown — UnitedStates  Experiment  Station  to  be  opened  in  1893 — New  work 
of  college  proposed  when  established  in  its  new  home — Increase  of  Faculty 
already  made — Reports  of  examining  committee  and  suggestions  relating  to 
Drawing  and  Manual  Training — Details  of  courses  of  study  in  Drawing 
and  Manual  Training — Tolal  attendance  of  students  in  1890— ’91 ,  61 — Fac¬ 
ulty  numbers  16  Professors  and  Instructors — Charles  H.  Pettee,  A.  H.,  C.  E., 
Dean  and  Professor  of  Mathematics  and  Engineering. 

New  Jersey:  Rutgers  Scientific  School,  the  State  College  of  Agricul¬ 
ture  and  the  Mechanic  Arts,  New  Brunswick . 415 

A  department  of  Rutgers  College,  organized  in  1864,  and  designated  by  the 
Legislature  as  the  State  College  to  receive  the  income  of  the  United  States 
Land  Grant  of  1862 — Two  regular  courses  of  five  years — Extracts  from  sev¬ 
enteenth  Annual  Report — Importance  of  the  study  of  Drawing — Relation 
of  training  in  Drawing  in  the  public  schools,  to  higher  scientific  training — 
Industrial  Drawing  defined — Educational  value  of  Drawing — Money  value 
of  Drawing  to  the  industries  and  commonwealth  of  New  Jersey — An  attend¬ 
ance  of  46  students  for  the  year  1881,  recorded — The  twenty-seventh  Annual 
Report  for  1891,  states  the  passage  of  a  law  giving  free  scholarships  for 
each  assembly  district — Six  courses  of  study — Drawing  required  in  all 
courses  for  first  two  years — Methods  of  instruction  in  Drawing — Total 
number  of  students  in  attendance  for  the  year  1891,  134 — The  Faculty  num¬ 
bers  36  Professors  and  Instructors — Austin  Scott,  PH.  D. ,  LL.  D.,  President 
and  Professor  of  History  and  Political  Science. 

Chapter  XII. — United  States  Land  Grant  Colleges  of  Agriculture  and 
the  Mechanic  Arts — Continued. 


Analysis  of  Chapter . 421 

New  York  College  of  Agriculture,  Cornell  University,  Ithaca.  . . .  423 


This  University  was  incorporated  by  the  Legislature  in  1865,  and  designated 
to  receive  the  income  of  the  United  States  Land  Grant  Fund — How  Mr. 
Cornell,  preserved  and  augmented  that  fund  is  well  known — The  University 
opened  in  1868 — The  Department  of  Agriculture,  is  the  only  one  considered 
in  this  chapter — Other  departments  in  which  drawing  enters;  "Engineer¬ 
ing,”  “Architecture,”  etc.,  have  kept  pace  with  the  growth  of  the  Univer¬ 
sity,  and  will  be  recorded  with  like  institutions  elsewhere  in  this  report — 
There  is  a  farm  of  200  acres,  the  gift  of  Mr.  Cornell,  attached  to  this  depart¬ 
ment — A  course  of  four  years  leads  to  a  regular  degree — There  is  also  a 
course  of  three  years  without  a  degree — Drawing  is  taught  two  terms  of 
Freshman  year  in  the  first  course,  and  only  one  term  in  the  last— Free-hand 
drawing  as  taught  in  the  University — Equipment  for  instruction  in  Draw¬ 
ing — The  Register  of  the  University  for  1881-82,  shows  an  attendance  of 
384  students — President  Adams’  Annual  Report  for  1891— ’92,  shows  that, 
while  the  number  of  students  in  the  University  as  a  whole,  has  greatly 
increased,  attendance  in  the  Department  of  Agriculture  has  rather  dimin¬ 
ished — As  in  many  other  institutions,  the  number  of  students  of  Agriculture 
are  relatively  few — The  work  here  seems  largely  that  of  educating  Pro¬ 
fessors  and  Teachers — Extracts  from  this  report — Agricultural  institu¬ 
tions — The  report  by  the  Director  of  this  College  commends  enthusiastically 
the  work  in  the  Experiment  Station — General  view  of  the  course  in  Agri¬ 
culture,  in  the  Register  for  1892-’93 — A  winter  course  of  eleven  weeks 
offered  for  the  first  time — Out  of  a  total  of  1,665  students  enrolled  in  the 
University  for  the  year  1892-93, 22  only,  are  enrolled  in  the  College  of  Agri¬ 
culture — The  Body  of  Professors,  Instructors,  etc.,  attached  to  the  Uni- 


TABLE  OF  CONTENTS. 


XIX 


versify  numbers  145 — The  Corps  of  the  Agricultural  Experiment  Station 
numbers  13 — Isaac  Phillips  Roberts,  M.  agr.,  Director  of  College  of  Agri¬ 
culture — Jacob  Gould  Schurman,  D.  sc.,  ll.  d.,  President  of  University. 

New  York:  United  States  Military  Academy,  West  Point .  427 

Regular  course  of  four  years — Twelve  Departments  of  Study — Instruction  in 
Drawing  essential  to  study  of  Military  Engineering — In  1881— ’82,  an  attend¬ 
ance  of  191  cadets — The  admirable  situation  of  this  National  Training 
School — Character  of  scenery — Historical  Associations — The  training  here 
given  valuable  in  peaceful  pursuits  as  well  as  in  war — President  Thompson's 
estimate  of  this  as  a  school  of  engineering  and  technology — In  1891,  261 
cadet  pupils  in  attendance — Academic  staff  numbers  58  Professors  and 
Instructors.  Col.  John  W.  Wilson,  Superintendent  in  1891 — A  military 
staff  of  17  officers. 

North  Carolina:  Agricultural  and  Mechanical  College  of  the  Uni¬ 
versity,  Chapel  Hill .  430 

Preliminary  words — Concise  historical  statements — The  organization  of  the 
University — The  study  of  Drawing — Inauguration  of  new  Memorial  build¬ 
ing  in  1885 — Description  of  the  building — The  College  made  a  department 
of  the  University,  by  the  Legislature,  in  I860 — Extracts  from  report  by 
President  Battle  in  1887 — Concise  history  of  University  since  its  reopening 
in  1875 — Money  value  to  a  State  of  high-class  Institutions  of  Learning — 
What  hind  of  a  College  is  designated  in  the  United  States  Land  Gi#nt 
Law? — Senator  Morrill,  and  United  States  Commissioner  of  Education 
Eaton,  quoted — Twenty-five  of  the  States  made  the  Land  Grant  College  a 
department  of  the  State  University — Removal  of  the  College  to  Raleigh, 
announced  by  the  Governor  of  the  State,  June  18,  1888 — Catalogue  of 
1891— ’92,  shows  248  students  in  attendance  in  the  University — Faculty 
number  20 — George  Taylor  Winston,  LL.  D.,  President. 

North  Carolina:  College  of  Agriculture  and  the  Mechanic  Arts, 

Raleigh . .  439 

Concise  historical  statement— R.  Stanhope  Pullen,  Esq.,  of  Raleigh,  made  a 
gift  of  lands  to  the  College;  the  State  added  300  acres  to  be  used  by  the 
College,  or  the  Experiment  Station — These  inducements  were  doubtless, 
influential  in  causing  the  removal  from  Chapel  Hill — Extracts  from  first 
Annual  Catalogue  under  date  of  June,  1890 — Location  and  Buildings 
.described— State  authorizes  admission  of  120  free  pupils — Regular  courses 
of  four  years  lead  to  degrees  in  three  departments — As  this  removal  from  the 
State  University  is  such  a  radical  departure  from  the  previous  policy  of 
the  State;  the  statements  of  this  first  catalogue  are  given  at  unusual 
length — The  desire  for  an  industrial  school  in  Raleigh,  appears  to  have 
been  the  cause  of  the  inception  of  this  movement — Provisions  of  the  law 
authorizing  the  removal  of  the  College — Meeting  of  Farmers  in  1887 — The 
law  of  1887— Purposes  of  the  College  set  forth — General  courses  of  Instruc¬ 
tion — Schedules  of  courses  in  the  Department  of  Practical  Mechanics  and 
Mathematics — Total  number  of  students,  72 — Faculty  of  College,  8;  Officers 
of  Experimental  Station,  10 — Alexander  Q.  Holliday,  President. 

Ohio:  State  University,  Columbus,  formerly  known  as  The  Ohio  Agri¬ 
cultural  and  Mechanical  College . 449 

Preliminary  words — Concise  historical  statement — Founded  by  Legislature  to 
receive  the  United  States  Land  Grant  in  1870 — Opened  under  former  name, 
in  1873 — Reorganized  and  renamed  by  act  of  Legislature  in  1878  The 
institution  greatly  enlarged  after  the  reorganization — Fifteen  departments 
of  study — Three  general  Degrees,  and  four  special  Degrees,  offered — Regu- 


XX 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


lar  courses  of  four  years — A  preparatory  course  of  two  years — Great  atten¬ 
tion  given  to  the  study  of  Drawing  in  most  of  the  courses — New  Department 
of  Mechanical  and  free-hand  Drawing — Report  by  Principal  of  this  depart¬ 
ment  in  1880 — Catalogue  for  1879-80,  gives  a  total  of  315  students — Refer¬ 
ence  to  account  of  the  University  in  the  History  of  Higher  Education  in 
Ohio,  issued  as  circular  No.  5,  1891,  by  the  United  States  Bureau  of  Educa¬ 
tion-Small  outcome  of  Ohio’s  share  of  the  Land  Grant  of  1862,  as  compared 
with  that  secured  for  the  State  of  New  York  by  the  wise  enterprise  and 
foresight  of  Ezra  Cornell — History  of  State  Appropriations — College  opened 
in  1873 — President  Edward  Orton,  PH.  D.,  of  Antioch  College,  Ohio,  called 
to  the  Presidency— College  reorganized  in  1890 — President  Orton,  resigned 
in  1881 — Rev.  W.  Q.  Scott,  d.  d.,  President  till  1883 — Rev.  William  H. 
Scott,  d.  d.,  President  of  Ohio  University,  at  Athens,  called  to  succeed 
him — Increase  of  students  from  1874  to  1890 — Girls  admitted  from  the 
opening  of  the  College — Extracts  from  Twenty-first  Annual  Report  by 
Board  of  Trustees,  to  the  Governor  of  the  State — Extracts  from  Report  of 
President,  to  Board  of  Trustees,  November,  1891 — Additions  to  Faculty — 
Statistics  of  degrees  conferred — Interesting  details  of  development  of  the 
University  in  many  directions — Report  by  Professor  of  Drawing — Report 
by  Professor  of  Mechanical  Engineering — Extracts  from  Catalogue  for 
1891-’92 — Location,  Organization,  and  Material  Equipment  of  the  Univer¬ 
sity — Expenses  of  students — General  conditions  of  Admission — Courses  of 
Instruction — Details  of  Courses  in  Drawing — Details  of  Courses  in  Mechan¬ 
ical  Engineering — The  Three  Schools  of  “Science,”  “Agriculture”  and 
“  Engineering  ” — Statistical  Summary  of  Students — Total  number  attending 
1891— '92,  664 — Officers  of  Instruction,  67 — Rev.  William  H.  Scott,  M.  A., 
ll.  d.,  President. 

Chapter  XIII.— United  States  Land  Grant  Colleges  of  Agriculture  and 

the  Mechanic  Arts— Continued. 

Analysis  of  Chapter  .  477 

Oregon.  The  State  Agricultural  College,  Formerly  Known  as  Cor¬ 
vallis  College,  Corvallis .  479 

A  denominational  institution  adopted  as  an  Agricultural  College,  in  1868,  and 
designated  in  1870,  to  receive  the  income  of  the  U.  S.  Land  Grant — Course 
of  Study  arranged  by  Commissioners  appointed  by  the  Legislature — A  Pre¬ 
paratory  Course  and  a  College  Course  of  four  years — The  purpose  of  Con¬ 
gress  in  establishing  the  Land  Grant  Fund  for  Colleges  stated  by  President 
Strahan,  of  Board  of  Trustees,  in  1876 — Catalogue  for  1881-82 — Report  of 
1886 — President  Arnold,  outlines  a  scheme  for  a  practical  Education  based 
on  Science — Report  of  Board  of  Regents  for  1890 — The  Legislative  history 
of  the  development  of  the  College — President  Arnold’s  report  for  1891,  to 
U.  S.  Secretaries  of  Interior,  and  of  Agriculture,  respectively — A  paper  of 
great  interest,  showing  the  development  and  present  status  of  the  College — 
The  sudden  death  of  President  Arnold,  referred  to — Report  of  Board  of 
Regents  for  1892 — The  selection  of  a  new  President  recorded — Many  extracts 
from  first  report  made  by  President  Bloss— Clear  statement  of  the  kind  of 
institution  Congress  intended— Statistics— Needs  of  the  College  stated — 
Increased  number  of  students — 255  during  the  year  ending  June  30th,  1892 — 
Faculty  numbers  14  Professors  and  Instructors — John  M.  Bloss,  President. 

Pennsylvania  < State  College,  formerly  known  as  The  Agricultural 

College  of  Pennsylvania . .  501 

The  present  location  of  the  College— Buildings— Farm  —  Historical  state¬ 
ments— Opened  in  1859,  as  the  Farmers  High  School,  which  was  a  Normal 


TABLE  OF  CONTENTS. 


XXI 


Labor  College — In  1862,  named  by  the  Legislature  as  The  Agricultural  Col¬ 
lege  of  Pennsylvania — In  1863,  designated  to  receive  the  income  from  the 
U.  S.  Land  Grant  Fund — In  1874,  the  name  changed  to  that  of  the  Pennsyl¬ 
vania  State  College — Dr.  Evan  Pugh,  was  first  President  of  the  School — Dr. 
Pugh,  active  in  promoting  the  passage  of  the  U.  S.  Land  Grant  act — Inter¬ 
esting  extracts  from  admirable  report  in  1864,  by  Dr.  Pugh,  to  State  Board  of 
Trustees  of  the  College — Decease  of  Dr.  Pugh,  in  1864 — A  Preparatory  Depart¬ 
ment  with  two  years  course — Report  of  Legislative  Committee  of  Investi¬ 
gation,  in  1883— -The  methods  of  study  and  plans  of  the  College,  approved- 
professor  George  W.  Atherton,  called  from  Rutgers  College  to  assume  the 
Presidency,  in  1882 — Opening  of  the  new  Mechanics  Art  Building,  in  1886 — 
Extracts  from  addresses  by  Governor  Beaver  and  by  President  Atherton — 
Extracts  from  the  President’s  Annual  Report  to  Legislature,  in  1887 — 
Details  of  the  Course  in  Mechanic  Arts — Extracts  from  Catalogue  of 
1886-’87 — Extracts  from  Catalogue  of  1891 — An  attendance  of  209  students, 
in  1890-91 — Faculty  comprises  28  Professors  and  Instructors — George  W. 
Atherton,  ll.  d.,  President. 

Rhode  Island.  Brown  University,  Providence,  Department  op  Agricul¬ 
ture  .  534 

Brown  University,  designated  by  Legislature,  to  receive  the  income  of  the 
National  Land  Grant — Department  organized  in  1863 — University  to  edu¬ 
cate  scholars  at  rate  of  $100  per  annum — How  appointments  are  to  be  made 
to  scholarships — Principal  of  fund  $50,000 — Courses  of  instruction  for  these 
scholars,  arranged  in  the  existing  departments  of  Practical  Science — Regu¬ 
lar  course  in  Civil  Engineering  outlined — Drawing  an  essential  study  in  this 
course — Dissatisfaction  expressed  at  various  times  by  Legislature — -A  State 
Agricultural  School  established  in  South  Kingston  in  1888 — Dr.  Wash¬ 
burn,  made  Principal  of  this  school,  in  1889 — Extracts  from  his  report,  giv¬ 
ing  plan  of  proposed  training  in  this  school — Legislative  reports  in  1892 — 
President  Andrews  urges  in  report  of  1892,  that  the  University  undertake 
more  post-graduate  work,  as  well  as  that  of  Original  Research — Manual 
training  given  in  Department  of  Physics — Abstracts  from  Catalogue  of 
1891-92 — Details  of  courses  in  Drawing — General  view  of  instruction  given 
in  Agriculture  and  Mechanic  Arts — Nucleus  of  Museum  of  Classical  Art — 
Summary  of  students — A  total  of  403,  in  attendance  during  1891— ’92 — Fac¬ 
ulty  numbers  52 — Rev.  Elisha  Benjamin  Andrews,  d.  d.,  LL.  D.,  President. 

South  Carolina  College  of  Agriculture  and  Mechanics,  at  Columbia,  A 

Branch  op  the  University  of  South  Carolina .  542 

Established  by  the  Legislature  in  1878 — The  act  quoted — Act  of  1879  in  regard 
to  Land  Grant  Fund,  quoted— College  opened  October,  1880— Three  years 
course — Drawing  taught  in  second,  and  third  years,  in  course  of  Applied 
Mathematics — Number  of  students  in  1880— ’81 ,  60 — Historical  statements  in 
Catalogue  of  1890-91 — Details  of  organization — Details  of  courses  of  study 
for  Degree  of  Bachelor  of  Science — Details  of  course  for  two-  years  certifi¬ 
cates — Details  of  courses  in  Mechanical  Engineering — An  additional  year  to 
the  B.  S.  course,  is  required  for  degree  of  .  Master  of  Science — A  graduate 
course  of  one  year,  leads  to  degree  of  Mechanical  Engineer — Total  attend¬ 
ance  of  students  in  1890-91, 182 — Faculty  and  Officers,  number  30 — John  M. 
McBride,  PH.  D.,  LL.  D.,  President. 

South  Carolina.  Agricultural  College  and  Mechanics  Institute,  at 
Orangeburg,  A  Branch  op  the  State  University.  Claflin  College, 

formerly  Claflin  University .  551 

Historical  statement — A  farm  of  150  acres — Classical  course  of  four  years — 
Agricultural  course  of  three  years — Normal  School  course  of  three  years — Pre- 


XXII 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


paratory  college  course  of  three  years — Grammar  school  course  of  two 
years — Drawing  taught  in  Sophomore  year — A  total  of  343  students,  in 
1880-81 — Catalogue  of  1890-’91 — Address  by  Bishop  A.  G.  Haygood,  d.  d., 
referred  to — The  education  of  colored  youth — Brief  history  of  Cla.flin  Uni¬ 
versity — Teaching  in  free-hand  drawing  and  in  painting — Department  of 
Normal  Training — Practical  training  in  a  large  number  of  trades  and  indus¬ 
tries — Equipment  of  the  School  Shops — Details  of  Industrial  Courses — 
Department  of  Agriculture — Statistics  of  crops — Summary  of  pupils  in  all 
the  departments — A  total  attendance  in  1891,  of  964 — Rev.  L.  M.  Duuton, 
A.  M.,  D.  D.,  President. 

Chapter  XIV — United  States  Land  Grant  Colleges  of  Agriculture  and 
the  Mechanic  Arts — Continued. 

Analysis  of  Chapter .  563 

Tennessee:  The  University  of,  and  State  Agricultural  College,  Knox¬ 
ville,  Tennessee .  565 

Historical  statements  of  origin  and  development — Agricultural  College  made 
a  department  of  the  University  in  1869— A  fine  farm  purchased  for  it — 
Statements  concerning  origin  and  objects  of  a  Science  College,  quoted  from 
University  Catalogue  of  1878-’79 — Courses  of  study,  as  given  in  Biennial 
Report  to  Legislature,  in  1881 — Seven  full  courses,  each  of  four  years;  and 
two  partial  courses,  each  of  two  years — Drawing,  a  required  study  in 
courses  in  Agriculture,  Engineering,  and  Applied  Mathematics — History  of 
University,  by  Professor  T.  C.  Karns,  M.  A.,  in  “Circular  No.  5,  1893,” 
of  U.  S.  Bureau  of  Education,  referred  to — Biennial  Report  by  Trustees  to 
Legislature,  Dec'r  31st,  1892,  quoted — New  buildings  described — Increase  of 
attendance  for  past  six  years,  shown — President's  report  notes  important 
additions  to  buildings  and  equipment — Details  of  equipment  of  schools  of 
Mechanic  Arts,  and  of  Mechanical  Engineering  and  Drawing — Colored 
Students  attend  Knoxville  College — Equipment  and  Courses  of  Study  in 
Knoxville  College — Summary  of  Students  in  University — Charles  W. 
Dabney,  Jr.,  PH.  d.,  ll.  d.,  President. 

Texas:  Agricultural  and  Mechanical  College  of,  College  Station, 

Brazos  County,  Texas . .  584 

Made  a  branch  of  proposed  State  University  in  1876 — Opened  October  6th, 
1876,  with  six  Students— Military  features  predominated  during  first  few 
years — Reorganized  in  1880 — Report  in  1880  by  President  Jones,  who  dis¬ 
cusses  the  kind  of  education  demanded  in  the  U.  S.  Land  Grant  Colleges — 
Faculty  recommend  substitution  of  a  four  years  prescribed  course,  in  place 
of  Elective  Courses — Industrial  Duties  considered — No  “Manual  Labor” 
School  proposed— Two  Courses,  An  “Agricultural,”  and  a  “ Mechanical,” 
of  three  years  each,  decided  on — Drawing  which  extends  through  all  the 
Mechanical  Course  does  not  appear  in  the  Agricultural — Extracts  from  two 
Annual  Reports  by  Professor  Van  Winkle,  in  charge  of  the  “Department 
of  Mechanical  Engineering  and  Drawing” — Catalogue  of  1893,  shows 
Courses  lengthened  to  four  years  each — Development  of  the  College — Post 
Graduate  Courses — Drawing  as  now  taught  in  both  the  Agricultural  and 
Mechanical  Courses — Total  number  of  Students  1892-’93,  293 — Faculty 
numbers  31 — L.  S.  Ross,  President. 

Vermont:  University  of,  and  State  Agricultural  College,  Burlington, 

Vermont .  596 

Historical  Statements — State  Agricultural  College,  incorporated  with  Uni¬ 
versity  in  1865 — University  Department  of  Applied  Science  with  course  of 
four  years,  open  to  Young  Women  and  Men — Courses  of  Study — Drawing 


TABLE  OF  CONTENTS. 


XXIII 


taught,  through  all  the  years  of  Courses  in  Engineering— Drawing  taught 
in  Agricultural  Course,  during  first  term  of  Sophomore  year,  only — In 
1880-  81,  an  attendance  of  76  Academical  Students,  and  143  Students  of 
Medicine — Catalogue  of  1892-93,  shows  great  development  of  the  Scientific 
Department  of  the  University  in  new  branches  of  Engineering — Important 
additions  to  the  University  buildings  have  been  made — These  include  The 
Billings  Library  building,  the  Museum  building,  and  a  new  building  for 
the  Mechanical  Department — Catalogue  for  1892-’93,  shows  221  Academical 
Students  in  attendance;  with  a  total  of  448  University  Students — The 
Faculty  of  the  Department  of  Engineering  numbers  14  Professors.  The 
total  University  Faculty  numbers  52 — Matthew  Henry  Buckham,  D.  D., 
President. 

Virginia:  Agricultural  and  Mechanical  College,  Blacksburg,  Vir. 

GINIA . . . .  600 

Founded  by  the  Legislature  in  1872,  and  designated  to  receive  two-thirds  of 
the  income  from  the  U.  S.  Land  Grant  of  1862 — Succeeds  to  the  real  estate 
formerly  the  property  of  the  “  Preston  and  Olin  Institute,”  at  Blacksburg, 
Montgomery  County — Opened,  October  1st,  1872,  with  131  Students — The 
property  referred  to,  consisted  of  one  large  College  Building  and  five  acres 
of  land — A  farm  near  by  of  250  acres  was  bought  for  the  use  of  this  new 
Agricultural  College — Report  by  Hon.  Wm.  H.  Ruffner,  State  Superintend¬ 
ent  of  Education,  Chairman  of  Committee  on  the  New  College— Dr.  Ruff¬ 
ner,  quotes  from  report  on  Education  by  Hon.  John  W.  Hoyt,  U.  S. 
Commissioner  to  Paris  Exposition  of  1867 — In  1880  Dr.  Ruffner,  reports 
results  of  a  tour  of  inspection  of  the  Industrial  Colleges  in  the  U.  S.  and 
Canada — Conclusions  of  this  interesting  report,  quoted — Catalogue  of  1880, 
shows  the  college  well  equipped  with  shops  and  machinery — The  regular, 
course  is  one  of  three  years — Drawing  and  Mechanics  taught  throughout 
the  course — An  attendance  of  78  pupils  for  the  year  1880-’81 — The  out¬ 
look  in  1893 — Interesting  statements  by  President  McBryde — The  College 
re-organized  in  1891 — New  buildings  and  equipment — Town  of  Blacksburg 
furnished  with  Electric  lighting  at  a  profit  to  the  college — Catalogue  for 
1892-'93 — Importance  of  Department  of  Shop  work — Situation  and  surround¬ 
ings  of  the  College  described — Summary  of  Students — Total  number  177 — 
Faculty  number  27 — John  McBryde,  PH.  D.,  ll.  d.,  President. 

Virginia:  Hampton  Normal  and  Agricultural  Institute,  Hampton,  Vir¬ 
ginia .  611 

Established  in  1868,  by  the  American  Missionary  Association  of  New  York, 
to  aid  education  of  colored  people — Chartered  in  1870,  by  Legislature  of 
Virginia — In  1872,  designated  to  receive  one-third  of  Virginia’s  share  of  the 
fund  established  by  the  U.  S.  Land  Grant  Law  of  1862 — Hampton  has  a  farm 
of  600  acres — In  1878,  the  experiment  of  instructing  Indian  youth  was 
begun — The  training  of  the  two  races  in  conjunction,  attracted  great  inter¬ 
est  and  has  proved  a  success — Extracts  from  General  Armstrong’s  reports 
for  1879,  and  for  1880 — School  Industries — Drawing  an  important  study — 
Total  attendance  for  1880-81,  371  colored  youth;  211  boys,  and  160  girls:  90 
Indians;  62  boys,  and  28  girls — Total  attendance  for  1881— ’82,  501 — A  Noble 
Life — Death  of  General  Armstrong,  May  11th,  1893 — Memorial  Service  held 
on  Anniversary  Day,  May  25th,  1893 — His  personal  work — Two  of  the  Memo¬ 
rial  Addresses;  one  by  President  Washington,  of  Tuskegee,  Alabama,  and 
one  by  Col.  Tabb,  of  Hampton,  a  trustee — Extracts  from  publication  enti¬ 
tled  “  Story  of  Hampton  for  Twenty-two  Years  ” — Auto-biographical  sketch 
by  General  Armstrong — His  Story  of  the  inception ,  organization  and  devel¬ 
opment  of  Hampton — Self-Help  the  fundamental  idea  of  the  School — Cost 


XXIV  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


to  the  public — The  Colored  Schools  of  the  South — Sixteen  Thousand  free 
colored  schools  supported  in  the  Southern  States  by  taxation — Colored  Nor¬ 
mal  and  Collegiate  Institutions  in  the  South,  largely  aided  by  charitable 
individuals  and  societies  in  the  Northern  States — First  Indian  pupils 
received  in  1878 — This  experiment  has  proved  a  great  success — General 
Armstrong,  pays  a  hearty  tribute  to  the  Board  of  Trustees  and  to  his  teacher 
associates  in  the  great  work  carried  on  at  Hampton,  through  the  past  quar¬ 
ter  of  a  century— Interesting  recollections  given  by  J.  B.  F.  Marshall,  Esq., 
Treasurer  and  Resident  Trustee — Extracts  at  length  from  the  final  report 
made  by  the  late  General  Armstrong,  who  for  more  than  a  quarter  of  a  cen¬ 
tury  has  been  the  inspiring  and  guiding  genius  of  Hampton — Historical 
statements  concerning  the  Past — The  present  methods  and  future  policies 
frankly  set  forth — Detailed  review  of  the  Industries  taught  and  carried  on 
at  Hampton,  as  told  by  Annie  Beecher  Scoville,  Teacher — Summary  of  stu¬ 
dents  in  attendance — The  Faculty — Rev.  H.  B.  Frissell,  Principal. 

West  Virginia.  The  W est  Virginia  University,  Morgantown,  Formerly 

Known  as<The  Agricultural  College .  646 

Established  by  the  Legislature  in  1867,  and  designated  to  receive  the  income 
of  the  U.  S.  Land  Grant  Fund  of  1862 — Citizens  of  Morgantown  gave  build¬ 
ings,  land  and  money — College  grounds  of  25  acres  contiguous  to  the  town — 
Name  changed  the  second  year  by  the  Legislature — 132  students  in  1879-80, 
224  in  1892 — The  increased  income  from  the  additional  Morrill  Fund  of  1890 
enabled  the  University  to  offer  two  new  courses;  one  of  three  years  in 
Agriculture  and  one  of  four  years  in  Mechanical  Engineering — A  part  of 
this  Fund  goes  to  the  West  Virginia  Colored  Institute  at  Kanawha — 
Instruction  in  Drawing  is  limited  to  its  applications  in  Engineering  and 
Mechanics — Total  number  of  students  in  1892-’93,  231 — Faculty  numbers 
20 — E.  M.  Turner,  ll.  d.,  President. 

Wisconsin.  The  University  of  Wisconsin,  Madison .  649 

Chartered  in  1848,  opened  in  1849— Agricultural  College  organized  in  1866 — 
The  University  Fund  derived  ‘from  U.  S.  Land  Grants  of  1838,  1846,  and 
1854 — Agricultural  College  Fund  from  U.  S.  Land  Grant  of  1862 — The  his¬ 
tory  of  the  origin  and  growth  of  this  prosperous  State  University,  well 
illustrates  the  continuous  and  beneficent  policy  of  the  U.  S.  Government  in 
aiding  Education— University  reorganized  in  1866;  to  conform  to  the  pro¬ 
visions  of  the  U.  S.  Law  of  1862 — Extracts  from  various  official  reports — 
Drawing  fully  recognized — President  Adams’  interesting  analysis  of  the 
University  statistics,  showing  the  relative  attendance  on  different  courses 
of  studies — Great  number  of  subcourses  of  study  offered — Situation  of  the 
buildings  and  grounds  described — Organization  of  the  University — A  total 
attendance  of  1,287  students  in  1892-’93 — Officers,  106 — Charles  Kendall 
Adams,  LL.  D.,  President. 

Chapter  XV.— United  States  Land  Grant  Colleges  of  Agriculture  and 
the  Mechanic  Arts— Concluded. 

Analysis  of  Chapter  .  659 

A  Group  of  New  Institutions  Created  by  the  Laws  of  1887  and  1890.  664-706 
Brief  summary  of  these  new  Laws — How  the  differing  conditions  in  the  Ter¬ 
ritories,  and  new  States,  modify  the  new  institutions — Immediate  benefit 
to  these  young  communities  of  this  direct  aid  given  by  the  General  Gov¬ 
ernment  to  their  educational  interests. 

Arizona:  The  University  of,  Tucson,  Arizona . . .  665 

Law  creating  University  passed  in  1885 — A  tract  of  forty  acres  on  high  ground 
near  Tucson,  secured  for  site — College  opened  October  1st,  1891 — Resources 


TABLE  OF  CONTENTS. 


XXV 


derived  from  U.  S.  Grants  and  Territorial  appropriations — Five  depart¬ 
ments,  or  Colleges,  planned — Two,  Agriculture,  and  Mines,  opened  at  first — 
College  of  Agriculture  has  two  schools:  “Agriculture”  and  “  Irrigation” — 
College  of  Mines  has  three  schools;  “  Mines,”  “  Engineering,”  “  Mathemat¬ 
ics” — Colleges  of  “Natural  Science”  and  of  “Letters”  have  been  since 
opened;  also  a  Preparatory  School  and  Schools  of  “Art”  and  of  “Busi¬ 
ness” — Fifteen  “  Schools”  already  established  in  1893 — “  Open  to  all  quali¬ 
fied  persons  of  either  sex” — No  tuition  fees  are  charged  except  in  schools 
of  “Art  ”  and  of  “  Business” — Drawing  in  all  its  branches  a  required  study — 
Total  attendance  for  1892-93,  38 — Teaching  force  of  8  Professors  and  4 
Instructors — Theodore  Bryant  Comstock,  D.  S.,  President. 

Idaho;  University  of,  Moscow,  Idaho .  666 

University  established  by  Territorial  Act,  January,  1889;  and  confirmed  in 
State  Constitution,  November,  1889 — Building  Fund  created  by  tax  levy — 
Building  ready  October,  1892 — A  liberal  and  comprehensive  organic  law 
defines  the  purpose  and  duties  of  the  State  University — Ample  authority 
given  by  this  law  to  meet  the  educational  demands  of  the  future  as  they 
may  arise — Institution  is  co-educational — Site  of  buildings  desirable — Five 
four  year  courses  of  Instruction  organized — Summary  of  these  courses — 
Drawing  a  required  study  in  all  except  the  Classical — Preparatory  course  of 
three  years  and  sub  Preparatory  class — Details  of  Preparatory  course — Atten¬ 
tion  given  to  English  Literature — Drawing  required  in  this  course' — Appeal 
to  prospective  students  quoted — Details  of  Courses  hi  Drawing — College 
of  Agriculture — Summary  of  courses  and  studies — Household  Science 
Course — Total  number  of  students  in  1892-,93.  134 — College  Faculty  com¬ 
prises  12  Professors  and  Instructors,  3  of  whom  are  women — Faculty  of 
College  of  Agriculture  10.  Franklin  B.  Gault,  M.  S.,  President  of  Univer¬ 
sity  and  College  of  Agriculture. 

New  Mexico:  College  of  Agriculture  and  Mechanic  Arts,  Las  Cruces 

Dona  Ana  County,  New  Mexico .  673 

In  view  of  the  passage  of  the  ‘  ‘  Hatch  Act,  ”  Las  Cruces  College  was  incor¬ 
porated  and  opened  for  students  in  September,  1888 — The  Legislature 
accepted  in  1889  the  conditions  of  the  Hatch  Act,  and  established  the  Agri¬ 
cultural  College  incorporating  it  with  this  institution  and  placed  the  Experi¬ 
ment  Station  in  connection  with  it — The  College  formally  opened  by  the 
Territorial  Authorities  March  11th,  1890 — A  tract  of  250  acres,  near  the 
town,  given  to  the  College  by  citizens  and  the  new  buildings  erected — 
Income  from  the  Morrill  Bill,  subsequently  given  to  the  college — Preparatory 
school  opened  and  college  courses  of  four  years  each  arranged — Spanish  Lan  - 
guage  a  prominent  study — Department  of  Mechanical  Engineering  opened 
in  1891 — Fivecourses  of  study  offered  for  1894 — One  in  “Agriculture,”  Three 
in  “Engineering,”  and  “A  Ladies  Course” — Five  alternative  courses 
offered  in  Mechanical  Engineering — A  large  building  erected  for  class 
rooms  and  public  assembly  hall — No  dormitories  or  boarding  houses — 
“Feed  rooms  and  horse  sheds”  provided  for  convenience  of  the  pupils, 
indicate  the  local  methods  of  travel — Citizens  pay  an  entrance  fee  of  three 
dollars  a  year;  students  not  citizens  of  the  U.  S.  pay  tuition  fee  of  $50.00  a 
year — Total  attendance  for  1892-’93, 109. — Teaching  Force  13  Professors  and 
Instructors — Hiram  Hadley,  A.  M.,  President. 

Oklahoma:  Agricultural  and  Mechanical  College,  Stillwater,  Payne 

County,  Oklahoma .  676 

The  first  Legislature  of  tiffs  new  Territory  accepted  the  conditions  of  the 
Supplementary  Morrill  Law  and,  by  act  of  December  22nd,  1890,  directed 


XXVI 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


the  establishment  of  this  college — In  March,  1893,  Bonds  were  authorized 
for  its  support  ancT  an  annual  tax  of  one-half  mill  on  a  dollar  ordered — 
The  Experiment  Station,  also,  was  connected  with  the  College — Student 
Labor  is  required — Drawing  is  taught  Sophomore  and  Junior  years — Total 
attendance  for  1893-94,  132.  Faculty  numbers  9  Professors  and  Instruct¬ 
ors — R.  J.  Barker,  C.  E. ,  President. 

Utah:  Agricultural  College  of,  Logan,  Utah .  677 

College  organized  by  Legislature  March  8th,  1888 — Designated  to  receive  the 
income  accruing  from  the  U.  S.  Land  Grant  Laws  of  1862-1890  and  the  law 
of  1887  establishing  Agricultural  Experiment  Stations — Absolute  freedom  of 
College  from  political  or  sectarian  bias  guaranteed  by  section  10  of  the 
organic  law — Certain  studies  made  requisite  by  the  law — Liberally  sup¬ 
ported  by  Legislative  appropriations  in  addition  to  income  from  U.  S. 
Grants — A  farm  of  100  acres — Beauty  of  situation  described — Main  Building 
described — Audience  room  will  hold  1600  persons — Buildings,  Library,  and 
equipment  in  each  of  the  five  departments  of  the  college,  ample  for  their 
needs — Play  ground  of  3|  acres  near  college — Five  regular  courses  and 
three  special  courses  provided;  also  Post  Graduate  courses  of  one  year  each 
in  Mechanical  and  Irrigation  Engineering — College  open  to  both  sexes — 
Girls  required  to  do  military  drill — Drawing  an  important  feature  in  all 
courses — Tuition  free — Annual  entrance  fee  of  five  dollars — Board  from 
$2.00  to  3.50  per  week — Total  attendance  for  1893-’94,  361;  134  were  girls — 
Faculty  numbers  19  Professors  and  Instructors — Jeremiah  W.  Sanborn,  B.  s., 
President. 

Washington:  The  Washington  Agricultural  College  and  School  of 

Science,  Pullman,  Whitman  County,  Washington .  680 

Admirable  situation  of  College — Legislature  in  1889  created  a  commission  to 
establish  a  State  College — Legislature  in  1891,  accepted  conditions  of  the 
two  later  U.  S.  Land  Grant  Laws — Wise  provision  for  future  growth  of 
the  College — Sources  of  Income — Munificent  U.  S.  land  endowment — 
Liberal  Appropriation  by  Legislature  in  1893 — Four  Courses  of  Study — 
Mechanical  Drawing.  Woodwork,  and  Forging  are  taught  in  Freshman 
Year — Regular  courses  of  four  years — Preparatory  course  of  two  years — 
Special  College  courses  without  degrees — Farm  of  200  acres — College 
Campus  of  30  acres  in  addition — College  Buildings— Total  attendance  for 
1892-93,  235. — Eleven  Professors  and  Instructors — Enoch  A.  Bryan,  M.  a., 
President. 

Wyoming:  The  University  of,  Laramie,  Wyoming . 682 

Authorized  by  Ninth  Territorial  Legislature  in  1886 — Object  stated  in  law — 
State  tax  of  one  eighth  of  a  mill  for  its  support — Opened  Sept.  6th,  1887 — 
Ex  Governor  John  W.  Hoyt,  President  for  first  three  years — Designated  to 
receive  income  of  U.  S.  Grants,  by  the  First  State  Legislature,  January 
1891 — Faculty  then  increased  from  7  to  15  members — Six  Experiment  Farms 
established  in  different  places  in  the  State — University  Campus  contains 
twenty  acres  in  the  eastern  portion  of  Laramie  City — Handsome  Main  Build¬ 
ing  of  sandstone  with  necessary  recitation  rooms  and  with  audience  room 
for  500  people — Farm  of  Agricultural  College,  two  miles  west  of  city — Sum¬ 
mary  of  Departments,  Schools,  and  Courses  of  Study — Normal  school — 
Agricultural  college— School  of  Mechanics  and  Manual  Training — School  of 
Irrigation  Engineering — Drawing  a  required  study  in  all  courses,  except 
the  classical — Tuition  free  to  citizens — Total  attendance  1893— ’93,  107 — Pro¬ 
fessors  and  Instructors  14 — A.  A.  Johnson,  A.  M.,  D.  D.,  President. 


TABLE  OP  CONTENTS. 


XXVII 


Industrial  Education  for  Colored  Students .  684-706 

The  New  Institutions  created  in  the  Southern  States  by  the  provisions  of  the 
U.  S.  Law  of  1890. — These  Schools  and  Colleges  are  organized  largely  on 
the  lines  of  the  older  institutions  of  Hampton,  Alcorn,  and  Claflin,  already 
described  in  this  volume  at  great  length. 

Alabama:  State  Colored  Normal  and  Industrial  School,  Normal,  Ala¬ 
bama .  684 

Organized  in  1875  at  Huntsville — In  1882,  the  teachers  contributed  half  their 
salaries  to  help  secure  a  permanent  home  for  the  school — Aided  by  ‘  ‘  Pea¬ 
body”  and  “Slater”  Funds,  and  by  gifts  from  friends,  the  effort  was  suc¬ 
cessful — In  1885,  Legislature  largely  increased  the  annual  appropriation — 
In  1891,  the  share  of  the  U.  S.  Land  Grant  income  was  given  to  this  school — 
A  farm  of  182  acres  two  miles  from  town  was  secured  and  excellent  build¬ 
ings  erected — Tuition  is  free — All  living  expenses  are  supplied  for  seven 
dollars  per  month — Normal  course  of  three  years — Preparatory  course  of 
two  years — Drawing  in  Normal  course  one  term  in  each  of  the  first  two 
years — Normal  Department  Faculty  eleven — Summary  of  Industrial  Organi¬ 
zation — Three  Industrial  Departments;  “Mechanic  Arts,”  “Agriculture,” 
“Domestic  Science” — Industrial  Courses  are  very  practical — Summary  of 
Attendance — Total  number  of  pupils  in  1892-’93,  253 — A  Total  teaching 
force  of  18  individual  Instructors — W.  H.  Council,  Principal. 

Arkansas,  Branch  Normal  College  ot  the  Arkansas  Industrial  Univer¬ 
sity,  Pine  Bluff,  Arkansas . , .  687 

Established  by  law  of  1873 — Opened,  1875 — Object  to  train  teachers  for  colored 
schools  of  the  State — Fine  new  building  opened  in  1882 — Campus  of  20 
acres — State  students,  appointed  from  each  county  by  the  County  Court, 
entitled  to  free  tuition  for  four  years  on  payment  of  entrance  fee  of  five 
dollars — Board  in  private  families  costs  from  .$8  to  $10.00  a  month — Pre¬ 
paratory  School  Course  of  three  years — Drawing  a  required  study  for  first 
two  years — Department  of  Mechanic  Arts  added  to  comply  with  the  U.  S. 
Law  of  1890 — Shops  opened  in  February,  1892 — Equipment — Shops  accom¬ 
modate  60  pupils  at  once — Summary  of  shop  courses — Mechanic  Arts 
course — Manual  Training  course — Total  attendance  1891  —’92,  233 — A  teach¬ 
ing  force  of  four  Instructors — C.  V.  Kerr,  Superintendent  of  Mechanic 
Arts.  J.  C.  Corbin,  A.  M. ,  Principal  of  Branch  College. 

Delaware:  State  College  for  Colored  Students,  Dover .  689 

Situated  two  miles  north  of  Dover,  on  a  farm  of  one  hundred  acres — Well 
equipped  for  teaching  Industrial  Arts — Five  Courses  of  Study  of  four  years 
each — Tuition  free  to  citizens;  ten  dollars  a  term  to  others — Board  two  dol¬ 
lars  a  week — Total  attendance  for  1892-’93,  22 — Number  of  Instructors,  3 — 
Wesley  Webb,  m.  s.,  President. 

Florida:  State  Normal  and  Industrial  College  for  Colored  Students, 

Tallahassee.  Florida .  690 

College  Established  by  the  Legislature  in  1887 — Located  in  Tallahassee  and 
given  annual  appropriation  of  $4,000 — Opened  with  15  pupils — In  1891  was 
removed  to  a  farm  of  100  acres  on  the  edge  of  the  town — Designated  to 
receive  the  income  from  U.  S.  Grant  of  1890 — State  continues  former 
appropriation  annually — School  site  very  attractive,  surroundings  de¬ 
scribed — Physical  and  Chemical  Laboratories  well  equipped — Tuition  free — 
College  open  to  both  sexes — Three  Courses;  “Literary,”  “Musical,”  and 
“Industrial” — Preparatory  Course  of  five  years — Normal  Course  of  two 
years — Musical  Department — Thorough  course  of  training  in  instrumental 
and  vocal  music — “Industrial  Course”  This  comprises  the  Mechanical, 


XXVIII  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Agricultural  and  Dairy  Departments — Carpenter  shop  equipped  with 
benches  and  sets  of  tools  for  20  boys — Practical  work  on  farm  and  in 
Dairy — Industrial  Training  for  girls — Total  Attendance  in  1892-’93,  75 — 
Eight  Professors  and  Instructors  comprise  the  teaching  force — T.  De  S. 
Tucker,  a.  m.  ,  President. 

Georgia:  State  Industrial  College,  College,  Georgia .  692 

Established  by  the  Legislature  as  part  of  the  State  University,  in  November 
1890 — Endowed  by  the  General  Government  and  supported  by  the  State  of 
Georgia — The  College  owns  86  acres  of  land;  50  acres  in  a  farm,  and  36  in 
the  College  Campus — Four  Courses  of  Study  organized — These  are  “  Indus¬ 
trial/’  “Sub-Normal,”  “Normal,”  “Collegiate” — Pupils  must  be  14  years 
of  age,  pass  the  examination,  and  be  of  good  moral  character  in  order  to 
be  admitted  to  this  College — Tuition  free  to  citizens — Each  “Normal” 
student  must  learn  some  trade — Eight  different  trades  are  taught  in  the 
Department  of  Mechanic  Arts — Students  when  competent  are  paid  for  extra 
work — This  Course  is  of  three  years — These  trades  are  very  practical,  as  is, 
also,  the  training  in  the  Agricultural  Department — The  pupils  are  taught  to 
work — The  Sub-Normal  course  is  one  year,  the  Normal,  three  years;  the 
College  four  years— Cost  of  board  for  the  Academical  year  estimated  at 
§50 — Total  attendance  for  1892-’93,  65.  There  are  9  Professors  and 
Instructors — R.  R.  Wright,  A.  M.,  President. 

Kentucky:  State  Normal  School  for  Colored  Persons,  Frankfort,  Ken¬ 
tucky . 694 

Founded  by  Legislature  for  training  of  teachers  for  Colored  schools — Normal 
course  of  three  years — Conditions  of  Entrance;  16  years  of  age,  good  moral 
character,  good  health,  and  to  pass  successful  examination  in  the  studies  of 
the  public  schools — The  school  beautifully  placed  on  a  hill  overlooking  the 
city — The  buildings  surrounded  by  twenty-five  acres  of  laud — Three  Indus¬ 
trial  Departments  added  to  comply  with  the  U.  S.  Law  of  1890,  as  this 
school  was  designated  by  Legislature  to  receive  the  State  quota  for  colored 
pupils — Industrial  Courses  are  of  three  years  each— Industrial  training 
thoroughly  practical — Summary  of  studies — Drawing  required  through  the 
course  in  Mechanics  and  Manual  Training — There  is  a  Business  Course  of 
two  years,  to  enter  which  the  pupil  must  pass  in  public  school  studies — A 
“Preparatory”  course  of  two  years,  is  connected  with  the  “Normal” 
course — Total  attendance  for  1893-’94,  114 — Faculty  and  Instructors,  num¬ 
ber  8 — John  H.  Jackson,  a.  b.,  a.  m.,  President. 

Louisiana:  Southern  University,  New  Orleans,  Louisiana .  696 

Established  by  Law  of  April  10th,  1880 — State  Constitution  of  1879  provided 
for  an  annual  appropriation  for  such  an  institution — Scope  and  Design — 
New  building  opened  in  1887 — Admirably  situated  in  the  midst  of  ample 
grounds — Agricultural  and  Mechanical  Departments  organized  in  1890 — 
A  farm  of  100  acres  secured — Mechanical  Department  well  equipped — Open 
to  both  sexes  on  passing  entrance  examination — Seven  Departments  of 
Instruction — Drawing  a  required  study  during  first  year — Total  Attendance 
for  1892-’93,  623 — Of  these  389  were  girls — A  teaching  Force  of  9  Professors 
and  Instructors — H.  A.  Hill,  President. 

Missouri:  Lincoln  Institute,  Jefferson  City,  Missouri .  698 

History  as  given  in  Twentieth  Annual  Catalogue — Founded  in  1866  by  gifts 
from  two  Union  Regiments  of  Colored  Troops — The  62nd  and  65th  Regi¬ 
ments  of  U.  S.  Colored  Infantry  who  gave  over  $6,000,  to  establish  “a 
school  open  to  the  colored  people” — Adopted  by  the  State  in  1879 — Liber¬ 
ally  supported  by  the  State,  and  designated  to  receive  the  pro  rata  share  of 
income  from  U.  S.  Land  Grants  coming  to  the  colored  citizens  of  the 


TABLE  OF  CONTENTS. 


XXIX 


State — Normal  Department  free — An  incidental  entrance  fee  of  fifty  cents, 
in  elementary  department;  and  of  one  dollar,  in  the  Preparatory  and  Col¬ 
lege  Departments — Board  costs  $8.50  per  month — Total  attendance  in 
1890— ’91,  208 — Total  attendance  in  1892-93,  264 — A  teaching  force  of  8 
Professors  and  Instructors — Inman  E.  Page,  a.  m.  ,  President. 

North  Carolina:  Agricultural  and  Mechanical  College  for  the  Col¬ 
ored  Race,  Greensboro,  North  Carolina . .  700 

Established  by  the  Legislature  under  the  U.  S.  Law  of  1890 — First  opened  as 
an  Annex  of  Shaw  University,  in  Raleigh;  till  the  buildings  could  be 
erected  in  Greensboro — Only  Mechanical  Department  opened  in  Raleigh — 
This  work  thoroughly  practical — A  farm  of  ten  acres  available  in  Greens¬ 
boro — A  college  campus  of  four  acres — Attendance  for  1892-93  at  the  A  & 
M  Annex  to  Shaw  University  102 — A  teaching  force  of  seven  Professors 
and  Instructors — J.  O.  Crosby,  ph.  d.  ,  President. 

Texas:  Prairie  View  State  Normal  School,  Hempstead,  Texas .  701 

Established  April  19th,  1879,  for  training  of  teachers  for  colored  schools— 
Liberally  sustained  by  State  appropriations — Four  Departments  of  Instruc¬ 
tion:  “Industrial,”  “Mechanical,”  “Agricultural”  and  “Ladies’  Indus¬ 
trial" — Well  equipped  work  shop — U.  S.  Experiment  Station  attached  to 
School — Farm  of  100  acres  under  cultivation — Large  landed  estate  belonging 
to  school — All  expenses  of  “  State  Students”  met  by  school — Others  pay  $10 
a  month  for  board — Attendance  for  1892-’93,  184; — 62  were  girls — Teaching 
Force.  19  Professors  and  Instructors — L.  C.  Anderson,  Principal. 

West  Virginia  Colored  Institute,  State  Agricultural,  Mechanical,  and 

Normal  College,  Farm,  Kanawha  County,  West  Virginia .  702 

Established  by  Legislature  in  1891,  under  the  U.  S.  Law  of  1890 — Thirty  acres 
of  land  bought  and  building  erected — Formally  opened,  April,  1892 — 
Liberally  supported  by  Legislative  appropriations — Well  equipped  with 
machine  and  blacksmith  shops — Three  Courses  of  Instruction  provided — 
“Agricultural,”  “  Mechanical,”  and  “Normal” — Courses  are  each  of  three 
years — Preparatory  Course  of  three  years — Drawing  taught  in  all  courses — 
Vocal  Music  taught  in  Preparatory  and  Normal  Courses — Manual  Training 
Course  of  four  years — Detailed  Schedules  of  Manual  Training  Courses — 
Tuition  free  except  Matriculation  fee  of  one  dollar  a  term — Board  $7.00  per 
month — Attendance  for  year  1892-’93,  40 — Teaching  force  7 — J.  Edwin 
Campbell,  ph.  b.,  Principal. 


Appendices .  707 

General  Introduction  . . . ! . . . 709 


X. — Papers  Relating  to  Technical  Education  in  the  United  States;  with 

Instances  of  Similar  Efforts  in  European  Countries .  711-740 

I.  Introduction .  713 

II.  Inaugural  exercises,  with  report  of  various  addresses,  delivered  at  the 

formal  opening  of  Rose  Polytechnic  Institute,  Terre  Haute,  Indiana,  in 
1883 .  714 

III.  Inaugural  Address  by  President  C.  O.  Thompson,  entitled:  “Rose  Poly¬ 
technic  Institute  and  The  Modern  Polytechnic  School  ” .  722 

IV.  Inaugural  Address  by  President  Homer  T.  Fuller,  ph.  d.,  Worcester  Free 

Institute,  Worcester,  Massachusetts,  in  1883 .  736 

Y. — Technical  Training  in  Industrial  Pursuits .  741-833 

I.  Introduction .  743 

II.  Report  on  Technical  Industrial  Education  with  accompanying  papers, 

made  by  Dr.  W.  T.  Barnard,  Assistant  to  the  President,  to  Mr.  Robert  Gar¬ 
rett,  President  of  the  Baltimore  and  Ohio  Railroad  Company .  747 


XXX 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Z.— Papers  Relating  to  the  U.  S.  Colleges  of  Agriculture  and  the 
Mechanic  Arts .  835-S91 

I.  Introduction . - .  837 

II.  The  Land  Grant  Laws  of  the  United  States .  838 

III.  Historical  Statements  concerning  Passage  of  the  Land  Grant  Law  of 

1862.  Accounts  of  the  successful  efforts,  in  promoting  the  passage  of  the 
above  law,  made  by  Dr.  Amos  Brown,  of  New  York  State,  and  by  Dr.  Evan 
Pugh,  of  Pennsylvania . ,843 

IV.  Historical  Addresses  delivered  at  the  commencement  of  the  Massachu¬ 

setts  Agricultural  College,  June  21st,  1887,  the  25th  Anniversary  of  the 
Passage  of  the  “  Morrill”  Land  Grant  Law  of  1862  .  849 

V.  Paper  entitled  Agricultural  Education  in  Bavaria,  by  Professor  R.  B 

Warder .  869 

VI.  Address  on  Technical  Training,  delivered  by  Professor  John  Hamilton, 

on  the  occasion  of  the  opening  of  the  New  Mechanical  Department  Building, 
Pennsylvania  State  College,  February  10th,  1886 .  879 

VII.  Farewell  Address  by  Bishop  Haygood,  at  commencement  of  Claflin 

College,  South  Carolina,  in  1890 .  885 

A  A.— Papers  Relating  to  Technical  Education  in  England .  893-916 

I.  Introduction .  895 

II.  Extracts  from  Inaugural  Address  on  Technical  Education  in  English 

Elementary  schools  by  M.  C.  J.  Dawson,  President  National  Union  of  Ele¬ 
mentary  Teachers,  New  Castle,  on  Tyne,  March  26th,  1883 .  898 

III.  “Workshop  Instruction  in  Technical  Schools,”  1884  .  901 

IV.  “Technical  Training  in  Board  Schools,”  1884  .  907 

V.  Addresses  by  the  Lord  Chancellor  and  the  Prince  of  Wales  at  opening  of 

The  City  and  Guilds  of  London  Institute,  1884. . .  .  911 


B  B.— Papers  Relating  to  Technical  Art  Training  in  England..  917-944 

I.  Introduction  . .  919 

II.  Recognition  of  the  need  of  Technical  Art  Training,  as  shown  by  article  in 

The  London  Times  on  Lord  Harrington's  address  on  that  theme .  920 

III.  Article  from  The  Westminster  Review  showing  relation  of  Technical 

Education  to  Foreign  Trade  Competition .  923 

IV.  A  Statement  of  the  Purpose  of  The  National  Association  for  the  Promo¬ 
tion  of  Technical  Education  in  Great  Britain .  935 

V.  Address  by  Professor  Huxley,  at  Manchester,  at  a  meeting  held  hi  the 

Town  Hall,  November  29th,  1887 .  937 

C  C.— Papers  Relating  to  the  present  status  of  Technical  and  Industrial 
Art  Education  in  Great  Britain  and  in  Germany  in  1896-1897  _  945-991 

I.  Introduction .  947 

II.  Miscellaneous  Extracts  relating  to  Manual  Training .  948 

III.  Addresses  delivered  on  occasions  of  the  Opening  of  New  Technical 

Institutions  in  Great  Britain .  950 

IV.  Two  papers  from  The  New  York  Tribune  showing  English  and 

German  estimate  of  the  Value  of  Technical  Training .  968 

V.  Summary  of  Contents  of  English  Science  and  Art  Report .  971 

VI.  Report  on  Technical  Education  in  Germany  with  notes  by  English 

Experts . .  973 


Index  to  Volume 


993-1020 


INTRODUCTION: 

PURPOSE  AND  PLAN  OF  PRESENT  VOLUME. 


XXXI 


INTRODUCTION. 


PURPOSE  AND  PLAN  OF  PRESENT  VOLUME. 


This  volume  is,  in  fact,  but  a  continuation  of  Part  III;  issued  separately  for  con¬ 
venience  in  binding — The  plan  and  contents  are  briefly  set  forth  in  the  first  chap¬ 
ter  (see  pages  1-8) — Main  divisions  of  the  volume  indicated — The  Typical  Manual 
Training  Schools — Five  Leading  Technical  Mechanical  Schools — Some  Trade 
Schools— The  B.  &  O.  R.  R.  Experimental  School  at  Mt.  Clare,  near  Baltimore, 
Md. — Finally  the  Schools  of  Science  and  Engineering  of  the  U.  S.  Land  Grant  Col¬ 
leges — These  two  volumes  continue  the  account  of  the  development  of  Industrial 
Art  Education  in  the  United  States — Brief  reference  to  Parts  I  and  II — Absence  of 
Art  Training  in  American  Educational  Institutions  prior  to  1870,  noted — Interest 
in  the  Fine  Arts  however  existed — Early  efforts  to  establish  Public  Art  Academies 
and  Art  Museums— Histories  of  these  early  undertakings  carefully  compiled  have 
been  long  waiting  for  issue  of  the  final  volumes  of  this  Report — Public  Interest  in 
Art  Matters  largely  awakened  by  the  holding  of  the  Centennial  and  Columbia  Expo¬ 
sitions — Notable  increase  in  art  collections  of  Statuary  and  Paintings  since  1870 — 
Reference  to  two  Statistical  Tables  in  Part  I,  showing  early  poverty  of  collections 
of  classic  art  casts  before,  and  i-emarkable  increase  in  such  collections  since,  the 
Centennial — The  Centennial  Exposition  first  gave  to  the  Public  some  comprehen¬ 
sion  of  the  extent  and  variety  of  the  artistic  manufactures  of  the  world — Wonder¬ 
ful  increase  since  1876,  in  facilities  in  this  country,  for  obtaining  knowledge  of  art 
matters — Ability  and  Art  of  American  Architects  revealed  to  the  world  in  the 
buildings  of  the  Columbian  Exposition — This  excellence  of  the  architects  the  nor¬ 
mal  result  of  special  professional  training — These  buildings  a  series  of  object  lessons 
on  the  value  of  definite  technical  education  in  a  profession — The  Permanent  build¬ 
ings  of  The  Boston  Public  Library  and  The  National  Library  in  Washington,  are  the 
logical  outcome  of  this  definite  training — Reference  to  Hunt’s  great  Paintings  in 
Legislative  Chamber  of  the  Capitol  at  Albany,  N.  Y. — Suggestion  that  we  still  are 
living  in  the  Renaissance  which  began  four  centuries  ago — How  the  Renaissance 
arose — Modern  art  stimulated  by  recent  discoveries  of  the  art  works  of  the  Ancients, 
just  as  the  early  discoveries,  inspired  the  great  Mediaeval  Masters — The  re-creation 
of  “  The  Parthenon”,  as  the  Art  Building  of  the  Nashville  Exposition  in  1897 — This 
is  a  striking  illustration  of  the  potency  of  Classic  Art  in  influencing  the  Art  Ideals 
of  to-day — This  volume  largely  given  to  topics  of  Technical  Industrial  and  Scien¬ 
tific  Training — Art  subjects,  however,  are  germane  to  each  volume  of  this  ‘‘Art 
and  Industry”  Report — Historic  works  of  Art  in  the  Rotunda  of  the  Capitol  Build¬ 
ing  in  Washington,  D.  C. — World  contests  for  Industrial  and  Commercial  Suprem¬ 
acy — Order  of  Chapters  and  Appendices  of  the  present  volume,  “Part  IV,” 
given  ;  and  contents  briefly  analyzed  and  described. 

The  present  volume,  “Part  IV./’  of  the  Special  Report  on  Indus¬ 
trial  Art  Education  and  Fine  Art  Education  in  the  United  States, 
is,  in  fact,  simply  a  continuation  of  Part  III. ,  the  volume  immediately 
preceding  it;  the  two  volhmes  being  issued  separately  only  for  con¬ 
venience  in  binding.  There  seems,  therefore,  little  need  of  repeating 

ART — VOL  4 - III  XXX  III 


XXXIV  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

the  statement  of  the  conditions  accompanying  the  origin  and  pro¬ 
gress  of  this  Report;  since  these  have  already  been  given  in  the  pre¬ 
liminary  pages  of  the  earlier  volumes  and  are  concisely  summarized 
in  the  Introduction  to  Part  III.  As  in  the  former  volumes  the  sev¬ 
eral  “introductions”  are  written  by  Colonel  Clarke,  author  and 
editor  of  this  Report.  All  other  matter  printed  in  Long  Primer,  is 
also,  by  him. 

As  the  plan  and  contents  of  the  present  volume  are  briefly  set 
forth  in  the  opening  chapter — (see  pages  1-8)  it  is  not  necessary  to 
repeat  here  the  details  of  the  classification  other  than  to  mention 
the  broad  divisions  of  the  volume.  Accounts  are  given  of  the  Typ¬ 
ical  Manual  Training  Schools;  of  Five  leading  Technical  Mechanical 
Schools;  of  some  Trade  Schools;  of  a  most  interesting  educational 
experiment  undertaken  by  the  B.  &  O.  R.  R.  under  the  auspices  of 
President  Robert  Garrett,  in  1885-7;  and  of  the  Schools  of  Science 
and  Engineering  of  the  Land  Grant  Colleges  of  Agriculture  and 
The  Mechanic  Arts.  No  attempt  is  made,  however,  to  give  a  com¬ 
plete  view  of  these  latter  institutions;  the  accounts  of  these  Colleges 
are  limited  to  notices  of  those  departments  which  give  instruction  in 
Drawing  and  the  Industrial  Arts.* 

These  two  volumes  thus  continue  the  accounts  of  the  development 
of  Industrial  Art  Education,  begun  in  Part  I.,  by  the  history  of  the 
introduction  of  the  study  of  Drawing  in  the  Public  Schools,  and 
continued  in  Part  II.,  by  accounts  of  the  surprisingly  rapid  develop¬ 
ment  of  Manual  Training,  as  a  part  of  public  school  education  in 
the  United  States.  A  phase  of  educational  activity  and  enthusiasm 
which,  for  a  season,  seemed  to  threaten  the  extinction  of  any  idea 
of  artistic  development;  and  to  substitute  for  the  aesthetic  culture 
of  the  youthful  mind,  simply  a  certain  amount  of  manual  dexterity 
in  the  manipulation  of  mere  mechanical  movements,  with  a  limited 
training  in  the  elements  of  common  industries.  All  of  these  practi¬ 
cal  bits  of  manual  training  are  useful  in  their  turn  but  the  sum  of 
this  training  furnishes  but  a  pitiful  substitute,  as  an  element  of  edu¬ 
cation,  for  that  aesthetic  Industrial  Art  Training  which  those  far- 
seeing  Educators,  Walter  Smith,  John  D.  Philbrick,  and  Charles  C. 
Perkins,  so  succcessfully  began  in  Boston  in  1870. 

At  that  era  it  was  evident  to  all  intelligent  observers  that  the  one 

*  For  current  statistics  of  these  colleges  see  latest  Annual  Reports  issued  by  the 
U.  S.  Commissioner  of  Education. 


INTRODUCTION. 


XXXV 


element  absolutely  lacking  in  all  American  Education  was  the 
^Esthetic!  Art  as  an  essential  feature  of  Education  was  unknown. 
It  is  true  that  the  Literary  Arts,  Poetry  and  Oratory,  received  some 
little  attention  in  the  higher  institutions,  and  that  instruction  in 
elementary  music  was  not  wholly  neglected  in  the  Public  Schools; 
but,  so  far  from  any  attempt  to  give  even  the  most  cursory  knowl¬ 
edge  of  the  Graphic  and  Plastic  Arts,  being  made  generally  in  the 
higher  Educational  Institutions  of  the  country,  they  were  simply 
ignored;  while  Aesthetics,  were  only  thought  of  as  forming  a  subor¬ 
dinate  branch  of  Metaphysics. 

This  absence  of  any  knowledge  of,  or  training  in,  the  Fine  Arts, 
held  true  in  all  American  public  educational  institutions;  from  the 
district  school  to  the  college.  There  were  then  no  true  Universities, 
though  several  small  but  ambitious  colleges  were  encumbered  by 
the  Grandiose  Title. 

While  this  statement  as  to  the  absence  of  any  general  opportuni¬ 
ties  for  seeing  examples  of  the  Fine  Arts,  and  as  to  the  lack  of  any 
attempt  to  give  a  knowledge  of  the  arts  of  painting  and  sculpture,  in 
the  public  schools  and  other  public  educational  institutions  in  the 
United  States,  is  not  exaggerated;  it  is,  nevertheless,  true  that  the 
Fine  Arts  were  not  wholly  ignored  in  America ;  and  that,  as  early 
as  the  latter  part  of  the  18th  century,  the  names  of  some  few  Amer¬ 
ican  artists  were  known  to  the  world,  while  early  in  the  present 
century  efforts  were  made  by  a  few  people  of  culture  to  establish 
art  centres  in  several  of  our  cities.  Facts  relating  to  the  early  his¬ 
tory  of  these  sporadic  efforts  to  form  Art  Academies,  and  public  Art 
Collections,  have  been  most  eagerly  sought  and  collected  for  the 
present  work.  These  interesting  histories  will  be  given  in  Parts  Y. 
and  YI.  of  this  Report.  In  view  of  the  later  developments,  espe¬ 
cially  of  the  growing  general  interest  in,  and  knowledge  of,  art 
matters  since  the  beginning  of  the  movement  in  Boston,  for  teaching 
elementary  drawing  in  the  public  schools ;  and  the  vastly  greater 
impulse  to  public  interest  in  everything  pertaining  to  Art,  given,  in 
turn,  by  the  holding  of  the  Centennial  and  the  Columbian  Exposi¬ 
tions,  the  story  of  these  early  efforts  acquires  added  interest.  To 
the  self-denying  efforts  of  a  few  artists,  and  art  enthusiasts,  were 
suddenly  added  the  enthusiasm  and  the  active  support  of  an  awak¬ 
ened  Public. 

In  view  of  the  many  collections  of  Casts  of  Antique  Sculpture, 


XXXVI  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

and  of  the  private  and  public  Art  Galleries,  rich  in  examples  of  the 
work  of  the  leading  modern  artists  of  Europe,  and  America,  which, 
as  the  result  of  this  “awakening”,  are  to  be  found  in  the  United 
States,  in  this  year  1808 ;  and  of  the  special  art  classes  and  art 
schools  now  in  our  cities,  with  the  very  general  interest  shown  in 
the  literature  of  the  Arts,  and,  further,  in  view  of  the  present  easy 
access  by  the  public  to  the  before  mentioned  art  collections ;  the 
statement  concerning  the  scarcity,  in  America,  as  recently  as  in 
1870,  of  similar  opportunities,  would  seem  almost  incredible.  It  is, 
nevertheless,  the  fact  that,  at  that  date,  there  were  but  four  or  five 
small  collections  of  casts  of  classic  sculpture  in  the  whole  country. 
Boston,  New  Haven,  New  York,  Philadelphia  and  Washington,  had 
each  a  few  examples  of  such  casts ;  but  all  the  casts  of  sculpture 
then  in  the  country,  both  in  public  and  private  possession,  would 
not  equal  in  numbers  or  value,  the  casts  now  possessed  by  the  lead¬ 
ing  Art  Museum  in  any  one  of  these  cities;  while  in  towns,  cities, 
and  colleges,  all  over  the  land,  are  to  be  found  valuable  and  inter¬ 
esting  collections  of  casts  and  paintings. 

Two  statistical  Tables  in  Part  J.  of  this  Report,  show  clearly  the 
poverty  of  this  Nation  in  Public  Art  Collections,  and  in  opportuni¬ 
ties  for  learning  of  Art,  as  recently  as  1873. 

There  were  then  but  eight  colleges  which  gave  any  instruction 
whatever  in  Art,  or  that  had  any  collections  of  Art  works;  while 
there  were  but  five  public  Art  Museums  in  the  whole  land.  [See 
Tables  on  pages  502-507 ;  Part  I.  of  this  Report.  ] 

The  Centennial  Exposition  in  Philadelphia,  in  1876,  was  a  revela¬ 
tion  to  the  American  people,  not  only  of  the  glory  of  the  Graphic 
and  Plastic  Arts,  as  shown  by  the  world’s  great  living  artists,  sculp¬ 
tors  and  painters;  but,  also,  of  the  variety  and  beauty  imparted 
to  articles  of  usefulness  and  ornament  by  the  wonderfully  artistic 
weavers,  potters,  and  metal-Avorkers  of  the  Orient,  and  by  the  skilled 
art  workers  of  Europe. 

The  impulse  then  given  to  public  interest  in  Art,  in  America, 
may  perhaps  be  most  readily  realized  by  a  glance  at  the  Table  of 
Statistics  of  Institutions  giving  Art  Instruction,  and  of  the  public 
Art  Museums,  existing  in  the  United  States  in  1883,  given  in  Part  I. 
of  this  Report.  (See  Part  I.  pages  385-411.)  Thirty-seven  Institu¬ 
tions,  which  give  some  form  of  Art  Instruction,  and  Thirty  Muse¬ 
ums  of  Art,  are  recorded  in  these  tables. — Certainly  a  remarkable 


ARTISTIC  ARCHITECTURE  OF  COLUMBIAN  FAIR  BUILDINGS.  XXXVII 

increase  in  the  opportunities  for  art  culture  provided  for  the  public, 
to  have  been  effected  in  the  short  time  of  ten  years ! 

The  increase  in  such  opportunities  since  1883,  by  the  opening  to 
the  public  of  similar  facilities  for  art  culture,  both  by  the  founding 
of  Public  Art  Galleries,  the  making  of  private  collections  of  art, 
and  the  general  dissemination  of  information  on  all  matters  relating 
to  the  Arts,  by  the  Press,  and  by  lectures  and  addresses,  have  been 
no  less  remarkable,  stimulated  as  all  this  interest  has  been  by  the 
holding  of  the  Exhibition  in  Chicago,  in  1892-93,  for,  wonderful  as 
were  the  revelations  of  the  Centennial,  to  the  public  of  1870,  the 
marvellous  showing  of  the  Columbian  Exhibition,  or  World’s  Fair, 
at  Chicago,  in  1892-93,  completely  overshadowed  them. 

In  this  later  Exhibition  of  the  World’s  Industries  and  Arts,  was 
shown  not  only  the  striking  advances  made  since  1873,  by  all  the 
world,  in  every  field  of  Human  Activity,  Knowledge  and  Enterprise, 
in  Art  and  Industry;  but,  also,  more  impressive  if  possible, — at 
any  rate  more  significant  educationally, — than  these  myriad  treas¬ 
ures  from  all  the  earth,  was  the  revelation  of  the  marvellous 
beauty  of  that  White  City  by  the  Inland  Sea;  with  its  classic  Peri¬ 
style,  worthy  of  the  Athens  of  Pericles  and  Phidias;  its  lofty  pil¬ 
lared  fronts  and  swelling  domes, — its  vast  palaces,  stretching  in 
seeming  endless  procession.  The  beautiful  treasure-houses  Amer¬ 
ica  had  built  for  the  world’s  richest  offerings!  These  stately  struc¬ 
tures,  which  filled  every  beholder  with  wonder  and  delight,  pro¬ 
claimed  to  the  world  that,  in  the  intervening  years  following  the 
Centennial,  the  Young  Nation  of  the  West  had  given  birth  to  a  race 
of  great  Builders — Architects,  Sculptors,  Painters  and  Decorators, 
worthy  to  rank  with  the  world's  worthiest! 

As  the  American  Architects  had,  as  a  body,  early  undertaken  to 
secure  thorough  training  in  that  art,  for  the  young  men  aspiring  to 
enter  their  profession;  this  demonstration  of  the  grand  results  of 
thorough  artistic  training  in  Architecture  and  its  kindred  Arts,  was 
in  the  nature  of  a  triumphal  verdict  in  favor  of  definite  education, — 
of  special  training — in  Art,  as  well  as  in  Science,  or  in  the  so  called 
“Learned  Professions.” 

Thus,  while  these  temporary  buildings  by  their  variety,  fitness 
and  beauty  of  proportion,  won  the  admiration  of  all  beholders; 
they  were,  in  fact,  but  a  great  object  lesson,  illustrating  on  a  gigan¬ 
tic  scale,  what  Education  in  Architecture,  Art,  and  Artistic  Decora¬ 
tion,  could  effect. 


XXXVIII  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

The  noble  building  of  the  Boston  Public  Library,  since  erected, 
and  the  stately  marble  palace  of  the  National  Library,  so  recently 
opened  in  Washington,  are  enduring  monuments;  showing  what  the 
art  of  American  Architects,  Builders,  Sculptors  and  Painters,  can 
accomplish,  in  these  closing  years  of  the  Nineteenth  Century,  in  the 
construction  and  adornment  of  a  great  public  building. 

The  exterior  Avails  and  sculptures  of  the  National  Library,  the 
interior  halls  and  grand  stairways,  and,  above  all,  the  profusion,  vari¬ 
ety  and  general  excellence  of  the  sculptured  and  pictorial  art  works 
enriching  walls  and  ceilings  within,  remind  us  that  we  are,  even  now, 
in  this  Nineteenth  Century,  living  in  the  years  of  that  “  Renaissance  ” 
which  did  not  pass  away,  as  we  once  thought,  with  the  passing  of 
Angelo,  Raphael,  Da  Vinci,  and  their  Peers,  but  which  is  still  vital 
with  inspiration;  so  that  here,  on  this  to  them  unknown  continent, 
opportunities  are  beginning  for  the  future  Art  Masters  of  the  world. 
When  Hunt,  painted  his  two  great  allegorical  pictures  on  the  walls 
of  the  Legislative  Chamber  in  the  State  Capitol  at  Albany,  that 
great  artist  “  builded  better  than  he  knew,” — though  alas!  his  own 
works  so  quickly  passed, — for  by  that  single  precedent  he  opened  up 
all  Avail  spaces  of  public  buildings  to  the  future  artists  of  America; 
so  that  hereafter,  in  this  land,  it  shall  be  held,  just  as  it  was  in 
Europe  centuries  ago,  that  the  Avails  and  ceilings  of  all  palaces, 
churches,  and  other  public  buildings  are  to  be  considered  but  as 
the  durable  cammses  of  the  Painters. 

That  “ Re-birth”  of  the  Past,  which  came  with  the  discovery  of  a 
few  of  the  Art  wonders  of  Greece,  occurring  almost  simultaneously 
with  the  regaining  of  some  of  the  intellectual  glories  of  Greece  and 
Rome,  in  the  unearthing  of  a  few  manuscripts ;  which  gave  to  us 
moderns  a  glimpse  of  their  glorious  intellectual  triumphs, — as  yet 
unsurpassed  and  seemingly  unsurpassable — gave  to  our  conception 
of  the  capacity  of  the  Human  Intellect  a  new  Ideal,  and  Avoke  the 
World  to  Life! 

What  the  wonders  of  the  Classic  Age,  in  Art  and  Literature,  must 
have  been,  we  can  faintly  imagine  contemplating  the  works  of  the 
intellectual  and  artistic  giants  of  Italy  in  the  middle  ages,  who 
sprang  into  being  at  the  magic  call  of  a  few  scattered  fragments  of 
the  words  and  works  of  the  Mightier  Ancients ;  just  as,  in  Holy 
Writ,  we  are  told  the  chance  touch  of  the  bones  of  the  Prophet 
Elisha,  woke  the  dead  to  life  ! 


INFLUENCE  OF  RECENT  DISCOVERIES  OF  ANCIENT  ART.  XXXIX 


So,  to  day,  as  Homer,  JEschylus,  Demosthenes,  Aristotle  and 
Plato,  dominate  the  world  of  Letters  in  Poetry,  Eloquence  and  Phi¬ 
losophy;  Phidias,  Ictinus,  Apelles,  and  their  compeers,  lead  the  wor¬ 
shipers  of  Art. 

In  Art,  in  our  own  day,  have  been  repeated  similar  discoveries  to 
those  which  in  Literature,  four  centuries  ago,  aroused  to  new  activi¬ 
ties  the  mind  of  Europe;  for  the  revelations  of  Etruscan  tombs, 
the  patient  explorations  by  Layard,  Schliemann  and  Di  Cesnola,  the 
unearthing  of  the  terra  cotta  figurines  in  Tanagra,  the  later  work 
by  English  and  American  enthusiastic  scholars  in  Greece,  in  these 
very  days,  have  brought  home  to  us  moderns  a  comprehension  of 
the  vitality  of  classic  art,  which,  contrary  to  our  earlier  impres¬ 
sions,  we  now  find  to  have  been  busied  not  only  with  the  ideal 
images  of  the  Olympian  Divinities,  but  also,  with  the  every  day 
life  of  the  people,  all  testifying  to  the  solidarity  of  the  Human 
Race;  for,  quickened  by  the  life-giving  touch  of  their  artists  in 
those  far  off  centuries,  the  little  figurines  of  the  graceful  maidens 
of  Tanagra,  reveal,  in  their  unconscious  attitudes,  the  same  love  of 
dress,  the  same  delight  in  free  movement  and  flowing  robes,  in  short, 
the  same  irrepressible  joy  in  Life,  and  the  same  marvelous  beauty 
of  youth,  which  meets  us  to-day  on  every  hand,  a-foot  or  a-wheel, 
in  the  blushing  maidens  of  16  years  in  this  fair  land,  the  unknown 
“Ultima  Thule”  of  the  Ancients!  So  Past  and  Present  meet  and 
blend,  taking  no  thought  of  the  thousand  intervening  years.  Here 
to-day,  the  Thought,  the  Art,  of  Athens  and  Rome,  shape  our 
thoughts  and  arts;  so  that  we,  consciously  or  unconsciously,  are  the 
children  of  that  elder  civilization. 

The  most  recent  illustration  of  this  influence  of  classic  examples 
upon  our  modern  American  art  ideals,  to  which  reference  has  been 
made,  occurs  among  the  Buildings  of  the  Exposition  held  in  Nash¬ 
ville,  Tennessee,  in  this  summer  of  1897 — where  the  crowning  archi¬ 
tectural  charm  is  found  in  the  striking  restoration  of  the  Parthenon 
of  Athens,  which  is  the  model  taken  for  the  Art  Building  of  the  Ex¬ 
position.  This  reproduction  is  spoken  of  as  full  of  grandeur  and 
beauty. 

It  is  also  remarked  that  the  Government  Building  erected  for 
showing  the  Governmental  Exhibits,  has,  fortunately,  been  mod¬ 
elled  after  the  Chicago  Exhibition  Art  Building;  so  that,  instead  of 
being  externally,  as  was  the  one  at  Chicago,  a  hideous  enormity,  in 


XL 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


contrast  with  the  artistic  buildings  surrounding  it,— this  copy,  in 
little,  of  the  beautiful  construction  designed  by  Richard  M.  Hunt, 
for  the  Art  Building  of  Chicago,  is  not  out  of  harmony  even  when 
brought  into  contrast  with  the  world  renowned  chef  d’oeuvre  of 
Ictinus  and  Phidias. 

This  is  all  the  more  to  be  rejoiced  in,  because  it  began  to  seem 
that,  under  the  stress  for  room  in  our  modern  cities,  all  ideas  of 
beauty  in  Architecture;  must,  perforce,  be  wholly  subordinated  to 
the  frenzy  of  piling  stories  upon  stories,  till  the  builders  seemed  to 
have  no  ideal  other  than  that  of  the  Tower  of  Babel! 

This  epidemic  of  many  storied  buildings  has  had  a  most  unfortu¬ 
nate  effect,  in  many  instances,  in  degrading  the  architectural  aspect 
of  our  older  cities.  Perhaps,  some  of  the  most  striking  examples  of 
this  incidental  evil,  are  to  be  found  in  the  City  of  New  York;  where 
the  ever  beautiful  old  familiar  land-mark  of  Trinity  Church 
Steeple,  has  been  eliminated  from  the  once  attractive  view  of  the 
City,  as  seen  from  the  Bay.  In  addition  to  this  misfortune,  must  be 
reckoned  the  recent  belittling  of  that  charming  example  of  palace 
ai'cliitecture,  the  New  Yoi’k  City  Hall,  formerly  so  well  shown, 
standing  as  it  did  in  the  ample  open  square  given  to  it  in  the  heart 
of  the  town;  now,  seeming  as  if  at  the  bottom  of  some  mountain 
valley,  towered  over  by  the  clustering  cliff-like  business  buildings 
that  crowd  about  the  Square,  shutting  out  all  view  save  of  their  own 
precipitous  walls. 

In  Washington,  an  impertinent  modern  apartment  house,  tower¬ 
ing  in  apparent  emulation  of  the  Washington  Monument,  obtrudes 
its  awkward  outlines  and  gigantic  bulk,  in  every  possible  view  of 
the  Capital  City,  once  so  beautiful  as  seen  from  every  point  of  van¬ 
tage,  and  uglifies  it  all. 

In  some,  at  least,  of  the  cities  of  Europe,  the  observer  can  hardly 
fail  to  notice  that,  while  the  residences  and  business  buildings  in  the 
streets  of  the  city  may  make  no  pretence  to  any  display  of  archi¬ 
tecture, — often  being  noticeable  rather  by  reason  of  excessive  plain¬ 
ness — cai*ehas  been  taken  to  secure  for  the  public  buildings  of  Church, 
or  State, — the  Cathedral  and  the  Civic  Palace, — ample  Space  ;  where 
no  private  erections  could  ever  destroy  the  harmony  of  proportion, 
or  impair  the  true  architectural  effect  of  the  building. 

In  this  country,  notably  in  the  very  instance  of  the  New  York 
City  Hall,  this  effect  was  supposedly  secured  by  the  generation  who 


ARCHITECTUKE  OF  PUBLIC  BUILDINGS  IN  A  REPUBLIC.  XLI 

built  it ;  only  to  be  thrown  away  by  a  later  generation  of  ignoble,  or 
careless,  successors. 

In  the  situation  of  the  Capitol  Building  of  the  United  States,  in 
Washington.  D.  C.,  and  in  those  of  the  State  Capitol  buildings  in 
Albany,  New  York;  in  Boston,  Massachusetts;  in  Hartford,  Connect¬ 
icut;  in  Nashville,  Tennessee;  and  in  many  another  State  Capital, 
the  sites  are  commanding. 

It  is  to  be  hoped  that  in  the  choice  of  the  situation  of  the  new 
buildings  of  Columbia  College,  and  the  new  Cathedral,  in  Morning- 
side  Heights,  New  York,  the  relative  position  of  those  several 
buildings  have  been  so  chosen  as  to  be  architecturally  isolated;  so 
that  no  such  misfortunes  can  affect  them,  as  have  recently  relegated 
Trinity  Church,  and  the  City  Hall,  to  comparative  obscurity. 

If,  hereafter,  American  towns  and  cities,  take  pains  to  secure 
ample  room  and  effective  position  for  their  chief  architectural  build¬ 
ings,  the  lesson  to  be  learned  from  the  humiliating  experience,  archi¬ 
tecturally,  of  New  York  City,  may  not  be  without  compensation. 

In  a  Republic,  it  seems  eminently  wise  that  the  powerful  effects  of 
Great  Architecture  should  be  reserved  for  the  Public  Buildings  of 
Church  and  State,  rather  than  be  lavished  on  the  comparatively 
humble  dwellings  of  private  citizens,  however  wealthy,  or  person¬ 
ally  powerful,  they  may  chance  to  be;  for  the  individual  passes,  but 
the  State  remains. 

In  a  country  like  ours,  where,  fortunately,  there  is  no  hereditary 
class,  it  is  absolutely  wasteful  for  any  private  citizens  to  build  pal¬ 
aces  for  their  residences,  only  to  leave  them  to  be  enjoyed  by  stran¬ 
gers;  as  has  been,  and  seemingly  must  continue  to  be,  the  history  of 
many  of  the  costly  private  dwellings  built  by  ostentatious  million¬ 
aires  in  the  United  States,  during  the  past  few  decades. 

It  is  well  that  this  should  be  so.  Great  Art  is  for  All  the  People 
and  can  no  more  be  limited  to  a  few,  than  can  the  blessed  sunlight; 
which  floods  alike  the  hut  of  the  hind,  and  the  palace  of  the  noble. 

The  present  volume  of  this  Report,  as  well  as  the  one  immediately 
preceding,  is  mainly  given  rather  to  a  consideration  of  the  oppor¬ 
tunities  afforded  in  these  United  States,  for  acquiring  Technical 
Industrial  and  Scientific  Training,  than  to  the  facilities  for  acquiring 
knowledge  of,  and  skill  in,  the  so  called  Fine  Arts ;  though,  in  view 
of  the  intimate  connection  which  exists  between  the  Industrial  and 
Fine  Arts,  and  of  the  fact  that  much  of  the  Elementary  Training  is 


XLII  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

essentially  the  same  in  both,  the  consideration  of  either  is  in  place 
in  each  and  every  volume  of  this  Report ;  though  the  given  volume 
may  be  mostly  occupied  with  the  other.  It  is  with  this  thought 
that  the  foregoing  pages  have  been  given  to  the  brief  summary  of 
the  recent  remarkable  development  of  the  Fine  and  Decorative  Arts, 
in  connection  with  the  forward  movement  in  the  Architecture  of 
Public  Buildings;  so  strikingly  illustrated  in  the  recently  erected 
Library  Buildings,  in  Boston  and  Washington.  The  just  completed 
building  of  the  Chicago  Public  Library,  though  on  a  smaller  scale 
than  the  others,  and,  in  further  contrast,  making  larger  use  of 
merely  decorative  marbles  in  wall  surfaces  than  of  the  work  of  the 
artist  painters ;  is,  nevertheless,  unmistakably  of  the  Renaissance 
Period. 

The  wonderful  wealth  in  decorative  carvings  and  grandiose  stair¬ 
ways  in  the  as  yet  uncompleted  State  Capitol  at  Albany,  sug¬ 
gests  some  of  the  undesirable  features  of  the  later  Renaissance,  in 
which,  in  the  interiors,  costliness  of  material  and  work,  seemed  to 
take  the  place  of  artistic  inspiration;  while  the  ostentatious  piling 
up  of  costly  stone  exteriors,  suffocated  all  efforts  of  living  Art.  A 
heathen  apotheosis  of  mere  material  wealth,  against  which  Gothic 
Art  was  a  religious  protest;  and  concerning  which,  John  Ruskin, 
has  so  earnestly  and  eloquently  warned  the  men  of  his  own  day. 
Coldly  inhuman,  these  towering  piles  of  quarried  stone  frowning 
above  our  City  streets,  seem  as  menacing  as  hostile  fortresses. 

The  grand  marble  stairway,  of  the  Capitol  Building  in  Albany ^ 
designed  by  Richardson,  and  said  to  be  the  most  beautiful  and 
costly  example  of  elaborate  carved  work  in  the  country,  which 
has  taken  more  than  twelve  years  in  its  construction,  seems  to 
repeat,  in  the  lavish  profusion  of  its  carving,  something  of  the 
extravagance  of  the  later  Renaissance.  It  is  due,  however,  to  the 
architects  of  this  great  building, — Messrs.  Fuller,  Eidlitez,  and  H.  H. 
Richardson,  to  state  that  its  exterior  in  no  wise  recalls  the  charac¬ 
teristics  of  those  ostentatious  buildings  referred  to;  while  it  is  well 
to  remember  that,  if  anywhere,  profusion  of  art  decoration  is  fitly 
employed,  it  is  in  enriching  and  dignifying  the  important  public 
buildings  designed  for  the  uses  of  the  people.  In  considering  this 
particular  People’s  palace,  all  who  love  Art,  must  ever  remember 
that  it  was  in  this  building,  as  has  already  been  here  stated,  that 
William  M.  Hunt,  the  great  Painter,  set  to  the  American  Artists 


EARLY  ART  IN  THE  CAPITOL  AT  WASHINGTON. 


XLTII 


and  Builders  of  our  time,  the  striking  lesson  of  noble  Art  Decora¬ 
tion  so  fortunately  followed  in  the  great  Public  Library  Buildings 
just  completed. 

In  the  zeal  of  this  new  awakening  on  the  part  of  American 
Architects  and  their  employers,  to  a  practical  recognition  of  the 
value  of  Art  in  the  decoration  of  the  interior  wall  surfaces  of 
public  bttildings, — the  most  recent  examples  of  which  I  have 
instanced, — it  should  not  be  forgotten,  that,  decades  before  these 
later  buildings  were  planned,  those  who  had  charge  of  the  construc¬ 
tion  of  the  grand  building  of  the  Nation’s  Capitol  in  Washington, 
had  freely  availed  themselves  of  the  works  of  the  American 
Painters  of  their  day,  beginning  as  early  as  1837,  to  illustrate 
memorable  and  pivotal  events  in  the  history  of  the  Republic;  so 
that,  on  entering  the  grand  Rotunda,  the  visitors  found  themselves 
encircled  by  a  series  of  large  historical  paintings,  of  a  size  in  har¬ 
mony  with  the  colossal  proportions  of  the  encircling  walls  which 
supported  the  upspringing  arches  of  the  crowning  Dome;  while  in 
the  Dome  itself,  in  a  blaze  of  Allegory,  dear  to  the  heart  of  Italy, 
was  given  the  Italian  Artist’s  conception  both  of  the  great  Powers 
essential  to  the  prosperity  of  a  People,  and,  though  diplomatically 
disguised  in  appellation,  a  glimpse  of  the  crowning  triumph  of  the 
Nation  in  its  latest  terrible  struggle  for  existence.  Prom  the  land¬ 
ing  of  Columbus  to  the  coming  of  Lincoln,- — he  who  runs  may  read; 
in  the  Paintings,  the  Bas-reliefs  and  the  encircling  Frieze,  “in  tem¬ 
pera ,” — (though  little  can  be  said  in  praise  of  the  artistic  excellence 
of  the  relievos  and  the  frieze) — the  dramatic  events  of  the  Centuries 
which  have  resulted  in  giving  to  the  world,  the  Republic  of  these 
United  States  of  America. 

Our  Legislators,  called  not  only  on  the  Painters,  but  also  sum¬ 
moned  the  Sculptors,  to  the  adornment  of  this,  the  chief  building 
of  their  Country,  and  gradually,  important  works  by  Clreenough, 
Powers,  Crawford,  and  Rogers,  were  secured.  In  addition  to  these 
works  by  native  artists,  the  services  of  Italian  artists,  as  decorators, 
were  largely  availed  of  in  the  halls,  galleries  and  committee 
rooms,  of  the  building;  while  in  the  wings,  occupied  respectively, 
by  the  Legislative  Chambers  of  the  House  of  Representatives  and 
the  Senate,  later  American  Artists  have  added  many  fine  works 
illustrating  the  history,  or  the  scenery,  of  the  Country. 

It  has  been  a  fashion  with  many  writers,  posing  as  art-critics,  to 


XLIV  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

speak  contemptuously  of  tlie  historical  paintings  in  the  Rotunda. 
However  true  their  criticism  may  have  been,  if  comparison  of  these 
paintings  with  the  chef  d’oeuvres  of  the  worlds  great  Artists, — 
Titian.  Tintoretto,  Veronese,  Velasquez,  Rubens,  and  other  Great 
Art  Masters  in  Historical  Painting,  either  in  their  conception  of  the 
subject  or  mastery  of  technique,  are  concerned;  it  should  not  be  for¬ 
gotten,  in  endeavoring  to  estimate  the  value  of  this  art  work  to  the 
country,  that,  a  half  century  or  more  ago,  few  American  citizens 
who  entered  that  building  had  ever  before  had  the  opportunity  to 
look  upon  a  fine  work  of  art  of  any  kind.  It  followed,  therefore, 
that  the  sight  of  that  grand  Rotunda,  with  its  uplifting  Dome, 
its  great  Paintings,  was  an  event  never  to  be  forgotten;  and  the 
grandeur  and  inspiration  of  the  scene  gave  to  many  their  first  reali¬ 
zation  of  the  meaning,  the  power,  and  the  possibilities  of  Art. 

There  have  been  American  Artists,  before  and  since  these  works 
were  painted,  who  justly  rank  as  artists  far  in  advance  of  Trumbull, 
(though  few  have  left  works  which  can  surpass  in  brilliancy  his 
small  jewel-like  originals  of  these  large  paintings,  long  the  pride 
of  the  Yale  College  Art  Gallery)  Weir,  Chapman,  Vanderlyn,  and 
Powell,  the  painters  of  the  works  in  the  Rotunda;  but  it  may  well 
be  questioned  whether,  before  1870.  any  other  American  Artists 
have  given  to  so  many  of  their  fellow  countrymen  their  first  appre¬ 
ciation  of  something  of  the  glory  of  Art! 

A  debt  of  gratitude  is  due  to  the  Legislators  who  authorised  and 
the  Ai’tists  who  executed  those,  works. 

Nor,  taken  as  a  whole,  are  the  art  adornments  of  this,  the  noblest 
Legislative  building  in  the  world,  inferior  to  those  of  similar  mod¬ 
ern  public  buildings  in  European  Countries.  Art  in  the  early  part 
of  the  Nineteenth  Century,  so  far  as  shown  in  statuary  on  the  exte¬ 
rior  of  buildings,  was  in  no  wise  generally  superior  to  the  gran¬ 
diose  sculptures  by  Persico,  which  stand  in  the  East  Portico  of  the 
Rotunda;  while  the  group  by  Greenough,  is  far  superior  to  the  ordi¬ 
nary  statuary  of  that  day.  Nor,  in  painting,  was  Trumbull,  so 
greatly  inferior  to  his  Master,  West!  In  fact,  the  era  of  the  Reign 
of  the  Fourth  George  of  England,  was,  nowhere  in  Europe,  memora¬ 
ble  as  illustrating  the  highest  ideals  of  Art.  Early  in  this  century 
America  had  in  Ailston,  and  Stuart,  Art  Masters  equal  to  their  con¬ 
temporaries  of  any  other  nations. 

In  view  of  this  long-continued  example  of  the  possibilities  of  the 


XLV 


hunt’s  PAINTINGS  IN  STATE  HOUSE,  ALBANY,  N.  Y. 

artistic  use  of  interior  wall  surfaces,  as  shown  by  the  pictorial  illus¬ 
trations,  in  the  Rotunda,  of  the  history  of  the  country,  by  well-known 
Artists;  and,  also,  by  decorative  paintings  on  minor  wall  spaces, 
which  adorn  the  interiors  of  the  Nation’s  Capitol  building;  the  fact 
of  the  almost  entire  absence  throughout  this  period  of  similar  wall 
paintings  and  decorations  in  other  civic  public  buildings  in  the  land, 
as  well  as  in  churches,  and  private  dwellings,  so  that  the  paintings 
by  Hunt,  in  the  State  House,  at  Albany,  can  be  accurately  designated 
as  marking  the  definite  beginning  of  the  present  era  of  the  general 
artistic  interior  decoration  of  buildings,  civic  and  religious,  public 
and  private; — furnishes  a  convincing  proof  of  the  utter  lack,  on  the 
part  of  the  American  people  as  a  whole,  of  any  general  knowledge 
and  appreciation  of  the  value  of  Art  in  its  application  to  the  build¬ 
ings,  and  the  furnishings,  of  life,  prior  to  the  holding  of  the  Cen¬ 
tennial  Exposition  in  Philadelphia,  in  1876. 

It  may  well  be  urged  that,  up  to  that  time,  this  busy  people  were 
too  fully  occupied  in  completing  the  physical  conquest  of  a  vast  ter¬ 
ritory,  in  subduing  forests,  bridging  streams  and  opening  virgin 
prairies  to  cultivation;  in  providing  for  the  transportation,  the  hous¬ 
ing,  and  feeding  of  the  ever  surging  incoming  tides  of  eager  emi¬ 
grants;  were  in  short  too  busy  in  their  imperative  task  of  making 
History;  to  find  time,  or  thought,  for  its  artistic  record!  When,  at 
last,  they  found  time  to  pause  and  study  the  lessons  of  the  Centennial, 
they  proved  apt  students;  as  the  Columbian  Exposition  has  shown! 

Yet  notwithstanding  this  later  surprising  and  artistic  evolu¬ 
tion  of  the  American  people,  so  wide  spread  and  rapid  has  been 
the  development  of  Technical  Training  in  its  application  to  Indus¬ 
trial  and  Fine  Art  Manufactures  throughout  the  leading  countries 
of  the  continent  of  Europe,  and  also,  though  begun  later,  in  Great 
Britain,  that,  although  the  development  in  elementary  artistic  train¬ 
ing  and  in  facilities  for  the  acquisition  of  advanced  instruction  in 
these  arts,  in  the  United  States,  has  been  wonderfully  increased 
since  the  beginning  in  Boston,  in  1870,  of  the  movement  for  school 
instruction  in  Drawing,  and  the  holding  of  the  Centennial  Exposi¬ 
tion  in  Philadelphia,  in  1876;  still,  in  the  opportunities  offered  for 
the  training  of  skilled  youthful  workers  in  the  industries  of  applied 
art,  the  United  States,  to  day, — in  view  of  the  persistent  efforts  and 
great  advances  made  during  the  past  twenty  years,  by  European 
countries,  in  providing  such  educational  facilities, — are,  relatively, 


XLYI  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

hardly  in  any  better  position  to  contest  successfully  with  the  prod¬ 
ucts  of  the  trained  workers  of  Europe,  than  they  were  in  1870. 

Nevertheless  the  efforts  made  in  this  country  by  leading  educa¬ 
tors,  and  by  liberal  patrons  of  artistic  and  technical  education,  have 
been  notable,  and  most  worthy  of  honor ;  while  the  great  advance 
since  the  Centennial,  as  shown  in  the  art  qualities  of  American 
manufactures,  in  furniture,  in  jewelry,  in  glass,  in  art-fabrics  in 
silk,  in  woolen  and  in  cotton,  as  well  as  in  Architecture,  and  in  all 
material  pertaining  to  the  Decorative  Arts,  has  been  simply  mar¬ 
vellous. 

So  far,  also,  as  affording  requisite  opportunities  for  acquiring 
thorough  training  in  the  Fine  Arts  of  Painting,  Sculpture,  and 
Architecture,  the  few  Art  Schools  in  the  United  States,  compare 
most  favorably  with  those  of  the  older  countries ;  so  that  it  is  no 
longer  essential, — though  it  may  often  be,  for  other  reasons,  desir¬ 
able, — for  the  ambitious  young  painter,  sculptor,  or  architect,  to 
exile  himself  in  order  to  obtain  needed  opportunities  for  instruction 
in  those  several  arts.  Nor  are  our  leading  Technical  Schools  of 
Science,  inferior  in  equipment,  or  in  quality  of  instruction,  to  the 
similar  schools  in  Europe.  These  schools  in  the  United  States  are, 
however,  so  few  in  number  in  proportion  to  our  increasing  popula¬ 
tion,  as  compared  to  the  number  and  variety  of  those  offered  to  the 
citizens  of  the  leading  Art  Industrial  European  Countries  of  Ger¬ 
many,  Switzerland,  Belgium  and  France, — not  to  mention  Great 
Britain,  Austria,  Italy  and  Russia, — that  the  inadequacy  in  num¬ 
bers  of  our  schools  for  training  the  Captains  of  Industry,  not  to 
mention  those  merely  technical  trade  schools  designed  for  creating 
a  force  of  trained  workers, — impresses  itself  painfully  upon  the 
investigator  in  these  fields. 

With  the  increasing  knowledge  of  the  forces  of  Nature  acquired 
by  the  patient  investigations  continually  carried  on  by  Scientists  of 
every  class: — in  Chemistry,  in  Geology,  in  Natural  Philosophy,  in 
Mining,  both  in  the  methods  of  mechanical  operations,  and  in  the 
reduction  of  ores;  in  short,  in  the  general  application  of  the  dis¬ 
coveries  of  Science  throughout  the  various  realms  of  Nature,  to  the 
needs  of  Man,  which  so  constantly  revolutionize  former  methods 
and  create  ever  new  demands;  for  example  in  the  endeavor  to  secure 
the  economic  production  of  electricity  and  to  contrive  the  best 
methods  for  its  application  to  human  uses — not  to  speak  of  the 


DKAWING  AN  ESSENTIAL  STUDY.  ' 


XLVII 


similar  needs  in  other  fields;  the  demand  on  the  community  for  the 
founding  of  institutions  forgiving  thorough  training  in  these  latest 
discoveries  of  Science,  is  imperative. 

In  all  these  ever  recurring  demands  for  the  invention  and  appli¬ 
cation  of  methods  by  which  to  make  these  discoveries  of  Science 
available  in  the  industries  of  life,  a  knowledge  of,  and  practical 
facility,  in  the  art  of  “Mechanical  Drawing”  becomes  absolutely 
indispensable;  consequently,  this  elementary  branch  of  industrial 
art  clearly  forms  an  essential  factor  in  modern  industrial  education, 
and,  of  necessity,  holds  place  in  all  the  elementary  and  higher 
Schools  of  Technology;  hence,  though  its  relation  to  the  so  called 
“High  Arts,”  may  at  times  seem  somewhat  remote,  its  claim  to  a 
place  in  this  Report  on  Art  and  Industry,  is  unquestionable. 

Even  in  so  large  a  work  as  the  present  Report,  it  is  not  possible 
to  give  an  extended  description,  in  detail,  of  the  several  schools 
included  in  its  survey;  so  that  the  accounts  here  given  must  needs 
be  limited  to  those  departments,  of  the  U.  S.  Land  Grant  Colleges, 
and  other  Institutions,  in  which  Industrial  Drawing,  Mechanical 
and  other,  is  taught;  these  accounts  could  not  with  propriety  be 
omitted  and  to  them  the  present’  volume  is  mostly  given.  Full 
accounts  of  these  U.  S.  Colleges,  in  all  their  departments,  are  given 
in  other  publications  of  the  U.  S.  Bureau  of  Education,  as  well 
as  in  the  catalogues  of  each  institution;  so  that  those  wishing  fuller 
information  concerning  the  several  institutions  can  readily  find 
access  to  the  original  sources. 

In  the  Appendices  to  each  of  the  previous  volumes  of  this  Report, 
accounts  are  given  of  many  of  the  Technical  Schools,  provided  for 
giving  instruction  in  the  Arts  and  Industries,  in  the  leading  coun¬ 
tries  of  Europe ;  with  some  account  of  the  Methods  adopted  by  the 
Several  Governments  for  promoting  such  Elementary  and  advanced 
Technical  Training. 

These  Accounts  and  Official  Reports,  show  how  earnest  and  contin¬ 
uous  have  been  the  efforts  in  these  countries  to  train  their  citizens 
in  such  a  manner  as  would  enable  them  to  take  advantage  of  the 
discoveries  of  the  Scientific  Investigators  as  they  occur. 

In  Part  I.,  much  space  was  given  to  a  showing  of  the  methods 
made  use  of  in  Great  Britain  ;  while  copious  excerpts,  giving  a  con¬ 
cise  summary  of  their  contents,  were  given  from  the  Thirtieth, 
Thirty  First,  and  Thirty  Second,  Annual  “Reports  of  the  Science 


XLVI1I  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


and  Art  Department.”  1882-1885.  (See  Part  I.  Appendix  F.  pages 
709-793.) 

As  already  clearly  set  forth,  much  of  the  material  comprised  in 
these  two  latest  volumes  of  this  Report  on  Art  and  Industry, — “Parts 
III.  and  IV.” — had  been  long  ready  for  publication;  and  it  was  in 
order  to  bring  the  account  of  the  movement  in  the  United  States, 
down  to  the  present  time,  that  the  final  comprehensive  Appendix 
W.  (pages  903-1116)  was  added  to  volume  III.  As  these  two  vol¬ 
umes  are  to  appear  almost  simultaneously,  it  was  thought  expedient 
to  include  all  this  material  essential  to  an  intelligent  view  of  the 
present  status  of  Industrial  Art  Education  in  the  United  States,  in 
Part  III. ;  and  not  to  add  this  material  to  the  Appendices  of  Part  IY.  * 

It  happens,  however,  that  just  as  the  present  volume  is  about  to 
go  to  press,  the  Forty  Fourth  Annual  Report  of  the  Department 

*  The  issue  of  Volume  2,  of  the  Annual  Report  of  the  U.  S.  Commissioner  of  Edu¬ 
cation  for  1895-’96,  at  this  time,  (November,  1897)  permits  reference  here  to  severa 
articles  in  that  volume  likely  to  be  valued  by  those  interested  in  the  topics  treated 
in  this  Special  Report  on  Art  and  Industry. 

The  articles  furnished  by  the  Specialists  of  the  Bureau  to  these  Annual  Reports, 
in  which  the  current  statistics  of  the  several  institutions  are  collated;  will  be  found 
of  value,  as  showing  the  development  and  contemporary  condition  of  various  edu¬ 
cational  experiments,  as  well  as  the  status  of  long  established  methods  and  schools. 

The  Annual  Reports  of  the  U.  S.  Commissioner  of  Education,  owing  to  their  fre¬ 
quency  of  publication,  and  their  accessibility  due  to  their  larger  editions,  effectu¬ 
ally  supplement,  and  give  additional  value  to,  the  occasional  Special  Reports  issued 
by  the  Bureau,  by  bringing  the  several  histories  contained  in  the  latter,  down  to 
the  date  of  the  Annual  Issues;  and  are,  therefore,  of  value  to  the  student  of  the  par 
ticular  topics  treated  in  these  Special  Reports.  In  the  present  work,  the  author  has 
sought,  in  each  volume,  to  include  the  latest  information  possible;  and,  also,  to 
indicate  the  purpose  of  the  whole  work,  for  the  benefit  of  those  who  may  not  have 
access  to  all  the  “  Parts  ”  of  this  particular  Report,  or  to  the  volumes  of  the  Annual 
Reports.  The  statistics  of  the  latter,  however,  should  be  consulted  by  those  who 
desire  the  fullest  and  latest  information. 

In  this  latest  volume  of  the  Annual  Reports  (Vol.  2,  of  1895-96)  just  referred  to, 
Chapter  XXI,  on  “Manual  and  Industrial  Educational  Institutions,”  prepared  by 
Mr.  James  C.  Boykin;  Chapter  XXV,  on  “Industrial  Education  in  Central  Europe;” 
Chapter  XXVII,  on  “U.  S.  Colleges  of  Agriculture  and  the  Mechanic  Arts,”  com¬ 
piled  by  Mr.  Wellford  Addis;  Chapter  XXIX,  on  “  Current  Discussions;”  in  which 
several  well-known  authorities  on  Art  and  Industry  take  part;  and  Chapter  XXXI, 
on  “Art  Decoration  in  School  Houses;”  compiled  by  Dr.  Stephen  B.  Weeks,  will  be 
found  of  value  and  interest,  and  are  commended  to  the  readers  of  the  present 
Special  Report.  I.  E.  C. 


ARRANGEMENT  OF  PRESENT  VOLUME. 


XLIX 


of  Science  and  Art,  for  1896,  (London  1897,)  is  received.  As  a  some¬ 
what  exhaustive  summary  of  the  various  Governmental  Schools, 
Museums,  and  methods  of  aiding  private  schools  in  Great  Britain, 
has  already  been  given  in  Part  I.  of  the  present  Art  and  Industry 
Report,  further  space  cannot  be  here  given  to  these  details.  This 
44th  Report,  however,  contains  an  important  Special  Report  on  the 
latest  development  of  Technical  Education  in  Germany,  made  by 
a  board  of  Commissioners,  comprising  some  of  the  leading  English 
Authorities  on  Technical  Education ;  which  so  fully  confirms  the 
statement  just  made,  in  this  “Introduction”,  concerning  the  greater 
relative  activity, — as  compared  with  the  United  States, — of  the  lead¬ 
ing  European  Countries,  in  the  promotion  of  such  special  training, 
that  I  am  gratified  to  be  able  to  include  it  in  the  additional  Appen¬ 
dix  “C  C.,”  to  this  volume.  It  seems  to  show,  also,  that  during 
the  past  decade,  these  European  Nations  have  not  slackened  in  their 
educational  activities  in  these  practical  directions. 

The  papers  in  the  other  Appendices,  which  relate  to  the  English 
Educational  Efforts,  bear  date,  some  of  them,  of  ten  years  previous; 
they  show  that,  at  that  time,  the  leading  educators  of  England,  were 
fully  awake  to  the  value  of  the  definite  technical  industrial  artistic 
training  of  their  people. 

The  growing  competition  of  German  Manufacturers  with  those  of 
Great  Britain,  during  the  last  decade,  has  stimulated  increased  inter¬ 
est  in  this  phase  of  Education;  for  the  words  “Made  in  Germany,” 
which  the  law  compels  to  appear  on  all  such  goods,  have  revealed  to 
the  British  public  the  dangerous  inroads  made  by  German  manu¬ 
facturers  on  the  home  market  in  England. 

In  view  of  this  condition  in  the  English  Markets,  and  in  considera¬ 
tion  of  the  world-contest  now  waging  for  commercial  supremacy, 
the  people  of  the  United  States  are  no  less  concerned  to  know  what 
other  Nations  are  doing  in  relation  to  this  matter  of  definite  techni¬ 
cal  education,  than  they  are  anxious  to  be  informed  of  the  efforts 
made  by  Great  Britain.  It  is  for  this  reason,  that  this  authoritative 
expert  Report  on  German  Technical  Industrial  and  Artistic  Educa¬ 
tion,  is  here  introduced,  and  earnestly  commended,  to  the  thoughtful 
consideration  of  American  Educators,  Manufacturers,  and  States¬ 
men. 

ART — VOL  4 - IV 


L 


INTRODUCTION. 


ORDER  OF  CHAPTERS  AND  APPENDICES. 

This  volume  comprises  a  brief  Introduction — Fourteen  Chapters 
descriptive  of  the  Institutions  affording  Technical  Training;  and  a 
series  of  six  Appendices,  Lettered  from  “X”  to  “C  C”  inclusive, 
containing  various  papers,  addresses,  and  reports,  relating  to  Tech¬ 
nical  Industrial  Training  in  the  United  States,  and  in  several  of  the 
Countries  of  Europe. 

Chapter  I.,  (pages  3-8)  is  introductory,  giving  a  general  view  of 
the  plan  of  the  volume  with  an  analysis  of  its  contents,  and  defining 
the  several  groups  of  schools,  into  which  the  various  Institutions 
in  the  United  States  devoted  to  Technical  Industrial  Education  may 
be  divided. 

Chapter  II.,  (pages  9-78)  Treats  of  the  “Primary  Group,” — The 
Manual  Training  Schools  proper.  The  two  pioneer  schools  of  Bos¬ 
ton,  and  St.  Louis,  The  Spring  Garden  Institute,  of  Philadelphia, 
and  the  Chicago  Manual  Training  School,  are  the  schools  described. 

Chapter  III.,  (pages  79-106)  Describes  the  instruction  in  Manual 
Training  and  in  Drawing,  given  in  the  Preparatory  Schools  and  in  the 
Colleges,  of  the  Tulane  University,  New  Orleans,  Louisiana.  A  con¬ 
cise  statement  is  also  given  of  the  founding  of  this  noble  benefaction 
by  the  late  Mr.  Tulane,  of  the  part  taken  by  the  late  Hon.  Randall 
Lee  Gibson,  U.  S.  S.  from  Louisiana,  and  of  the  successful  devel¬ 
opment  of  the  institution  under  the  wise  direction  of  President 
William  Preston  Johnston,  and  the  Board  of  Trustees. 

Chapter  IV.,  (pages  107-128)  Describes  two  special  Technical  Trade 
Schools  and  includes  the  report,  made  by  a  special  committee,  to  the 
Annual  Convention  of  the  National  Carriage-Builders'  Association, 
held  in  New  Haven,  Connecticut  in  1883;  with  a  summary  of  the 
interesting  discussion  which  followed,  as  to  the  kind  and  amount  of 
practical  industrial  education  for  boys,  which  it  is  possible  to  give  in 
the  Public  Schools. 

Chapter  V.,  (pages  129-170)  Describes  a  most  interesting  experi¬ 
ment  in  Technical  Trade  Education,  undertaken  at  Mt.  Clare  Sta¬ 
tion,  near  Baltimore,  by  the  B.  &  O.  R.  R.  Corporation,  under  the 
Presidency  of  Robert  Garrett;  with  extracts  from  the  valuable 
report  made  to  President  Garrett,  by  his  assistant  the  late  Dr. 
W.  T.  Barnard. 

Chapter  VI.,  (pages  171-223)  contains  accounts  of  five  notable 
Technical  Mechanical  Schools.  These  are  The  Worcester  Free 


INTRODUCTION:  ORDER  OF  APPENDICES. 


LI 


Institute,  Worcester,  Massachusetts;  The  Rose  Polytechnic  Insti¬ 
tute,  Terre  Haute,  Indiana;  The  University  of  Illinois,  Urbana, 
Illinois;  The  Sibley  College  of  Mechanic  Arts,  Cornell  University, 
Ithaca,  New  York;  and  The  College  of  Mechanics,  University  of 
California,  Berkeley,  California. 

Chapter  VII.,  (pages  225-232)  Introduces  the  accounts  of  the  sev¬ 
eral  Colleges  of  Agriculture  and  The  Mechanic  Arts,  endowed  by 
the  National  Land  Grant  Law  of  1862. 

Chapters  VIII.,  to  XIV.,  inclusive  (pages  233-657),  contain  such 
accounts  of  the  Technical  Industrial  Departments,  of  the  several 
“  Land  Grant  Colleges  of  Agriculture  and  the  Mechanic  Arts,”  as 
are  germane  to  the  purpose  of  this  Special  Report. 

CONTENTS  AND  ARRANGEMENT  OF  APPENDICES. 

Appendices  (pages  707-991)  A  brief  general  Introduction,  de¬ 
scriptive  of  the  contents  of  the  several  appendices  precedes  the 
opening  Appendix. 

Appendix  X. ,  (pages  711-940)  contains  papers  relating  to  Tech¬ 
nical  Education  in  the  United  States;  with  instances  of  similar 
efforts  in  European  Countries ;  and  is  composed  of  the  several  ad¬ 
dresses,  by  leading  American  Educators,  delivered  on  the  occasion 
of  the  formal  opening  of  Rose  Polytechnic  Institute,  Terre  Haute, 
Indiana,  in  1883 ;  of  the  Inaugural  Address  on  that  occasion,  by 
President  Thompson;  and  by  an  Inaugural  Address  delivered  on  a 
similar  occasion,  by  President  Homer  T.  Fuller,  at  the  W orcester  Free 
Institute,  Worcester,  Massachusetts,  also  in  1883.  These  addresses 
by  Presidents  Thompson,  and  Fuller,  are  most  valuable  contributions 
to  the  literature  of  this  new  movement  in  American  Education. 

Appendix  Y.,  (pages  741-833)  This  Appendix,  contains  most  of 
the  valuable  report  made  on  the  subject  of  Technical  Industrial 
Education,  by  the  late  lamented  Dr.  W.  T.  Barnard,  to  President 
Robert  Garrett,  of  the  B.  &  0.  R.  R.  Co.  in  1886.  This  is,  in  itself, 
a  most  valuable  and  suggestive  treatment  of  the  subject ;  while 
the  accounts  which  accompany  it,  of  the  several  Technical  Institu¬ 
tions  in  Europe,  give  it  additional  value  for  this  volume. 

Appendix  Z.,  (pages  835-891)  contains  papers  relating  especially 
to  the  U.  S.  Land  Grant  Colleges.  First:  are  verbatim  copies  of  the 
three  Laws  enacted  concerning  them; — the  acts  of  1862 — of  1887  and 
of  1890.  These  are  followed  by  interesting  historical  statements 


LII 


INTRODUCTION:  ORDER  OF  APPENDICES. 


concerning  the  passage  of  the  initial  act  of  1862,  with  an  account;  of 
the  efforts  to  promote  the  passage  of  the  Act,  so  successfully  ren¬ 
dered  by  the  Rev.  Amos  Brown,  of  the  State  of  New  York;  and  by 
Dr.  Evan  Pugh,  of  the  State  of  Pennsylvania. 

It  is  hardly  too  much  to  assert,  to  say  that  this  Act,  popularly 
known  as  “The  Morrill  Act,”  from  the  service  rendered,  and  the 
successful  passage  finally  effected,  by  the  energetic  and  intelligent 
efforts  of  the  Hon.  Justin  S.  Morrill, — then  a  Member  of  Congress 
from  Vermont;  and  still,  at  the  present  time,  as  for  many  years 
past,  the  senior  Senator  from  that  State; — has  proved  to  have  been 
one  of  the  most  important  enactments — in  its  far-reaching  influence 
on  Education, — ever  passed  by  the  Congress  of  the  United  States. 

These  historical  statements  relating  to  the  passage  of  the  Act,  are 
followed  by  a  report  of  the  Commemorative  Addresses,  delivered  in 
1887,  at  the  Agricultural  College,  in  Amherst,  on  the  25tli  Anniver¬ 
sary  of  the  passage  of  the  Law. 

A  paper  by  Professor  R.  B.  Warder,  on  “Agricultural  Education 
in  Bavaria”,  follows.  Two  addresses  close  this  Appendix.  One 
on  “Technical  Training”,  by  Professor  John  Hamilton,  delivered  on 
the  opening  of  a  new  Mechanical  Department  of  Pennsylvania. State 
College,  in  1886;  and  The  Farewell  Address  by  Bishop  Haygood,  at 
the  Commencement  of  Claflin  College,  South  Carolina,  in  1890. 
This  admirable  address,  in  which  the  relations  of  the  colored  people 
to'the  community,  and  the  kind  of  education  most  needed  by  them, 
are  frankly  stated,  is  well  worth  the  careful  consideration  of  all  who 
are  in  any  way  interested  in  the  race  problem  as  it  presents  itself  in 
the  United  States.  The  following  statement  quoted  in  the  New 
York  Tribune,  of  August  25th,  1897,  bears  witness  to  the  excellent 
results  of  that  “Industrial  Training”  which  the  good  Bishop  so 
heartily  endorses. 

“According  to  “The  Atlanta  Chronicle,”  negroes  in  the  South  are  rapidly  filling 
the  trades.  As  carpenters,  bricklayers,  plasterers,  blacksmiths  and  wheelwrights 
they  are  growing  more  and  more  numerous,  and  making  it  difficult  for  white  men 
to  prosper  in  these  fields  of  labor.  “A  glance  at  the  white  schools  and  the  negro 
schools  of  the  South,”  adds  “The  Chronicle,”  “will  show  that  the  negro  schools 
are  teaching  their  pupils  more  of  the  practical  needs  of  life,  and  fitting  them  to 
earn  a  livelihood  better  than  the  white  schools  are.  For  every  white  technological 
school  the  negroes  have  half  a  dozen  with  technological  and  industrial  features. 
Every  year  young  men  are  being  turned  out  of  the  negro  schools  in  the  South  who 
have  been  taught  carpentry,  shoemaking,  printing,  the  general  use  of  tools  and 
scientific  farming,  in  addition  to  the  usual  academic  courses,  and  young  women 


introduction:  order  of  appendices. 


LIII 


who  are  taught  cooking,  washing,  sewing,  dressmaking,  nursing  and  housekeeping. 
When  a  young  negro  man  or  woman  leaves  any  one  of  more  than  a  dozen  schools 
in  the  South  he  or  she  is  equipped  for  earning  a  livelihood  and  for  advancing  the 
standard  of  the  race.  Our  people  need  arousing  to  the  importance  of  technological 
and  industrial  education.  We  want  educated  hands  as  well  as  educated  heads.” 

By  happy  chance  the  next  day’s  issue  of  the  Tribune  ,  (August  26th 
1897)  announced,  in  its  “Personal”  column,  the  fact  that  the  French 
Government  had  purchased  for  the  Gallery  of  the  Luxembourg,  ah 
important  painting,  “The  Raising  of  Lazarus”,  the  work  of  a  col¬ 
ored  American ;  who,  formerly  an  instructor  in  drawing  in  Fisk 
University,  Nashville,  Tennessee,  became  later  a  pupil  of  Benjamin 
Constant,  the  great  French  Artist  in  Paris ;  and  has  now  won  this 
eagerly  sought  recognition  conferred  by  the  Government  Authorities 
of  France.  The  name  of  this  successful  American  artist  is  Henry 
O.  Tanner,  a  son  of  Bishop  Tanner,  formerly  of  Philadelphia,  but 
now  of  Kansas  City,  Missouri.  As  this  Report  is  given  to  an  account 
of  the  development  of  the  Industrial  and  Fine  Arts  in  the  United 
States,  I  have  thought  these  two  statements  well  worthy  of  mention 
in  this  introduction;  as  showing  that,  both  in  Industry  and  the  Fine 
Arts,  our  African  fellow  citizens  are  proving  their  fitness  for  thor¬ 
ough  education  in  the  industries  and  the  arts.  * 

*In  Part  II.  of  this  Report,  will  be  found  reference  to  the  industrial  features  so 
desirable  in  the  education  of  the  Colored  Race,  in  connection  with  an  account 
of  an  exhibition  of  the  Manual  Training  School  Work  of  the  Colored  Schools  of 
Washington,  D.  C.  (See  Part  II  Pages  246-249)  This  important  question  as  to  the 
form  of  industrial  education  best  adapted  to  the  needs  of  the  colored  pupils,  is  con¬ 
sidered  at  some  length  in  a  recent  Report  by  the  U.  S.  Commissioner  of  Educa¬ 
tion.  (See  Report  for  1894-95,  Yol.  2,  Chapters  XXXI  and  XXXII. — pages  1331— 
1424.)  The  first  of  these  chapters  is  prefaced  by  references  to  the  preceding  publi¬ 
cations  of  this  Bureau,  in  which  the  topic  of  the  education  of  the  colored  people  is 
treated.  These  comprise  most  of  the  “Annual  Reports,”  beginning  with  that  of 
1870;  five  special  “  Circulars  of  Information,”  issued  from  1883  to  ’92;  the  Special 
Report  on  District  of  Columbia,  in  1869,  and  the  Special  Report  on  The  New  Orleans 
Exposition,  in  1884-85.  Several  tables  containing  summaries  of  statistics,  are  given 
in  Chapter  XXXI.,  of  the  Report  for  1894-95;  followed  by  a  table,  filling  17  pages 
with  detailed  statistics  of  one  hundred  and  sixty  two  “Schools  for  the  Education 
of  the  Colored  Race.”  This  chapter  closes  with  two  notable  addresses.  The  first, 
by  that  leading  educator,  Principal  Booker  T.  Washington,  of  the  Tuskegee,  Ala¬ 
bama,  Normal  and  Industrial  Institute,  was  delivered  at  the  “Alexander  Hamilton, 
Commemoration  Dinner,”  in  Brooklyn.  N.  Y.,  in  January,  1896.  The  subject  was 
“  The  Industrial  Education  of  the  Blacks.”  The  second,  by  President  E.  C.  Mitchell, 
of  Leland  University,  New  Orleans,  La.,  was  given  before  the  American  Baptist 


LIV 


INTRODUCTION:  ORDER  OF  APPENDICES. 


Appendix  A  A.,  (pages  893-916)  comprises  “Papers  relating  to 
Technical  Education  in  England”  As  each  Appendix,  and  also 
each  paper  quoted,  is  preceded  by  an  introduction,  no  special  attempt 
is  made  in  this  general  introduction  to  go  into  minute  details,  since 
in  all  cases  the  several  introductions  may  be  consulted. 

The  four  papers  here  given  ai-e  fully  summarized  in  the  introduc¬ 
tion  to  this  Appendix.  They  treat  of  Technical  Instruction  in  Ele¬ 
mentary  Schools,  Board  Schools,  and  T echnical  Schools.  Addresses 
by  the  Lord  Chancellor,  and  by  the  Prince  of  Wales,  on  the  occasion 
of  the  Opening  of  “  The  City  and  Guilds  of  London  Institute,”  fur¬ 
nish  proof  of  the  extraordinary  interest  shown  in  Great  Britain,  in 
the  development  and  encouragement  of  Technical  Training.  If  this 
is  of  so  great  importance  to  the  English  people,  may  it  not  be  of 
some  consequence  to  Americans,  in  the  rapidly  increasing  world 
competition  for  industrial  supremacy  ? 

Appendix  B  B.,  (pages  917-944)  “Papers  Relating  to  Technical  Art 
Training  in  England.”  These  papers  continue  the  discussion  of 
the  topics  of  those  in  the  previous  Appendix,  and  enlarge  upon  the 
importance  of  art  qualities  in  manufactures. 

The  two  opening  papers  are  from  leading  Press  Authorities ;  The 
London  Times,  and  The  Westminster  Review.  There  is,  also,  an 
Official  Statement  of  the  Purpose  of  “  The  National  Association  for 
The  Promotion  of  Technical  Education  in  Great  Britain”,  followed 
by  an  address,  by  Professor  Huxley,  on  “The  Vital  Importance  of 
Technical  Education  to  Great  Britain.” 

Appendix  C  C.,  (pages  945-991)  Papers  relating  to  the  present 
status  of  Technical  and  Industrial  Art  Education  in  Great  Britain, 
and  in  Germany,  in  1896-1897. 

These  include,  first:  Miscellaneous  extracts  from  public  journals 
concerning  a  new  movement  for  promoting  the  development  of 

Home  Mission  Society,  at  Asburv  Park,  N.  J.,  May  26,  1896.  His  subject  was 
“  Higher  Education  and  the  Negro.”  (For  these  two  addresses,  see  pages  1356-1366). 
Chapter  XXXII.,  is  given  to  an  authoritative  exposition  of  the  workings  of  The 
Slater  Fund  in  the  Education  of  the  Negro.  (See  pages  1367-1424.) 

In  the  Annual  Report  of  the  U.  S.  Commissioner  of  Education,  for  1893-94,  is  a 
lengthy  Statistical  Table  of  Schools  of  Manual  Training,  etc. ,  a  table  published 
only  at  intervals  of  five  years.  (See  Vol.  2,  pages  2093-2169.)  In  this  table — which 
includes  eleven  different  classes  of  institutions,  besides  City  Public  Schools — are 
given  the  statistics  of  Sixty  three  “  Manual  Training  Schools  for  the  Colored  Race,” 
in  which  is  an  attendance  of  nearly  eight  thousand  pupils.  (See  pages  2118-2122.) 


INTRODUCTION:  ORDER  OF  APPENDICES. 


LY 


Manual  Training  in  the  Board  Schools  of  London,  undertaken  dur¬ 
ing  the  autumn  of  1897,  followed  by  a  notice  of  an  educational  meet¬ 
ing  for  the  promotion  of  Sloyd,  held  in  Manchester;  with  brief 
accounts  of  municipal  instruction  in  Art  and  Technology  in  Man¬ 
chester,  and  an  item  concerning  Free  Scholarships  in  London.  Then 
follow  notices  of  the  addresses  delivered  on  the  opening  of  Techni¬ 
cal  Institutions  in  Great  Britain,  as  follows: 

At  the  new  Technical  Schools  in  Middlewicli,  by  Sir  John  Brun¬ 
ner;  at  the  Royal  Technical  Institute,  at  Salford,  by  Mr.  William 
Mather;  another  address  by  Mr.  Mather,  on  the  occasion  of  the 
anniversary  of  a  Technical  School  at  Stockport;  in  which  he  calls 
attention  to  the  fact  that  American  youth  enjoy  a  longer  elementary 
training  than  do  the  youth  of  England. 

An  address  by  Sir  John  Lubbock,  M.  P.,  at  the  anniversary  of  the 
Stalybridge  Technical  School,  October  22nd.  1897. 

An  address  by  Sir  William  H.  Bailey,  on  the  occasion  of  the  dis¬ 
tribution  of  prizes  to  the  Student  prize  winners  of  the  Hindley 
Technical  Schools,  October  20th,  1897. 

An  address  on  “.The  Importance  of  Education  in  Science,”  deliv¬ 
ered  by  the  Duke  of  Devonshire,  on  the  occasion  of  the  opening  of 
the  new  Technical  College  at  Darlington,  October  8th,  1897.  A  sum¬ 
mary  of  an  address  on  Technical  Education,  delivered  by  the  Bishop 
of  London,  at  the  opening  of  New  Technical  and  Art  Schools,  by 
the  corporation  of  Leicester,  October  5th.  1897,  follows.  Reference 
is  made  to  the  address  by  the  Eai’l  of  Crewe,  at  the  opening  of  the 
New  Technical  Institute  at  Crewe,  October  16th,  1897.  This  is  fol¬ 
lowed  by  an  address  by  the  Earl  of  Derby,  on  the  occasion  of  the 
inauguration  of  the  New  Technical  School  at  Preston,  founded  by 
the  trustees  of  the  late  Mr.  E.  R.  Harris,  as  a  memorial  of  the 
Queen’s  J ubilee,  and  opened  personally  by  the  Countess  of  Derby. 

Then  several  addresses  witness  to  the  active  interest  taken,  in  the 
promotion  of  Technical  Education  in  the  industries  and  arts,  by  lead¬ 
ing  English  Statesmen. 

Two  interesting  papers  from  the  files  of  the  New  York  Tribune, 
which  follow:  Show  both  the  English  and  the  German  estimate  of 
the  importance  of  definite  Technical  Training  in  Industries. 

These  miscellaneous  reports  and  articles  are  followed  by  a  brief 
summary  of  the  contents  of  the  44th  official  report  of  the  Depart¬ 
ment  of  Science  and  Art.  (London  1897.)  This  abstract  of  the  Gov- 


LVI 


INTRODUCTION:  ORDER  OF  APPENDICES. 


ernmen  Statistical  Report  precedes  a  valuable  special  Report  on 
“The  Recent  Progress  of  Technical  Education  in  Germany,”  made 
to  the  Government  of  Great  Britain  by  the  Technical  Industrial 
Commissioners;  with  a  Supplementary  account  of  special  Technical 
Educational  Institutions  in  Germany,  and  with  accounts  of  several 
local  German  Industrial  and  Art  Exhibitions. 


TECHNICAL  INDUSTRIAL  TRAINING. 


CHAPTER  I. 


INSTITUTIONS  AFFORDING  TECHNICAL  INDUSTRIAL  TRAINING.  IN¬ 
TRODUCTORY  CHAPTER  DEFINING  THE  ORDER  IN  WHICH 
THE  INSTITUTIONS  ARE  GROUPED. 

The  plan  of  the  chapters  immediately  succeeding — (1)  The  Typical  Manual  Train¬ 
ing  Schools — (2)  Schools,  in  connection  with  the  Technical  Industrial  Schools — (3) 
The  Schools  of  Science  and  Engineering,  and  the  Land  Grant  Colleges — These  classes 
of  schools  form  a  well-defined  series  of  Institutions: — The  “  Primary  Group”  com¬ 
prises  The  Boston,  St.  Louis,  Spring  Garden  (Philadelphia),  the  Chicago  and  the 
Tulane  University  Manual  Training  Schools — The  School  for  Carriage  draughting, 
in  connection  with  the  Schools  of  the  Metropolitan  Museum  is  in  1883,  the  one  Trade 
School — The  Worcester  Free  Institute,  and  the  Mechanical  Engineering  Schools  of 
Illinois  University,  Rose  Polytechnic  Institute,  Cornell  University,  University  of 
California,  and  the  Mechanical  Departments  of  the  Land  Grant  Colleges,  form  an¬ 
other  group — while  the  higher  Schools  of  Science  form  still  another — The  schools  of 
Technical  Design  fall  under  a  different  class  and  are  related  rather  to  the  schools  of 
the  Fine  Arts  than  to  those  of  Manual  Training — Reasons  given  for  grouping  these 
latter  schools  in  the  following  volume  with  the  schools  of  the  Fine  Arts — The  Revue 
des  Deux  Mondes  quoted  as  recognizing  the  interblending  of  all  the  Arts  and  Indus¬ 
tries. 

Institutions  affording  Technical  Industrial  Education. 

The  new  elementary  industrial  schools  of  Mechanical  manipula¬ 
tion,  so  often  referred  to  in  the  preceding  volume  in  connectioD  with 
a  consideration  of  the  proposed  changes  in,  or  additions  to,  the 
studies  taught  in  public  schools, — are  here  grouped  with  schools  of 
“Technical  Education  in  Industrial  Art,”  the  higher  “Schools  of 
Engineering,”  and  “  The  Colleges  of  Agriculture  and  The  Mechanic 
Arts,”  to  which  they  may  be  considered  as  preliminary;  for,  taken 
altogether,  these  form  a  comprehensive  class  of  institutions  which, 
in  themselves,  comprise  and  embody  the  educational  facilities 
afforded  in  the  United  States,  for  obtaining  a  knowledge  of  the 
theory  and  practice  of  the  scientific  professions,  as  distinguished 
from  the  merely  literary,  and  general,  the  “  learned  professions,”  as 
they  have  been  so  long  called;  or,  on  the  other  hand,  the  artistic, 
callings. 

These  are  the  schools,  academies  and  universities,  of  Applied 
Science; — the  reservoirs  of  scientific  learning  upon  which  the  country 
is  to  depend  for  the  educated  brain  power  and  trained  technical 
skill,  essential  to  the  full  development  of  its  material  resources. 

As  we  have  seen  that  a  knowledge  of  drawing  is  at  the  basis  of  all 

i 


4 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


scientific  construction,  and  of  all  artistic  manufactures,  it  follows 
that,  so  far  as  their  courses  of  instruction  in  drawing  are  included, 
these  institutions  come  properly  within  the  scope  of  this  Report. 
Accounts  of  the  other  departments  of  the  colleges,  etc.,  will  be  found 
recorded  in  other  publications  of  this  Bureau.  * 

The  primary  group  comprises 

(1.)  The  School  of  Mechanic  Arts  of  the  Massachusetts  Institute 
of  Technology,  Boston,  Massachusetts. 

(2.)  The  Manual  Training  School  of  Washington  University,  St. 
Louis,  Missouri. 

(3)  The  Mechanical  Handiwork  Schools  of  the  Spring  Garden 
Institute,  Philadelphia,  Pennsylvania. 

(4)  The  Chicago  Manual  Training  School,  Chicago,  Illinois. 

(5)  The  Manual  Training  School  of  the  Tulane  University  of  Lou¬ 
isiana.  f 

It  will  be  observed  that,  in  the  curriculum  of  each  of  these  typi¬ 
cal  schools,  while  drawing  is  regarded  as  a  most  essential  study  and 
is  pursued  throughout  the  entire  course,  and  while  the  manipulation 
of  tools  is  persistently  taught,  the  general  education  of  the  pupils 
is,  also,  carefully  provided  for;  the  courses  in  these  particulars  vary¬ 
ing  somewhat  in  the  several  schools  but,  in  each  one,  good  schooling 
in  the  common  English  branches  and  in  mathematics,  forms  an  essen¬ 
tial  part  of  the  training  given  ; — the  black  board  and  the  class  room 
being  held  to  be  quite  as  important,  if  not  quite  as  novel,  as  are  the 
drawing  board  and  the  machine  shops. 

After  these  elementary  schools  would  naturally  follow  the  class  of 
special  technical  trade  schools,  at  present  only  represented  in  this 
country  by  those  grouped  under  a  single  institution, — namely  The 
Metropolitan  Museum  of  Art  and  known  as  : 

(1)  The  Technical  Schools  of  the  Metropolitan  Museum  of  Art. 

(2)  The  Technical  Schools  for  Carriage-draftsmen  and  Mechanics, 
New  York,  N.  Y. 

These  special  schools  are,  by  reason  of  their  limitations  to  single 
trades,  of  less  general  interest  than  are  the  larger  institutions  devoted 
to  general  training  in  the  mechanic  arts.  These  latter  may  be 
classed  as  Technical  Mechanical  Schools,  and  comprise  the  following 
separate  schools  or  depai’tments  of  other  institutes. 

(1)  The  Worcester  County  Free  Institute  of  Industrial  Science, 
Worcester,  Massachusetts. 

(2)  School  of  Mechanical  Engineering,  Illinois  Industrial  Uni¬ 
versity. 

*  See  Special  Report  on  “Industrial  Education  in  the  United  States,”  1883;  the 
Circular  No.  5, 1888,  on  “Industrial  Education  in  the  South,”  by  Rev.  A.  D.  Mayo; 
and  the  Annual  Reports  of  The  Commissioner  of  Education. 

t  The  Tulane  University  was  founded  since  the  above  list  was  first  reported.  A 
brief  account  of  the  University  is  given  with  that  of  this  school  which  follows.  See 
page  79,  et  seq. 


SCHOOLS  OF  MECHANICS  |  SCIENCE ;  AND  DESIGN. 


5 


(3)  Rose  Polytechnic  Institute,  Terre  Haute,  Indiana. 

(4)  Mechanical  Courses  in  Cornell  University.  Sibley  College  of 
Mechanic  Arts,  Cornell  University. 

(5)  College  of  Mechanics — University  of  California,  Berkeley,  Cal¬ 
ifornia. 

The  Colleges  of  Agriculture  and  The  Mechanic  Arts,  endowed  by 
the  National  Land  Grant,  1862. 

The  Schools  of  Science  and  Engineering,  such  as  the  Stevens 
Institute,  Hoboken,  etc. 

It  does  not  fall  within  the  province  of  the  present  Report  to  enlarge 
upon  the  variety  of  culture  afforded  in  their  many  departments  by 
these  superior  schools  of  science,  among  which  are  found  both  those 
privately  endowed  and  several  of  those  endowed  by  the  National 

Land  Grant. 

The  schools  of  science  connected  with  Yale,  Harvard,  Columbia, 
Dartmouth,  Lehigh  University,  and  also  the  Stevens  Institute,  Hobo¬ 
ken,  the  Massachusetts  Institute  of  Technology,  the  Rensselaer 
Polytechnic  Institute,  Troy,  and  others,  entitled  to  mention  if  this 
were  an  exhaustive  list;  fill,  perhaps,  their  highest  usefulness  in  the 
opportunities  they  afford  for  the  training  of  original  investigators 
in  science  and  the  arts,  who  shall  point  out  the  way  to  the  future 
.development  of  the  natural  resources  of  the  country. 

It  is,  however,  only  as  the  study  of  drawing  enters  into  their  several 
courses,  and  as  they  give  instruction  in  practical  mechanics,  the  con¬ 
struction  of  machinery,  or  in  architecture,  that  they  are  here  included; 
but  it  is  well  known  that  among  the  foregoing  are  institutions  giving 
instruction,  practical  and  theoretical,  in  the  mechanic  and  engineer¬ 
ing  arts,  both  in  their  elementary  principles  and  their  broadest 
scope. 

The  Arts  of  Design,  applicable  to  textile  manufactures,  and  the 
application  of  art  to  industries,  are  taught,  so  far  as  they  are  taught, 
in  another  class  of  institutions.  In  the  United  States,  “The  Lowell 
School  of  Applied  Design,”  attached  to  the  Massachusetts  Institute 
of  Technology,  is  (in  1883)  believed  tp  be  the  only  school  solely  de¬ 
voted  to  teaching  practical  designing; — especially  in  its  classes  of 
design  for  textile  manufactures ; — that  is,  to  the  training  of  working 
designers  who  shall  be  competent  to  step  at  once,  from  the  class  rooms 
to  the  factory. 

The  training  in  the  Massachusetts  Normal  Art  School,  looks  to 
designing,  and  some  of  the  women’s  art  schools  give  more  or  less 
attention  to  design,  and  are  directing  more  and  more  attention  to 
practical  training  for  this  purpose;  but  still  it  remains  that,  as  yet, 
the  “  Lowell  School,”  is  the  one  technical  school  for  practical  design¬ 
ers. 

The  instruction  in  the  classes  of  “The  Pennsylvania  Museum  and 
School  of  Industrial  Art,”  which  institution  would  naturally  be 


G 


EDUCATION'  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


looked  to  as  leading  in  all  matters  relating  to  instruction  in  the 
application  of  art  to  the  industries,  has  varied  in  its  purpose  at  dif¬ 
ferent  periods  since  its  first  establishment.  A  portion  of  the  techni¬ 
cal  training  formerly  under  its  direction  has  been  transferred  to  the 
“  Philadelphia  School  of  Art  Needlework.”  The  instruction  at  pres¬ 
ent  given  (in  1883-84)  is  thorough,  and  based  upon  a  correct  concep¬ 
tion  of  how  best  industrial  art  and  artistic  industries,  are  to  be 
developed.  The  groundwork  of  a  thorough  mastery  of  drawing  as 
preliminary  to  any  special  applications  of  that  mastery  to  the  indus. 
tries,  is  now  insisted  on,  with  the  best  results.  To  apply  success¬ 
fully  art  to  industry  one  must  have  some  knowledge  of  art. 

It  goes  without  saying,  however,  that  the  institution  will  hardly 
fulfill  the  hope  felt  at  its  founding,  namely,  that  it  would  provide 
for  the  United  States,  advantages  similar  and  equal  to  those  which 
the  South  Kensington  Art  Schools  offer  to  English  students,  if  it 
does  not  eventually  add  to  its  facilities  technical  training  schools  in 
the  various  occupations  of  art  industry. 

At  present  this  school  might  be  properly  classified  with  the  fine 
art  schools  ;  as  might  also  the  several  women’s  “  Schools  of  Design,” 
and  the  classes  under  direction  of  the  Women’s  Decorative  Art  As¬ 
sociations,  etc.,  in  the  several  cities;  in  which,  it  seems  rather  a 
matter  of  accident  whether  the  industrial  features,  or  the  artistic 
features,  predominate. 

The  question  of  classing  these  institutions,  and,  also,  the  “  Schools 
of  Architecture,”  with  those  of  Art  Industry,  or  with  those  of  the 
Fine  Arts,  in  the  volumes  of  these  Reports  given  to  those  separate 
topics,  will  be  settled  rather  by  convenience  of  binding  than  by  any 
attempt  to  strictly  define  them ;  since  they  are  sufficiently  germane 
to  both;  to  be  included  in  either  classification. 

Since  the  above  was  written,  the  number  of  the  Revue  des  Deux 
Mondes  for  November  15th,  1884,  has  been  received ;  this  contains 
an  interesting  article  entitled  “  Les  Industries  D’Art,” — a  review, 
by  Mr.  C.  Lavollfie,  of  the  recently  issued  official  Report  “  On  the 
condition  of  the  Art  Industries  of  France  and  of  the  workers  em¬ 
ployed  in  them,”  made  by  M.  Antonin  Proust,  Deputy  and  former 
Minister  of  Arts. 

The  following  lines  from  the  opening  sentences  of  this  paper, 
refer  to  the  difficulties  of  classification,  to  which  I  allude,  as  inherent 
in  the  subject  itself. 

“  Every  work  produced  by  the  labor  of  man,  implies  the  intervention  of  Art. 

*  *  *.  In  short,  Art  and  Industry  are  inseparable  companions.  More  and  more, 
these  two  elements  become  blended  so  that  the  question  of  art  takes,  each  day,  a 
more  important  place  in  the  consideration  of  those  economic  problems  which  are 
connected  with  the  questions  of  labor.  Henceforth  the  development  of  Industry  is 
intimately  blended  with  that  of  the  Fine  Arts  and  in  the  midst  of  universal  com¬ 
petition,  artistic  superiority  procures  for  that  country  which  possesses  it  as  much 
profit  as  honor.” 


SCHOOLS  OF  DESIGN  FOR  TEXTILES  AND  CERAMICS. 


7 


The  importance  placed  upon  the  Art  Industries  of  that  country  is 
manifest  by  the  interest  taken  in  them  by  the  Rulers  of  France; 
shown,  incidentally,  by  this  official  Report  concerning  them. 

It  would  seem  that  the  people  of  the  United  States,  and  the  au¬ 
thorities  of  the  several  States,  would  need  nothing  other  than  the 
example  of  the  people  and  Governments  both  of  Great  Britain,  and 
of  France,  to  arouse  them  to  the  imperative  need  of  similar  action 
on  the  part  of  their  own  communities. 

The  statement  in  the  pages  immediately  preceding,  written  in 
1883,  that  the  Lowell  School  of  Design  connected  with  the  Massa¬ 
chusetts  Institute  of  Technology,  was  the  only  school  in  the  United 
States  in  which  designers  for  textile  fabrics  could  be  trained  so  that 
they  were  qualified  to  pass  directly  from  the  school  to  the  designing 
room  of  the  manufactory;  is,  in  1893,  fortunately,  no  longer  true. 

In  1885,  the  Textile  Association  of  Philadelphia,  became  satisfied 
that  the  school  of  “The  Pennsylvania  Museum  and  School  of  Indus¬ 
trial  Art,” — which  had  been  for  some  years  under  the  wise  and  skil¬ 
ful  art  instruction  of  Mr.  L.  W.  Miller,  as  already  stated, — afforded 
the  best  instrumentality  for  their  purpose  of  training  technical 
designers,  and  a  collection  of  the  best  and  latest  machinery  for  tex¬ 
tile  manufacture,  was  furnished  for  the  use  of  the  school.  This  has 
recently  been  followed  by  the  opening  of  a  dyeing  department,  so 
that  the  pupils,  who  are  first  taught  artistic  drawing  to  enable  them 
to  make  the  pattern,  then,  themselves,  dye  the  yarn  from  which  it 
is  to  be  woven,  and  weave  it  in  the  loom,  getting  thereby  practical 
experience  in  every  manipulation  of  the  craft.  In  1888-’89  the  plan 
of  establishing  similar  training  facilities  for  Potters  and  artists  in 
Porcelain  decoration,  was  seriously  considered  by  the  United  States 
Potters  Association,  and  in  1890  such  an  additional  department  was 
opened.  The  State  of  Pennsylvania  has  at  last  recognized  the  use¬ 
fulness  of  this  school  by  an  annual  appropriation,  and  there  is  good 
reason  to  believe  that  the  sanguine  anticipations  of  the  enthusiastic 
founders  of  the  school  may  come,  in  time,  to  a  satisfactory  realization. 

In  Philadelphia,  in  addition  to  these  facilities,  the  Woman’s  School 
of  Design,  at  present  under  the  able  direction  of  Miss  Emily  Sartain, 
possesses  looms  in  which  the  patterns  of  the  students  are  woven. 
This  interesting  school  in  which  the  practical  application  of  Art  to 
Industry  is  effectively  taught,  and  which  surely  posseses  a  strong 
claim  to  State  aid,  for  the  same  reasons  that  such  aid  is  given  to  the 
school  just  mentioned,  namely,  that  this  school,  also,  is  training  a 
large  class  of  practical  industrial  art  workers,  has  gradually  devel¬ 
oped  into  what  might,  with  propriety,  be  called  a  group  of  Art 
Trade  Schools.  The  Art  School  of  the  Spring  Garden  Institute, 
also,  has  a  pottery  kiln  in  which  the  porcelain  decorated  by  pupils 
can  be  fired;  so,  little  by  little,  as  seen  in  these  three  Philadelphia 


8  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

Schools,  the  practical  development  of  Industrial  Art  training  pro¬ 
gresses  towards  the  direct  application  of  art  to  industries. 

It  is  only  by  increasing  facilities  for  such  definite  experimental 
training,  that  the  desired  results  in  the  artistic  improvement  of  the 
nation's  productive  industries  are  to  be  effected. 

So  much  space  in  the  volumes  of  this  Report  already  issued  has 
been  occupied  by  the  accounts  of  the  recent  elementary  industrial 
education  movements  throughout  the  country,  that  the  detailed  his¬ 
tory  and  description  of  this  Philadelphia  “School  of  Industrial  Art,” 
and  of  the  several  Women’s  Schools  of  Design  in  this  country,  will 
be  grouped  in  the  succeeding  volume,  Part  V  of  this  Report,  in 
connection  with  the  several  schools  and  academies  of  the  Pine  Arts ; 
with  which  they  are,  in  fact,  more  closely  allied  than  "with  the  Me¬ 
chanical  Schools  of  Manual  Training,  or  the  institutions  for  Technical 
Industrial  Education,  described  in  the  present  volume. 


CHAPTER  II. 

PRIMARY  GROUP:  MANUAL  TRAINING  SCHOOLS. 

The  relation  held  by  the  two  pioneer  Manual  Training  Schools  to  the  public  schools 
of  the  country — These  schools  experimental — The  schools  described  by  President 
Runkle  in  1880 — Industrial  Drawing  at  the  foundation  of  the  courses  in  Manual 
Training — The  present  chapter,  the  early  portion  of  which  was  written  in  1883,  an 
object  lesson  in  illustration  of  the  rapid  spread  of  the  movement  for  Public  Manual 
Training  Schools  in  the  United  States — List  of  publications  concerning  Industrial 
Education  and  Manual  Training  by  Ex-President  Runkle,  President  Walker  and 
Professor  Ordway,  of  the  Massachusetts  Institute  of  Technology.  Page  10. 

An  account  of  The  School  of  Mechanic  Arts,  of  the  Institute  of  Technology,  as 
revised  for  this  Report  by  Dr.  Runkle — The  New  Temporary  Building — The  plant 
of  tools  and  machinery  for  wood  and  iron  working — Report  by  Mr.  Thomas  Foley, 
the  Instructor,  on  the  methods  of  instruction  in  the  school — with  detailed  courses 
in  metal  working — Letter  from  President  Runkle  to  the  author  of  this  Report — 
Statement  of  the  school  in  the  catalogue  of  the  Institute  for  1882-’83 — Statements 
in  succeeding  catalogues  down  to  that  of  1890-91.  Plea  by  President  Walker,  in 
1890,  for  an  increased  share  of  the  National  Land  Grant  Fimd,  based  on  the  remark¬ 
able  development  of  the  schools  and  departments  of  the  Institute  during  the  twenty- 
seven  years  since  it  was  opened.  Page  13. 

The  Manual  Training  School  of  Washington  University,  St.  Louis,  Missouri — The 
story  of  its  origin  and  growth  down  to  1883,  told  by  Professor  Woodward  for  this 
Report — The  ordinance  establishing  the  school  June  6th,  1879 — The  course  of  Instruc¬ 
tion — The  courses  of  study  in  detail — The  purpose  of  the  school — The  building  and 
plant — The  success  of  the  school — Statement  by  the  St.  Louis  Republican — The  school 
indorsed  in  his  message  by  Governor  Crittenden — General  Armstrong,  of  Hampton, 
Virginia,  commends  the  school — Letter  by  Professor  Woodward,  Director  of  the 
school,  to  a  public  journal,  “The  Reporter” — A  list  of  the  several  Departments  of 
Washington  University — Director  Woodward  on  the  relation  of  the  Manual  Train¬ 
ing  School  to  the  Polytechnic  School  of  the  University — The  Manual  Training  School 
as  described  by  Dr.  Woodward  in  a  paper  read  before  the  American  Society  of  Me¬ 
chanical  Engineers  during  the  meeting  in  Chicago — Report  of  the  discussion  of  the 
paper  by  several  of  the  members — Results  of  experience  as  stated  by  the  Director, 
in  December,  1886 — Summaries  of  condition  of  school  in  its  twelfth  year,  from  the 
catalogue  of  1891-’92 — List  of  Officials  and  Instructors  for  1891-92.  Page  28. 

The  Mechanical  Handiwork  Schools  of  the  Spring  Garden  Institute,  Philadelphia — 
This  Day  School  an  outcome  of  the  night  classes  described  in  chapter  ii  of  this  vol¬ 
ume — Special  instruction  given  in  steam  engineering — The  beginning  of  the  day 
school  described,  1882 — Interesting  showing  of  occupations  in  which  the  pupils  of 
the  different  classes  were  employed — Courses  of  study  as  given  in  1882-’83— Girard 
College  authorities  decide  to  adopt  a  similar  course  of  instruction — Reports  of 
attendance  and  progress  from  1882  to  1888.  Page  60. 

The  Chicago  Manual  Training  School,  Chicago,  Illinois — The  school  founded  and 
endowed  by  the  Commercial  Club  in  1882 — Charter  obtained  in  1883 — Address  by 

9 


10 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Mr.  E.  W.  Blatchford,  President  of  the  Commercial  Club,  on  the  laying  of  the 
corner  stone,  Septemper  24th,  1883 — School  opened  in  1884 — The  preliminary  an¬ 
nouncement  of  courses  of  study — Exhibition  of  pupils’  work,  1886 — Equipment  of 
Mechanical  Department  as  given  in  1886 — Increased  attendance  and  enlarged  equip¬ 
ment  of  school  in  1891 — Number  of  pupils  for  1890-’91,  303— Report  on  annual  ex¬ 
hibition  of  pupils’  drawings,  made  in  1889 — Summary  of  work  of  pupils  shown  at 
exhibition  of  1890 — List  of  Trustees  and  Instructors,  for  the  year  1890-’91.  Page  69. 

The  Two  Pioneer  Schools. 

The  two  typical  manual  training  schools  of  the  country,  in  which 
the  experiment  of  combining  an  elementary  English  education  with 
definite  training  in  the  Mechanic  Arts  has  been  intelligently  and 
earnestly  undertaken,  are  the  School  of  Mechanic  Arts  of  the  Massa¬ 
chusetts  Institute  of  Technology  in  Boston,  Massachusetts,  and  the 
Manual  Training  School  of  Washington  University,  St.  Louis,  Mis¬ 
souri. 

Descriptions  of  these  two  schools  were  included  in  the  paper  on 
“The  Manual  Element  in  Education,”  by  John  D.  Runkle,  LL.  D., 
formerly  President  of  the  Massachusetts  Institute  of  Technology, 
which  accompanied  the  45th  Annual  Report  of  the  Mass.  Board  of 
Education.  (1880-81.)  Descriptions  of  these  schools  also  appear 
in  the  Special  Report  on  Industrial  Education,  made  by  the  U.  S. 
Bureau  of  Education  and  published  a  few  weeks  since.  (1883.) 

They  find  place  in  this  present  volume  as  being  a  contribution 
towards  the  solution  of  the  problem  of  how  the  public  schools  are 
to  best  accomplish  their  work  of  furnishing  to  the  people  of  America 
the  most  useful  education.  These  two  schools  fill  a  place  before 
vacant.  They  stand  to  the  scholars  in  the  elementary  schools,  who 
desire  practical  training  in  the  Mechanic  Arts,  as  do  the  High  Schools 
to  those  who  desire  further  training  in  the  “literary  arts,”  if  I  may 
so  term  them.  As  the  High  School  and  Academies  are  the  vestibules 
to  the  Colleges  and  Professional  Schools,  so  these  two  schools  are 
the  steps  leading  up  to  the  technical  schools  such  as  the  W orcester 
County  Institute  and  the  Agricultural  Colleges  and  Schools  of  Sci¬ 
ence. 

In  these  two  experimental  schools,  one  in  the  East  and  one  in  the 
West,  private  Institutions  and  individual  enterprise  and  liberality 
are  testing  the  methods  which,  if  continuing  as  successful  as  at 
present,  may  naturally  become  the  model  of  a  class  of  schools  which, 
sooner  or  later,  the  towns  and  municipalities  will  be  forced  to  adopt. 

In  these  two  schools  it  will  be  observed  that  a  knowledge  of  indus¬ 
trial  drawing, — the  adoption  of  which  in  all  public  schools  has  been 
so  persistently  urged  in  this  work, — is  an  absolute  requisite. 

It  is  this  direct  application  of  the  study  which  has  secured  for 
those  institutions  entrance  into  this  “  Report  on  Drawing  and  the 
Arts,  as  they  affect  the  industries  and  prosperity  of  the  people.” 


PIONEER  TYPICAL  SCHOOLS  OF  MANUAL  TRAINING. 


11 


I  am  indebted  to  Professor  Runkle  and  to  Professor  Woodward, 
for  their  kindness  in  preparing,  at  my  request,  especially  for  this 
Report,  the  descriptions  of  their  respective  institutions,  as  they  are 
in  the  autumn  of  this  year  1883.  Professor  Runkle  having  furnished 
the  needed  addenda  to  his  former  paper  and  Professor  Woodward 
having  rewritten  the  account  of  his  school,  so  that  they  are  both 
brought  down  to  the  latest  moment. 

Accounts  of  several  similar  European  schools  will  be  found  in  the 
Appendix  among  the  foreign  industrial  training  Schools. 

The  previous  passages  of  this  chapter  were  written  in  regard  to 
these  two  schools, — then  the  only  schools  of  their  kind  in  the  United 
States,  in  the  autumn  of  1883,  when  this  volume  was  made  ready  for 
printing  in  1884.  By  reason  of  the  delay  in  publication  so  often 
referred  to,  this  Report  has  become,  in  its  present  form,  a  veritable 
“object  lesson”  illustrating  the  rapid  progress  of  the  Industrial 
Education  movement  which  received  its  strongest  early  impulse  in 
the  founding  of  these  two  typical  schools  of  Manual  Training  ;  and 
was  promoted  by  the  many  public  addresses  delivered  to  educators, 
and  by  the  various  papers  and  other  publications,  put  forth  by  Pre¬ 
sident  Runkle,  Professor  Woodward,  Professor  Ordway,  and  the 
group  of  enthusiastic  advocates  of  the  new  methods,  who  had  gath¬ 
ered  about  these  pioneers. 

The  fact  that  so  large  a  part  of  the  previous  volume  has  been 
given  to  an  account  of  the  Industrial  Education  movements,  both 
in  the  public  schools  and  by  the  Industrial  Education  Associations, 
notably  the  one  in  New  York  City  of  which  Dr.  Butler  is  president, 
— is,  in  itself,  conclusive  evidence  of  the  extent  and  vigor  of  the 
movement  thus  set  on  foot.  What  was  then  here  said  in  regard  to 
these  schools  is  suffered  to  remain,  partly  because  it  is  wholly  im¬ 
practicable  to  re-write  all  of  this  Report  if  it  is  ever  to  appear;  and, 
partly,  because  the  histories  given  in  the  preceding  volume  have 
confirmed  the  opinion  then  expressed,  namely,  that  these  schools 
would  become  the  models  of  a  new  class  of  public  schools. 

A  concise  statement  of  the  Massachusetts  Institute  of  Technology 
and  all  its  different  departments,  with  illustrations  of  the  shops  and 
shop  work,  was  given  in  the  special  Report  on  Industrial  Education 
published  by  the  U.  S.  Bureau  of  Education  in  1883.  (See  pages  142- 
157  of  that  Report.)  Much  space  was  given  to  an  account  of  the 
Manual  Training  School  and  the  new  methods  of  industrial  train¬ 
ing.  Some  of  the  illustrations  follow  here. 

A  recent  publication  by  the  Alumni  Association  of  the  Institute,* 
giving  lists  of  all  the  publications,  other  than  in  the  daily  journals, 

*Publications  of  the  Mass.  Institute  of  Technology  and  of  its  officers,  students, 
and  Alumni.  1862-1887.  Compiled  by  William  Ripley  Nichols.  Second  edition, 
revised  by  Lewis  M.  Norton.  Published  by  the  Alumni  Association,  Boston :  W, 
J.  Schofield,  Printer,  105  Summer  Street.  1888.  Pp.  96.” 


12 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


which  have  been  made  by  the  officers,  students  and  graduates  of  the 
Massachusetts  Institute  of  Technology,  furnishes  striking  evidence 
of  the  varied  intellectual  activity  which  is  developed,  trained  and 
stimulated,  by  this  admirable  Technical  University ;  and  is  well 
worthy  the  careful  study  of  any  who  are  doubtful  as  to  the  direct 
value  and  influence  of  such  institutions  upon  the  intellectual  as  well 
as  the  Industrial  life  of  a  country.  The  following  lists  of  the  pub¬ 
lications,  by  Dr.  Runkle,  the  former  president ;  General  Walker,  the 
president ;  and  by  Professor  Ordway,  directly  relating  to  these  new 
methods  of  Industrial  Education,  partly  embodied  in  the  Manual 
Training  School  here  described,  will  serve  to  show  how  knowledge 
of  the  new  methods  was  disseminated  among  the  educators  of  the 
country.  In  all,  Dr.  Runkle,  is  credited  by  titles  with  nine  publica¬ 
tions,  of  which  five  relate  to  Industrial  Training;  President  Walker, 
with  twenty-six  works  on  various  subjects,  of  which  three  are  on 
this  topic.  Professor  Ordway,  with  fifteen  publications,  of  which 
three  relate  directly  to  Industrial  Education.  The  full  titles  of  these 
Industrial  Education  publications  follow  : 

John  D.  Runkle,  Ph.  D.,  LL.  D.  Prof.  1865 — ;  Acting  Prest.  1868-70;  Prest. 

1870-78. 

1876.  The  Russian  System  of  Shop- work  Instruction  for  Engineers  and  Machinists. 
[Addressed  to  the  Corporation  by  J.  D.  Runkle,  Prest.]  Pph8vo,  pp.  24.  1st.  ed. 
July,  1876.  2d  ed.,  with  supplementary  statement,  August,  1876.  n.  t.  pp.  24. 
1876.  The  Manual  Element  in  Education.  Rept.  Mass.  Board  of  Education,  xli 
(1876-77).  Also  printed  separately.  Pph.  8vo,  pp.  36  and  8  plates. 

1881.  Technical  and  Industrial  Education  Abroad.  Proc.  Soc.  Arts,  M.  I.  T.,  1880-81, 
83-90. 

1882.  The  Manual  Element  in  Education.  From  the  Forty-fifth  Annual  Report  of 
the  Massachusetts  State  Board  of  Education.  Pph.  8vo,  pp.  72.  Boston. 

1884.  Report  on  Industrial  Education.  Pph.  16mo,  pp.  34.  Boston. 

Francis  A.  Walker,  Ph.  D.,  LL.  D.  President  1882 — . 

1884.  Industrial  Education,  read  before  the  American  Social  Science  Association, 
Sept  9,  1884.  Pph.  8vo,  pp.  16.  [Society’s  Journal,  1884.  Part  1,  pp.  117-131.] 

1886.  What  Industry,  if  any,  can  Profitably  be  Introduced  into  Country  Schools  ? 
Science,  ix,  365. 

1887.  A  Plea  for  Industrial  Education  in  the  Public  Schools.  Pph.  12mo,  pp  34. 
Boston. 

John  M.  Ordway,  A.  M.,  Prof.  1869-1884. 

1882.  Slojd  Schools.  Mass  Teachers’  Asso.  1881-82.  Addresses,  1882. 

1882.  Handwork  Instruction  in  Sweden.  46th  Ann.  Rept.  Mass.  State  Board  of 
Education,  1881-82,  161-213. 

1883.  Education  as  Illustrated  in  the  Nuremberg  Industrial  Exhibition.  Proc. 
Soc.  Arts,  M.  I.  T.,  1882-83,  89-93.” 

The  following  account  of  the  School  founded  by  the  Institute  of 
Technology,  is  taken  from  the  article  contributed  to  the  Forty-Fifth 
Annual  Report  of  the  Massachusetts  Board  of  Education,  by  Ex  Pre¬ 
sident  John  D.  Runkle,  with  additions  made  by  him  for  this  Report 
to  bring  the  account  to  date,  as  already  stated. 


MASSACHUSETTS  INSTITUTE  OF  TECHNOLOGY. 


13 


SCHOOL  OF  MECHANIC  ARTS. 

Institute  of  Technology,  Boston,  Mass. 

This  school  was  founded  by  vote  of  the  corporation  of  the  Institute,  dated  Aug. 
17,  1876.  Since  Oct.  1,  1878,  it  has  been  in  charge  of  a  committee  of  the  faculty, 
Professor  John  M.  Ordway,  chairman,  upon  whom  has  devolved  the  main  direction 
of  the  school.  While  adhering  to  the  spirit  and  method  of  instruction,  the  aim  has 
been  to  make  the  work  in  all  departments  as  practical  as  possible,  by  selecting  use¬ 
ful  forms,  if  equally  good,  to  teach  the  particular  manipulation.  The  accompany¬ 
ing  pages  of  cuts,  showing  series  of  samples  used  in  each  shop,  are  given  as  a  gen¬ 
eral  illustration,  and  not  as  the  only,  or  even  necessarily  the  best,  series,  for  teach¬ 
ing  the  manipulations  in  each  case.  Every  qualified  teacher  will  naturally  design 
his  own  course,  and  will  also  modify  it  from  time  to  time  as  experience  suggests. 
There  is  obviously  the  same  freedom  here  as  in  the  teaching  of  other  subjects.  The 
mechanic  art  courses  are  as  follows :  IntcoocZ — I.  Carpentry  and  joinery;  II.  Wood¬ 
turning;  III.  Pattern-making.  In  iron — I.  Vise-work;  II.  Forging;  III.  Foundery- 
work;  IV.  Machine-tool  work. 

While  these  shops  are  used  for  the  practical  instruction  of  our  students  in  mechan¬ 
ical  engineering,  and  for  such  other  professional  students  of  the  Institute  as  desire 
it,  they  are  most  largely  used  by  students  in  the  school  of  mechanic  arts.  This 
school,  in  which  special  prominence  is  given  to  manual  education,  has  been  estab¬ 
lished  for  those  who  wish  to  enter  upon  industrial  pursuits,  rather  than  to  become 
scientific  engineers.  It  is  designed  to  afford  such  students  as  have  completed  the 
ordinary  grammar-school  course  an  opportunity  to  continue  the  elementary  scien¬ 
tific  and  literary  studies,  together  with  mechanical  and  freehand  drawing,  while 
receiving  theoretical  and  practical  instruction  in  these  various  arts,  including  the 
nature  and  economic  value  of  the  materials  with  which  they  deal.  Nine  hours  per 
week — three  lessons  of  three  hours  each — of  the  students’  time  are  devoted  to  shop- 
work,  and  the  balance  to  drawing  and  other  studies;  only  one  shop  course,  except 
in  the  case  of  special  shop  students,  being  carried  on  at  a  time. 

It  may  be  well,  now,  briefly  to  indicate  the  steps  necessary  to  be  taken  in  fitting 
up  a  shop  and  in  working  out  the  course  of  study. 

The  Shop. — 1.  Settle  upon  the  tools  and  appliances  to  be  used  during  the  course. 
2.  Decide  how  many  students  can  be  taught  in  a  section.  3.  Design  the  fitting  up  of 
the  shop,  giving  each  student  the  proper  space  and  facilities,  and  so  arrange  that 
each  student,  in  each  section,  can  lock  up  and  control  his  own  tools  and  instru¬ 
ments,  which  are  not  to  be  used  in  common. 

The  Course  of  Study. — 1.  Design  a  series  of  progressive  lessons,  especially  adapted 
to  teach  the  use  of  the  set  of  tools  and  appliances  pertaining  to  each  course.  2. 
Let  the  master  work  each  lesson,  or  sample,  that  he  may  settle  clearly  in  his  own 
mind,  the  best  method  of  solution,  with  a  statement  of  the  reasons  therefor.  3.  A 
system  of  inspection  upon  which  the  quality  of  the  work  can  be  based,  and  each 
student  given  his  proper  percentage,  and  which  shall  also  be  the  means  of  educat¬ 
ing  the  judgment  of  the  student,  that  it  may  keep  pace  with  his  skill  of  hand  to 
execute. 

We  find,  then,  that  in  this  practical  part  of  the  problem  there  are  three  distinct 
educational  steps.  First,  the  best  method  of  solution.  Second,  skill  of  hand  to 
execute  the  work.  Third,  the  capacity  to  judge  of  the  quality  of  the  work. 

The  theoretical  studies  are  arithmetic,  algebra,  geometry,  English,  physics,  and 
drawing.  The  shops  are  arranged  for  teaching  sixteen  in  a  section,  except  that  for 
forging,  which  contains  only  eight  forges,  on  account  of  the  smallness  of  the  room. 
The  deficiency  has  been  remedied  as  far  as  possible  by  enlarging  thefoundery,  and 
using  portable  forges. 


14 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


All  our  shops  are  entirely  too  small  for  the  work  we  are  endeavoring  to  do  in 
them,  and  the  present  temporary  building  must  soon  be  replaced  by  a  larger  and 
better  adapted  one,  if  the  purposes  of  the  school  are  ever  fully  realized. 

The  Carpentry,  Joinery,  Wood-Turning  and  Pattern  Shop. — This  shop  is  50’  by 
20',  one  end  containing  the  carpentry  and  joinery  benches,  and  the  other  the 
wood-turning  lathes  shown  in  the  cut.  The  lathes  are  placed  four  on  each  side  of 
two  benches,  and  under  each  lathe  are  four  drawers  to  hold  the  tools  of  the  four 
sections.  The  carpentry  and  joinery  benches  at  the  other  end  of  the  room  are  simi¬ 
larly  arranged.  In  the  middle  of  the  room,  the  cut  shows  the  saws  for  cutting  up 
the  lumber  to  the  dimensions  needed  in  the  courses  of  instruction.  The  first  instruc¬ 
tion  in  carpentry  and  joinery  is  the  use  of  the  saw  and  plane  in  working  wood  to 
given  dimensions,  and  then  a  series  of  elements  follow  in  order.  (See  cut.)  No.  1, 
a  square  joint ;  2,  a  mitre  joint ;  3,  a  dovetail  joint ;  4,  a  blind  dovetail  ;  5,  a  mitre 
dovetail ;  6,  a  common  tenon  ;  7,  a  key  tenon  ;  8,  a  tusk  tenon  ;  9,  a  brace  tenon  ; 
10,  a  pair  of  rafters  with  collar  beam  ;  11,  a  truss  tenon  ;  12,  adrawer  ;  13,  a  panel. 
In  addition  to  the  above  each  student  makes  a  small  frame,  to  apply  several  of  the 
elements  of  the  previous  lessons.  A  sample  is  given  in  the  cut. 


SMALL  FRAME. 

I 

The  instruction  in  turning  (see  cut)  and  circular-section  pattern-making  is  given 
in  the  following  series  of  models.  Nos.  1,  2,  and  3  represent  a  series  of  manipula¬ 
tions  in  simple  turning  ;  4,  5,  and  12,  pulleys  ;  9,  a  globe-valve  ;  6,  7,  8,  10,  11,  13, 
14,  patterns  for  various  forms  of  pipe.  Corresponding  core  patterns  form  part  of 
the  course.  Bench  patterns,  and  bench  and  lathe  combined,  are  not  included  for 
want  of  space. 

The  instruction  in  this  shop  is  given  by  Mr.  George  Smith,  assisted  by  Mr.  Z.  Nason. 

The  Foundery. — The  cut  representing  the  foundery  shows  a  part  of  the  sixteen 
moulding  benches,  combined  with  troughs  for  holding  the  sand,  with  the  cupola 
furnace  at  the  other  end  of  the  room.  Over  the  furnace  is  seen  the  Sturtevantfan, 
which  exhausts  the  heat  and  dust  from  the  blacksmith’s  shop  beyond.  The  furnace 
connects  with  a  flue  which  passes  out  of  the  shop,  thence  underground,  into  a  chim¬ 
ney  in  the  rear  end  of  the  main  Institute  building.  The  blast  for  the  furnace  is 
taken  from  the  pipe  shown  over  the  door,  in  the  rear  right-hand  corner  of  the  room. 
An  average  charge  of  the  furnace  is  about  five  hundred  pounds. 

Foundery  Course. — Nos.  1,  2,  3,  4,  5,  are  pieces  used  in  the  course  of  filing  and 
chipping  ;  6  and  7,  curved  castings  ;  8,  a  sheave  ;  9,  a  pulley  ;  10,  a  pulley  ;  11.  an 
eccentric  ;  12,  a  clutch  ;  13,  14,  15,  16,  17, 18,  21,  parts  of  a  loom  ;  19,  20,  cogwheels ; 
22,  a  rack  ;  23,  a  shield. 

The  Forging  Shop. — This  shop  is  fitted  with  eight  forges.  The  Sturtevant  pres¬ 
sure  blower,  which  furnishes  the  blast  for  the  forges,  is  placed  in  the  engine-room. 
The  hoods  over  the  forges  are  connected  with  a  sixteen-inch  pipe,  which  runs 
longitudinally  near  the  ceiling  of  the  shop,  and  enters  a  No.  4  Sturtevant  exhaust 


MR.  FOLEY’S  REPORT  ON  INSTRUCTION  IN  IRON  WORK.  15 


blower  in  the  foundery.  This  exhaust  blower  removes  all  smoke  and  dust,  and 
much  of  the  heat.  This  shop  was  planned  and  fitted  by  Mr.  B.  F.  Sturtevant  of 
Boston  at  his  own  expense.  The  school  is  also  indebted  to  him  for  other  valuable 
assistance. 

The  Machine-Tool  Shop. — This  shop  contains  sixteen  engine  lathes  of  4J'  bed,  four 
speed  lathes,  and  a  Brainard  milling  machine.  The  engine  lathes  were  made  for 
the  school  by  the  Putnam  Machine  Company  of  Fitchburg,  Mass. ,  from  new  de¬ 
signs,  and  furnished  at  a  greatly  reduced  cost,  and  have  proved  in  all  respects  first- 
class  tools.  Under  each  lathe  is  a  chest  of  drawers  to  hold  the  tools  belonging  to 
the  students  using  it.  A  bench  under  the  window  holds  the  requisite  number  of 
vises.  The  shop  needs  a  variety  of  additional  tools,  which  are  not  furnished  for 
want  of  room. 

The  Chipping,  Filing,  and  Fitting  Shop. — This  shop  contains  benches  with  sixteen 
vises  and  other  needful  appliances,  with  planer,  grindstone,  etc.,  for  which  there 
is  no  room  in  the  machine-tool  shop. 

The  instruction  in  forging,  vise-work,  and  machine-tool  work  is  in  charge  of  Mr. 
Thomas  Foley,  a  thorough  and  skillful  mechanic,  who  has  served  his  seven  years’ 
apprenticeship,  and  has  had,  besides,  along  and  varied  experience  in  his  profession. 
He  has  a  clear  comprehension  of  the  problem  of  mechanic  art  education;  and  has, 
during  the  past  five  years,  shown  equal  capacity  as  a  teacher.  He  recognizes  that 
the  student  should  acquire  something  besides  simple  manual  training  in  this  de¬ 
partment  of  education.  A  want  of  method,  a  want  of  appreciation  of  the  ends  to 
be  gained  on  the  part  of  the  teacher,  are  both  fatal  to  the  best  results.  Mr.  A.  W. 
Sanborn,  a  graduate  of  the  school,  is  Mr.  Foley’s  assistant. 

It  gives  me  great  pleasure  to  submit  Mr.  Foley’s  report,  as  follows: — 

Professor  J.  D.  Runkle. 

Dear  Sir, — The  system  of  apprenticeship  of  the  present  day,  as  a  general  rule, 
amounts  to  very  little  for  the  apprentice,  considering  the  length  of  time  he  must 
devote  to  the  learning  of  his  trade.  He  is  kept  upon  such  work  as  will  most  profit 
his  employer,  who  thus  protects  himself.  If  the  apprentice  should  be  thoroughly 
taught  all  branches  in  the  shortest  time,  he  would  be  likely  to  leave  as  soon  as  he 
could  do  better,  letting  his  employer  suffer  the  loss  of  time  devoted  to  his  instruc¬ 
tion. 

Now,  it  appears  like  throwing  away  two  or  three  years  of  one’s  life  to  attain  a 
knowledge  of  any  business  that  can  be  acquired  in  the  short  space  of  twelve  or 
thirteen  days  by  a  proper  course  of  instruction.  The  dexterity  that  comes  from 
practice  can  be  reached  as  quickly  after  the  twelve  days’  instruction  as  after  the 
two  or  more  years  spent  as  an  apprentice  under  the  adverse  circumstances  spoken 
of  above.  The  plan  here  is  to  give  the  student  the  fundamental  principles  in  such 
lessons  as  will  teach  them  most  clearly,  and  give  practice  enough  in  the  shortest 
time  to  acquire  a  knowledge  of  the  different  kinds  of  tools  and  various  ways  of 
using  them.  For  instance,  if  a  man  can  make  a  small  article  in  iron,  steel,  or  any 
other  material,  perfectly  (by  such  methods),  he  can  make  it  of  larger  proportions 
with  the  additional  time  and  help  required  for  such  an  undertaking.  The  same  in 
degrees  of  heat  required  for  fusing  or  welding  metals:  if  he  can  do  it  well  in  a 
lesser  degree,  he  can  certainly  do  so  in  a  greater  with  the  additional  facilities. 

After  nearly  five  years’  experience  in  the  workshops  in  my  charge,  with  the 
valuable  suggestions  of  the  professors  so  much  interested  in  the  success  of  the 
school,  we  find  the  best  results  in  the  time  allowed,  accomplished  by  the  method 
now  in  use  in  the  Institute  workshops;  viz.,  three  lessons  per  week  of  three  hours 
each. 

The  time  is  just  sufficient  to  create  a  vigorous  interest  without  tiring:  it  also  leaves 
a  more  lasting  impression  than  by  taxing  the  physical  powers  for  a  longer  period. 
We  have  tried  four  hours  a  day,  and  find  that  a  larger  amount  of  work,  and  of 
better  quality,  can  be  produced  in  the  three-hour  lessons. 


16 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


In  order  to  give  each  student  the  proper  credit,  and  to  show  him  the  most  impor¬ 
tant  points  in  each  piece,  the  following  method  has  been  adopted  for  inspection: 
Take  case  of  bending.  The  four  shapes  to  the  right  of  4  on  the  cut  of  forgings  rep¬ 
resent  bending  of  flat  and  round  iron;  and  the  points  to  be  noted  by  the  student  are 
rated  as  follows: — 


Dimensions . 25 

Form .  70 

Finish .  5 


100 

The  most  important  point  in  this  lesson  is  the  form;  the  next  the  dimensions,  and 
the  last  the  finish.  Through  all  the  iron- working  and  other  metal  in  each  shop, 
the  same  method  is  carried  out.  Every  piece  is  made  to  certain  dimensions  laid 
down  upon  the  drawing.  The  object  of  working  to  dimensions  is  to  establish  the 
necessity  of  correctness  in  measurement,  and  is  followed  throughout  the  course  as 
a  very  essential  point.  The  most  of  the  exercises  convey  the  idea  of  the  necessity 
of  straight  fines  in  drawing  or  lengthening  iron,  and  graceful  curves  in  bending. 

“  The  iron-forger’s  art  is  composed  of  the  following  terms  and  movements: — 

First.  The  management  of  the  fire,  and  the  degrees  of  heat  necessary  for  each 
particular  metal  forgeable. 

Second.  Drawing  down,  or  reducing  the  cross-section. 

Third.  Bending  without  materially  changing  the  cross-section. 

Fourth.,  Upsetting  or  shortening  the  piece,  and  increasing  its  cross-section. 

Fifth.  Fagoting,  or  building  up  for  welding,  and  welding  the  same;  and  welding 
without  fagoting  or  building  up,  understood  generally  as  welding. 

Sixth.  Splitting.  )  The  terms  are  so  well  understood  that  they  need  no  expla- 

Seventh.  Punching.  )  nation. 

Eighth.  Chamfering,  means  hammering  the  edges  down  to  give  the  piece  a  light 
appearance. 

Ninth.  Annealing  steel. 

Tenth.  Hardening  and  tempering  steel. 

Eleventh.  Case-hardening  iron. 

Annealing  brass,  copper,  etc. ,  is  often  done  by  the  forger,  but  does  not  really 
come  under  this  head,  although  it  is  taught  in  this  department. 

The  varied  forms  of  construction  are  simply  the  adaptation  of  the  instruction 
course  to  such  variation. 

Together  with  the  main  tools — the  planer,  lathe  milling-machine,  upright  drill, 
etc. — used  in  the  machine  course,  the  uses  of  each  auxiliary  tool  are  thoroughly 
explained,  and  sufficient  practice  given  in  short  lessons  to  place  the  student  on  a 
par,  so  far  as  the  general  knowledge  goes,  with  the  three-years’  apprentice. 

The  methods  adopted  here  are  as  follows:  A  sketch  of  the  piece  is  laid  out  to  the 
working  dimensions  on  the  blackboard  for  reference  during  the  exercise.  The 
article  is  then  forged  in  detail  by  the  instructor  before  the  class,  calling  their  atten¬ 
tion  to  each  particular  point  necessary  to  its  successful  formation  at  the  same  time. 
There  are  also  duplicate  pieces  distributed  through  the  shop  to  refresh  the  memory 
and  assist  the  eye  in  forming.  Each  student  is  rated  according  to  the  quantity  and 
quality  of  his  work,  which  is  judged  by  the  rules  laid  down  for  inspection. 

A  BRIEF  EXPLANATION  OF  THE  COURSE  IN  IRON  AND  STEEL  FORGING,  HARDENING 
AND  TEMPERING  STEEL,  AND  CASE-HARDENING  IRON. 

The  first  lesson  comprises  the  building  and  keeping  forge  fires  in  proper  condition, 
upon  which  depends  in  a  great  measure  the  success  of  forging.  It  also  takes  in  the 
degrees  of  heat  necessary  for  the  successful  working  of  the  metals  in  their  varied 


MR.  FOLEY’S  REPORT  ON  INSTRUCTION  IN  IRON  WORK.  17 


forms.  The  other  lessons  will  be  explained  briefly  but  technically  in  order  corre¬ 
sponding  with  the  number  in  the  cut  to  be  found  to  the  left  of  each  piece,  or  in  the 
centre  of  the  piece  when  it  can  be  so  placed  to  advantage. 

No.  2.  Cutting  Cold  Iron,  Bevel-Forging,  Drawing,  Forming,  and  Bendin. — 
The  bevel-forging  is  shown  in  the  first  form  of  the  piece,  but  destroyed  in  taking  its 
final  form. 

No.  3.  Drawing  and  Forming. — Drawing  is  reducing  the  cross-section.  Forming 
will  be  better  understood  by  the  following  description  of  the  entire  piece  :  Drawing 
from  a  round  piece  to  form  a  square,  then  to  form  a  portion  of  it  octagonal,  and 
lastly  to  a  tapered  round  point.  In  this  figure  welding  is  introduced  to  show  the 
necessity  of  so  doing  when  using  common  iron  (iron  most  generally  used).  The  re¬ 
sult  of  drawing  such  material  without  using  a  welding  heat  would  be  the  separation 
of  its  parts  lengthwise.  In  this  piece  the  necessity  of  maintaining  straight  lines  is 
impressed,  and  expected  to  be  carried  out  in  future  lessons. 

No.  4.  Bending  does  not  change  the  cross-section  as  much  as  drawing.  In  some 
cases  it  is  hardly  perceptible.  This  exercise  consists  of  bending  round  and  flat  iron 
in  a  circular  form.  The  two  staples  in  the  centre  of  the  rings  take  in  drawing  with 
the  bending,  and  are  made  in  a  useful  form  only  because  it  can  be  done  as  well  so 
without  taking  up  extra  time  that  might  be  put  to  a  more  profitable  use. 

Let  me  say  here,  that  all  through  the  course,  whenever  the  principles  can  be  in¬ 
troduced  in  a  useful  form  without  occupying  more  time  than  would  be  spent  in 
a  plain  form,  it  is  invariably  carried  out. 

No.  5.  Welding,  Fag ot-W elding. — This  lesson  is  intended  to  show  how  iron  can 
be  increased  in  size  by  joining  a  number  of  pieces  together  by  welding  where  it 
could  not  be  done  so  easily  or  profitably  by  upsetting. 

No.  6.  Upsetting,  and  Bolt-Making  by  Upsetting. — Upsetting  shortens  the  piece, 
and  increases  its  cross-section.  The  first  piece  to  the  right  of  the  figure  6  shows  a 
piece  of  round  iron  upset  at  one  end  enough  to  make  a  square  from  the  round  of 
the  same  dimensions  as  the  diameter  of  the  round,  and  intended  as  preparatory  to 
the  working  of  the  other  figure  to  the  right, — a  bolt  upset  in  the  same  manner  to 
form  the  square  head,  enough  being  upset  at  the  end  of  the  piece  to  form  the  head 
in  a  heading-tool. 

No.  7.  Upsetting  while  Bending  and  Forming. — This  piece,  being  a  square  made 
of  square  iron  with  well-defined  corners  inside  and  out,  is  pretty  difficult  to  make 
by  this  method  if  great  care  is  not  taken  in  handling  it.  This  method  saves  con¬ 
siderable  time  where  it  can  be  used.  It  is  not  the  strongest  form,  and  only  used 
where  neatness  in  appearance  or  nice  fitting  is  required. 

No.  8.  Upsetting  before  Bending  and  Forming. — This  piece  being  square  only  on 
the  outside,  while  the  inside  corner  is  round,  it  is  a  stronger  form,  but  for  purposes 
differing  from  fig.  7 ;  viz. ,  a  knee,  angle-iron,  or  bracket,  as  it  is  termed.  Sometimes 
it  is  intended  to  show  different  methods  of  doing  work  similar  in  construction. 

No.  9.  Bending  and  Twisting.—  Bending  in  this  case  (the  piece  being  a  floor-tim¬ 
ber  hanger)  is  done  without  upsetting,  leaving  it  strong  enough  for  its  purpose  by 
making  the  inside  and  outside  of  the  turn  rounding.  The  twisting  is  simply  to 
bring  the  other  end  in  position  to  receive  the  timber. 

No.  10.  Drawing,  Bending,  and  Twisting. — The  object  in  drawing  the  ends  is  to 
alter  the  form  from  square  to  round,  and  also  make  it  lighter  where  the  hook  and 
eye  are  turned,  the  bending  of  which  has  already  been  described.  The  twist  in  the 
centre  of  the  square  part  is  intended  to  show  how  this  part  of  ornamental  work  is 
done.  The  other  figure  No.  10,  an  S  hook,  as  it  is  termed,  is  a  part  of  this  lesson, 
and  is  intended  to  accustom  the  student  to  the  graceful  curving  of  iron. 

No.  11.  Upsetting,  Welding,  Forming,  and  Punching. — A  tool  for  making  the 
heads  of  bolts,  rivets,  etc.,  known  as  a  heading-tool. 

No.  12.  Upsetting,  Drawing,  Bending,  Chamfering,  and  Punching. — This  piece, 
ART — VOL  4 - 2 


18 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


a  bracket,  combines  the  movements  designated  by  the  heading  of  the  lesson.  We 
find,  in  such  combinations  throughout  the  course,  that  it  keeps  the  student  well  up 
in  memory  (and  practice  with  the  hands)  of  the  past  lessons. 

No.  13.  Bending,  Drawing,  Welding,  aivd  Forming. — In  this  combination  the  ring 
is  made  in  three  pieces,  involving  the  above  movements.  The  object  of  this  piece 
is  to  show  how  large  bands  of  this  form  can  be  made  with  economy  of  time  and 
material. 

No.  14.  Butt  or  Jump  Weld. — This  piece  is  intended  to  show  how  a  swell  can  be 
made  in  the  centre,  or  any  other  point,  of  the  bar;  also  to  show  the  treatment  such 
welds  should  receive  after  welding,  in  order  to  preserve  the  strength  of  the  weld. 

No.  15.  Drawing  and  Upsetting  in  Heading-Tool. — Rivets  and  clout  or  dog  nails 
are  what  has  been  made  in  the  tool  No.  11.  The  main  feature  in  the  lesson  is  mak¬ 
ing  the  required  shaped  head,  and  keeping  the  body  of  the  piece  in  the  centre  of  the 
head. 

No.  16.  Upsetting  and  Drawing. — One  of  the  hexagonal-headed  bolts  was  made 
by  upsetting  the  bolt  to  form  the  head.  The  other,  a  small  one,  No.  16,  will  be 
found  forming  a  part  of  No.  13,  and  was  made  by  drawing  the  body  of  the  piece, 
and  forming  the  head  out  of  the  stock  from  which  the  body  was  drawn.  The  ob¬ 
ject  of  this  lesson  is  to  give  the  necessary  practice  required  to  form  the  sides  of  the 
head  uniform. 

No.  17.  Punching.  Making  Square  and  Hexagonal  Nuts. — In  this  lesson  the  dif¬ 
ferent  methods  of  making  nuts  by  the  use  of  the  hammer  alone,  and  by  the  use  of 
the  hexagonal  tool,  are  carried  out. 

No.  18.  Upsetting,  Punching,  Welding,  and  Fitting. — This  piece,  a  solid  eye-stay 
or  brace,  as  it  is  termed,  besides  the  combination  used  in  former  lessons,  takes  in 
fitting  or  setting  the  piece  to  a  given  angle  as  a  support.  Countersinking  for  screw- 
heads  is  also  included. 

No.  19.  Punching,  Splitting,  Forming,  and  Welding. — This  form  of  hasp  is  only 
introduced  to  give  practice  in  splitting,  along  with  the  other  processes. 

No.  20.  Bending,  Scarfing,  and  Welding  Round  Iron. — The  links  of  chain  that 
form  the  lesson  introduce  a  different  scarf  for  welding  from  the  ordinary  one  of 
straight  round  iron.  The  twisting  of  the  chain  is  also  brought  in  here. 

No.  21.  Bending  and  Welding  Flat  and  Edgewise. — The  two  pieces  numbered  as 
above  are  close  together  on  the  plate,  and  need  but  little  explanation  on  account  of 
the  correctness  of  their  delineation,  the  difference  in  the  shape  of  scarfing  before 
welding  being  the  only  excuse  for  making  this  remark  as  the  point  of  the  lesson. 

No.  22.  Drawing,  Bending,  and  Welding.  A  piece  well  known  as  an  eye-bolt  or 
ring-bolt,  the  manner  of  shaping  and  scarfing  being  the  particular  points  in  the 
piece.  A  nut  at  the  end  of  the  bolt,  with  a  screw  cut  upon  it,  will  be  described  at 
the  close  of  the  lessons.  This  figure  will  be  found  upon  the  cut  in  conjunction  with 
No.  28,  a  ring  welded  after  being  passed  through  the  eye,  making  the  piece  com¬ 
plete. 

No.  23.  Drawing,  Welding,  and  Forming. — The  main  point  in  this  piece  is  the 
formation  of  the  eye  by  turning  and  welding  it  in  such  a  manner  as  to  make  it 
appear  as  a  solid  piece  of  metal  punched  and  worked  out.  It  is  only  intended,  as 
a  general  thing,  for  work  to  be  finished.  The  figure  itself  is  intended  for  a  rope- 
hook. 

No.  24.  Draining,  Punching,  Upsetting,  Welding,  and  Riveting. — In  introducing 
this  piece  it  is  considered  necessary  that  the  student  should  be  able  to  construct  one 
of  the  most  essential  tools  used  in  the  art  of  forging,  viz.,  a  blacksmith’s  tongs; 
and,  as  it  combines  nearly  all  that  has  been  gone  through  in  former  lessons,  it  nat¬ 
urally  brings  to  mind  what  might  be  lost  in  a  measure  without  such  a  combination 
of  them. 

No.  25.  Punching,  Drawing,  and  Forming.  — The  piece  here  represented  differs 


ME.  FOLEY’S  EEPORT  ON  INSTRUCTION  IN  IRON  WORK.  19 


only  in  the  formation  of  the  eye  (by  punching)  and  the  hook  part  (by  flattening,  to 
give  it  greater  strength)  from  No.  23.  This  hook  is  used  generally  as  a  chain-hook. 

No.  26.  Scarf -Welding,  Flat  Iron.  (Common  Iron.) — This  piece,  an  L  or  right- 
angled  weld,  has  to  be  scarfed  in  a  different  manner  from  anything  before  in  this 
course,  and  on  this  account  it  is  brought  in  here,  with  the  additional  point,  squar¬ 
ing  the  piece. 

No.  27.  Scarf -Welding,  Flat  Iron.  (Norioay  Iron.) — A  different  form  of  scarf 
from  last  number.  It  is  what  is  termed  a  T -weld,  and  the  peculiarity  of  the  scarf 
is  one  of  the  most  essential  points;  another,  the  forming  of  the  piece  before  taking 
a  second  welding-heat,  in  order  to  give  the  piece  the  appearance  of  being  solid.  In 
this  lesson  we  use  the  best  of  iron,  and  in  the  last  poor  iron,  or  what  is  in  common 
use :  by  this  means  the  student  is  brought  to  see  the  difference  of  treatment  in 
welding  the  two  qualities  of  iron. 

No.  28.  Bending  and  Welding. — The  figure  with  the  number  above  attached  in 
the  cut  is  a  ring  welded  after  being  passed  through  the  eye  of  the  ring-bolt  No.  22, 
making  the  two  as  one  complete  piece,  a  ring-bolt.  The  most  particular  feature  in 
this  piece  is  the  forming  of  the  scarf  in  such  a  maimer  as  to  make  the  welding  of  it 
easy. 

No.  29.  Jump  Weld,  Round  upon  Flat. — The  round  and  flat  iron  welded  in  this 
way  clearly  shows  by  their  scarfing  how  any  other  shaped  iron  can  be  welded 
together  in  the  same  way.  In  this  piece  the  scarfs  differ  from  the  former  scarfs 
materially.  The  varied  uses  to  which  the  piece  may  be  put  may  easily  be  perceived 

No.  30.  Drawing,  Forming,  Punching,  and  Welding. — This  combination  brings, 
into  play  some  difficult  movements  in  order  to  produce  a  sound  swivel,  as  the  piece 
is  termed.  One  of  the  pieces  forged  in  lesson  No.  15  forms  the  revolving  portion 
of  the  piece  when  completed. 

No.  31.  Bending  and  Riveting. — The  tripod  with  this  number  in  the  centre,  al¬ 
though  it  takes  in  bending,  is  intended  more  particularly  to  show  how  riveting 
cold  iron  is  done.  By  the  addition  of  bending,  it  leaves  the  piece  in  a  useful  form. 

No.  32.  Scarfing,  Riveting,  and  Calking  Boiler-Plate. — The  object  of  this  lesson 
is  to  show  how  iron  plates  can  be  put  together,  and  made  steam-tight.  Some  of  the 
rivets  are  riveted  with  the  use  of  a  heading-tool,  and  some  are  riveted  in  the  ordi¬ 
nary  way  with  hammers.  The  piece  is  afterwards  calked  to  make  it  tight,  with  a 
tool  termed  a  calking -tool. 

No.  33.  Steel-Forging. — Cast  steel  of  different  grades  and  different  manufactures 
is  introduced  throughout  the  course  of  steel-forging.  Spring  steel,  too,  is  taken  in, 
and  the  many  ways  of  determining  the  quality  and  method  of  treating  it  in  its 
various  changes. 

The  first  piece,  No.  33,  is  an  S  wrench, — to  be  finished  in  the  filing  course,  where 
the  reasons  for  so  doing  are  explained.  In  forging  this  piece  the  degree  of  heat 
necessary  for  the  successful  working  of  steel  is  practically  illustrated  by  the  in¬ 
structor,  and  consequently  very  few  failures  occur.  Annealing,  or  softening,  hard¬ 
ening,  and  tempering,  conies  in  at  the  close  of  the  steel  lessons. 

No.  34.  Welding  Steel  and  Iron  together,  and  Steel  and  Steel  together. — A  flat 
piece  of  iron  and  steel  are  welded  together,  after  the  very  essential  preparation  in 
scarfing,  and  then  the  steel  and  steel  are  welded,  making  the  piece  complete  in  six 
inches  in  length. 

No.  35.  Forked  or  Split  Weld.  ( Steel  and  Iron.) — A  form  of  welding  in  more 
general  use  than  any  other;  and,  wherever  it  can  be  used  with  convenience,  insures 
economy  in  time  and  strength  in  the  piece,  being  supported  on  each  side  by  the 
iron,  making,  as  a  general  thing,  a  better  weld  or  more  substantial  piece. 

No.  36.  Tapers  and  Bevels.  (Cast  Steel.) — A  blacksmith’s  punch  and  cold-chisel, 
numbered  as  above,  upon  the  cut,  is  intended  to  carry  out  the  heading  of  the  lesson, 
making  true  tapers  and  bevels  throughout. 


20 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


No.  37.  Drawing  and  Funning. — The  first  one,  a  right-hand,  diamond-pointed 
lathe-tool  (to  be  used  in  the  machine  shop).  The  correctness  of  its  shape  and  temper 
prompts  the  student  to  have  it  as  near  perfect  as  possible,  on  account  of  having  to 
use  the  same  tool  in  his  future  work. 

The  second,  a  ratchet  drill  (its  shape  and  temper  differing  considerably  from  a 
lathe  or  vertical  drill)  is  clearly  explained,  while  in  comparison  the  other  forms  are 
shown  at  the  same  time. 

No.  38.  Drawing  Tapers  and  Bevels. — The  first  piece  of  this  number,  a  graver  or 
diamond-pointed  tool  (to  be  used  in  the  machine-shop  course),  is  plain  in  its  appear¬ 
ance;  but  the  main  point  is  the  tempering  of  the  piece. 

The  second,  a  matcliing-tool,  a  wood-working  revolving  tool.  The  object  in  intro¬ 
ducing  this  plain  form  is  to  show  in  the  last  lesson  (tempering)  how  such  wood¬ 
working  tools  as  moulding,  planing,  and  matching  tools  should  be  tempered  to 
insure  comparative  success  in  working  wood. 

No.  39.  Tapers  and  Bevels.  ( Drawing  Cast  Steel.) — The  first  piece,  No.  39,  is  a 
cape-chisel,  used  for  cutting  grooves  in  iron  or  any  other  metal.  It  is  formed1  from 
a  square  to  an  octagonal  form,  to  give  practice  in  changing  steel,  as  well  as  iron 
into  different  shapes;  but  the  main  point  is  the  formation  of  the  chisel  part  of  the 
piece.  The  second  piece,  No.  39,  is  a  centre-punch,  a  tool  in  use  among  nearly  all 
metal-workers. 

No.  40.  Drawing  and  Shaping. — The  first  piece,  No.  40,  is  cast-steel  offset-spring. 
The  second,  a  half -elliptic  spring,  made  of  spring  steel.  The  object  in  introducing 
the  different  kinds  of  steel  for  this  purpose  is  to  show  the  difference  in  methods  of 
tempering  each,  one  being  hardened  in  water,  the  other  in  oil. 

No.  41.  Drawing  and  Shaping.  ( Cast  Steel.) — A  right-hand  side  tool,  to  be  used 
in  course  in  machine-shops. 

No.  42.  Drawing  and  Bevelling.  ( Cast  Steel.) — A  stone-drill,  the  correct  form 
and  temper  being  the  main  features  in  the  piece. 

No.  43.  Drawing ,  Punching,  and  Tapering.  ( Cast  Steel.) — A  riveting  hammer. 
The  idea  of  bringing  as  many  tools  used  in  working  iron  into  the  course  as  possible 
has  been  carried  out  as  far  as  consistent  with  the  time  allowed  for  giving  a  general 
knowledge  of  the  manipulations.  At  the  close  of  the  course,  hardening  and  tem¬ 
pering  are  explained.  Aset  of  the  pieces  is  hardened  and  tempered  before  the  class. 
Then  each  student  tempers  his  pieces,  and  they  are  then  tested  to  see  if  they  are  fit 
to  do  the  work  intended  for  them. 

An  excuse  must  be  made  for  the  incorrectness  in  the  shape  of  some  of  the  pieces, 
as  they  are  the  forms  made  by  the  students ;  but  I  think  an  impartial  judge  would 
allow  that  they  will  compare  favorably  with  work  done  daily  by  blacksmiths  with 
as  many  years’  experience  as  the  student  has  had  days. 

The  use  of  stocks  and  dies  for  screw-cutting,  and  drills,  countersinks,  etc.,  is 
taught  also. 

DESCRIPTION  OF  COURSE  IN  VISE-WORK. 

A  given  time  is  allowed  for  the  completion  of  each  piece.  If  a  student  completes 
his  work  within  the  given  time,  he  is  allowed  to  take  the  next  piece,  or  make  any 
article  he  chooses,  to  use  up  the  time  allowed  for  the  lesson.  Each  lesson  in  filing 
is  varied  in  such  a  manner  as  to  insure  the  introduction  of  the  different  shaped  files, 
and  their  application  to  the  varied  forms. 

The  machine  and  filing  course,  occupying  the  same  plate  without  regard  to  their 
precise  order,  must  necessarily  be  followed  by  number,  without  regard  to  position. 

The  pieces  intended  for  filing  are  planed  in  order  to  remove  the  rough  scale  so 
detrimental  to  files.  The  pieces,  however,  are  planed  out  of  true,  in  order  to  have 
tiie  student  bring  the  piece  to  perfection  by  the  use  of  the  file. 

Lesson  1.  No.  17.  Filing  to  Line. — -A  plain  block  of  cast  iron,  a  certain  amount 
of  which  is  filed  off  true  to  given  lines  struck  off  by  the  planer.  In  this  piece  the 


mr.  foley’s  report  on  instruction  in  iron  work.  21 

student  is  taught  how  to  regulate  the  movement  of  the  file  in  order  to  produce  a 
true  surface,  with  the  assistance  of  a  straight  edge. 

Lesson  2.  No.  17. — The  side  and  end  are  filed  square  with  first  true  surface,  a 
steel  square  being  used  to  assist  in  its  formation. 

Lesson  3.  No.  18.  Cast  Iron. — On  one  side  of  piece  No.  17  a  half  hexagonal 
form  is  laid  out  and  lined  in  the  vise  by  the  student,  and  finally  finished  in  that 
form  with  the  file.  In  this  case  the  one  block  is  made  to  do  service  in  the  three 
lessons,  saving  time  and  material. 

Lesson  4.  No.  19.  Cast  Iron. — The  object  of  this  piece  is  to  show  the  different 
shaped  files  used  in  making  rack-teeth  This  lesson  shows  how  any  sharp-bottomed 
piece  can  be  formed,  aside  from  the  rack. 

Lesson  5.  No.  20.  Dovetailing.  (Wrought  Iron.)—' This  piece  introduces  drill¬ 
ing,  sawing,  chipping,  and  filing.  The  difference  and  method  of  working  the  two 
materials,  cast  and  wrought  iron,  are  brought  out  in  this  lesson,  comparing  the 
method  of  finishing  with  the  last  lesson. 

Lesson  6.  No.  21. — A  cast-steel  wrench,  made  in  forging  course  introduces  in¬ 
side  and  outside  curve-filing,  square  hole  filed  from  a  round  one,  also  draw-filing. 

Lesson  7.  No.  22.  Parallel  Fitting  Tongues  and  Grooves. — An  iron  casting,  lined 
out  by  the  student  and  fitted  in  the  form  represented;  the  perfection  of  which  is  a 
good  indication  of  the  progress  made  after  the  few  lessons  already  taken. 

Lesson  8.  No.  23.  Freehand  Filing ,  with  use  of  Hand-Vise. — A  round  cast-steel 
piece  reduced  in  diameter  its  entire  length,  and  filed  at  one  end  to  a  tapering  point; 
the  main  feature  in  the  piece  being  a  true  taper,  and  having  the  point  in  the  centre 
of  the  body. 

Lesson  9.  No.  25. — Comes  under  the  same  heading  as  last  number.  This  piece 
is  reduced  the  whole  length  in  diameter;  then  a  given  portion  is  reduced  still  more, 
in  order  to  form  a  shoulder  on  the  piece,  making  what  is  termed  a  screw-blank. 
(Material,  cast  steel.) 

Lesson  10.  No.  24. — Classed  the  same  as  last  two  numbers.  Is  a  piece  of  cast 
steel  (round)  filed  into  the  shape  of  an  acorn,  from  memory,  by  the  student. 

Lesson  11.  No.  26.  Ring-Work.  Freehand  Filing.  (Cast  Iron.) — The  blank  to 
the  right  of  the  number  shows  the  p'ece  before  filing;  the  one  to  the  left  is 'the  fin¬ 
ished  form.  The  first  form  is  square  around  the  ring,  and  finally  finished  into  a 
round  form. 

Lesson  12.  No.  27.  Chipping  Bevels.  (Cast  Iron.) — The  first  form  is  a  plain 
block,  lined  upon  the  planer  the  distance  from  the  edge  intended  for  the  bevel. 
This  piece  introduces  the  use  of  the  flat  cold-chisel. 

Lessons  13,  14,  and  15.  No.  28. — Upon  this  one  block  (wrought  iron)  we  intro¬ 
duce  key-way  or  key-seat  chipping,  half-round  chamfering,  convex  and  concave 
chipping,  involving  the  use  of  cape-chisels,  half-round  and  flat  chisels,  and  shows 
the  difference  in  treatment  of  the  two  materials  .;  viz. ,  cast  and  wrought  iron.  By 
making  one  block  serve  for  the  three  lessons,  it  saves  time,  stock,  and  room. 

Lesson  16.  No.  29.  Drilling.  Chipping,  and  Filing  to  Line. — A  planed  flat 
piece  of  cast  iron  upon  which  is  laid  out  or  lined  an  oval  shape.  All  that  can  be 
drilled  out  of  it  is  next  done,  and  the  stock  remaining  within  the  lines  is  then 
chipped  and  filed  to  the  line. 

Lesson  17.  No.  30.  Ward-Filing  and  Key-Fitting. — A  key-blank  is  taken  for 
this  purpose,  and  filed  to  given  dimensions,  and  afterwards  fitted  to  the  lock. 

Lesson  18.  No.  31.  Screw-Filing. — The  object  of  this  lesson  is  to  show  how  a 
screw  can  be  cut  with  a  file,  when  the  lathes  or  stocks  and  dies  are  not  available. 

Lesson  19.  No.  32.  Scraping. — The  three  pieces  together  with  the  scraping-tool 
below  them,  No.  33,  show  what  is  necessary  to  produce  a  true  surface  by  this 
method. 

No.  33  is  a  very  fine  piece  of  forging  and  tempering,  forged  and  finished  in  the 
filing  course,  and  not  set  down  in  the  forging  course,  by  mistake. 


22 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


DESCRIPTION  OP  THE  COURSE  IN  MACHINE-TOOL  WORK. 

Lesson  1.  A  screw-cutting  or  engine  lathe  is  taken  to  pieces,  and  each  particular 
piece,  used  in  the  construction  of  the  tool,  is  described  in  order  that  the  class  may 
be  made  familiar  with  it  before  using  it,  and  by  this  means  expensive  machinery 
may  be  saved  from  unnecessary  damage. 

Lesson  2.  Centring,  Squaring  Ends,  Roughing  and  Finishing  Chip.  ( Cast 
Iron.) — The  piece  of  cylindrical  form  is  first  trued  up,  afterwards  centre-drilled, 
countersunk,  squared  up  on  the  ends,  and  then  a  roughing  and  smoothing  chip. 

Lesson  3.  Taper  Turning.  ( Cast  Iron.) — The  first  piece  numbered  on  the  cut 
is  turned  two  different  tapers.  The  stock  of  the  last  lesson  is  used  in  this,  to  save 
the  time  centring  and  squaring  up:  consequently  the  first  piece,  Lesson  2,  does  not 
appear  upon  the  cut. 

No.  4.  Turning  Flat  Pieces  upon  the  Edges. — This  piece,  a  flat  chuck-drill,  in¬ 
tended  for  use  on  piece  No.  5,  shows  how  flat  pieces  can  be  turned  on  the  sides  and 
chamfered  on  the  ends,  and  also  made  into  a  tool. 

A  rough  wrought-iron  piece  of  cylindrical  form  centred,  etc. ,  as  in  the  case  of 
the  preceding  piece,  but  wholly  differing  in  the  manner  of  working  it.  In  this 
lesson  we  introduce  the  tools  required  for  turning  and  boxing  wrought  iron  (differ¬ 
ing  considerably  in  form  from  the  tools  used  in  working  cast  iron);  namely,  the 
diamond-pointed  tool,  side  tools,  right  and  left  twist-drill,  flat  chuck-drill  (with  its 
rest),  taper  reamer,  screw-cutting  tool,  round-nosed  or  spoon-shaped  tool,  parting 
or  cutting-off  tool. 

The  introduction  of  various  auxiliary  tools,  such  as  the  centre  rest,  forked  centre, 
square  centi'e,  etc.,  gives  a  great  amount  of  practice  in  wrought  iron  working  in 
this  one  piece.  In  this  piece  may  be  found  centre  rest  chucking,  thedifferent  forms 
of  bearings  in  use,  taper  fitting,  outside  screw  cutting,  drilling  through  the  piece 
at  the  end  of  the  taper  fit,  convex  and  concave  turning  with  engine  and  hand  or 
speed  lathes,  and  use  of  tools  accompanying  the  last-named  lathe. 

No.  6.  Chucking,  Inside  Screw  Cutting,  etc. — This  piece  is  fitted  to  the  screw  cut 
upon  the  last  piece,  showing  the  uses  of  the  boring-tool,  recessing  or  inside  cutting- 
off  tool,*on  the  outside  of  the  piece.  The  tools  described  in  the  former  lessons  are 
brought  in  play,  slightly  altered  to  suit  the  material  (cast  iron),  also  the  method  of 
facing  up  the  plate  of  iron  in  order  to  make  it  true,  and  showing  how  to  lay  out 
and  drill  holes  at  equal  distances  from  one  another  upon  a  given  circle. 

No.  7.  Pulley  Chucking,  Turning,  Reaming,  etc. — A  driving  fit,  crown  turning, 
squaring,  and  filing  with  speed,  are  introduced  in  this  piece.  Accompanying  it, 
and  driven  through  the  centre  of  the  piece,  is  an  arbor  upon  which  the  pulley  is 
turned.  This  arbor,  like  the  one  No.  13,  is  made  of  steel  annealed  first,  and  tem¬ 
pered  when  the  ends  are  finished ;  finally  the  body  is  turned  to  fit  the  pulley,  and 
by  this  method  insuring  the  truthfulness  of  the  arbor  for  a  longer  period  on  account 
of  the  ends  being  tempered. 

No.  8.  Bolt-Turning,  and  Screw-Cutting  outside. — This  piece,  made  in  theforg- 
ing  course,  is  used  here  to  show  how  this  form  can  be  finished  with  more  accuracy 
than  by  the  methods  in  general  use,  such  as  stocks  and  dies,  screw-cutting  machines, 
bolt-cutters,  etc.  It  is  only  intended  for  true  fitting,  too  expensive  a  method  for 
rough  purposes,  but  invaluable  for  service  in  first-class  machinery.  The  tapping 
of  the  nuts  by  the  machine-tap,  and  finishing  of  the  nuts,  are  also  brought  in  in 
this  lesson. 

No.  9  shows  the  turning  and  fitting  of  shafting  coupling,  or  any  piece  where  a 
driving  or  running  fit  is  required.  Key -seat  cutting,  splining,  key-fitting,  etc., 
with  the  use  of  planer,  hand-splining  tools,  etc. ,  for  this  purpose. 

No.  10  introduces  the  use  of  the  planer  in  fitting  the  two  parts  of  the  box  and 
bottom  of  the  piece,  termed  a  pedestal  or  pillar  block.  The  lesson  also  shows  how 


23 


mr.  foley’s  report;  machine  tool  work. 


the  bolt-holes  should  be  laid  out  aud  drilled  in  order  that  the  bolts  should  have  a 
proper  bearing  in  connecting  the  cap  and  bottom  of  the  box,  so  as  to  make  a 
substantial  bearing  for  the  introduction  of  the  main  feature  of  the  lesson  ;  viz,  a 
boring-bar,  a  tool  used  for  boring  engine-cylinders,  etc.  In  this  piece  although 
upon  a  small  scale,  is  carried  out  each  part  cular  point  required  on  a  larger  scale. 

No.  11.  Brass-Turning. — In  this  single  piece  the  uses  of  the  various  tools  for 
outside  turning,  at  the  same  time  the  reverse  tools  for  inside  turning,  are  explained. 
The  main  point  in  the  lesson  is  to  show  the  great  difference  in  the  shape  of  the  tools 
required  for  use  upon  the  softer  metals. 

Nos.  12, 13, 14,  15,  and  16  are  pieces  worked  out  in  the  Universal  Milling  Ma¬ 
chine. 

The  uses  of  the  index-head,  gear-cutting,  straight  and  bevelled,  the  many-sided 
forms  that  can  be  cut  with  the  help  of  the  index-head,  spiral  cutting,  use  of  vise 
attached  to  the  machine,  etc  , — all  the  movements  necessary  to  accomplish  any  of 
the  pieces, — are  executed  by  the  students  before  actual  work  is  commenced.  By 
this  means  they  become  familiar  with  the  working  of  it,  and  consequently  have 
more  confidence  in  themselves,  and  are  less  liable  to  damage  the  machine  or  tools. 

Nos.  12  and  16  represent  gear-cutting. 

No.  13. — An  arbor  used  in  connection  with  No.  15  in  spiral  cutting. 

No.  14. — A  piece  of  plain  milling,  six  sided  on  one  end  and  seven  upon  the  other. 

No.  15. — A  piece  of  spiral  cutting. 

Many  other  pieces  are  drawn  in,  such  as  fluting  reamers,  taps,  etc. 

After  acquiring  a  knowledge  of  the  use  of  the  tools  by  tbis  method,  the  student 
takes  in  hand  a  piece  or  machine  of  his  own  design, — for  instance,  a  lathe,  steam- 
engine,  etc. , — thus  showing  how  easily  this  method  can  be  applied  to  construction. 

With  this  closes  the  present  course  of  instruction  in  use  in  the  machine-shop. 

It  has  been  supposed  that  these  elementary  shop  courses  could  not  be  so  conducted 
as  to  give  the  students  much  notion  of  any  specific  applications  in  construction  ; 
but  any  one  who  will  study  Mr.  Foley’s  report  carefully  will,  I  think,  come  to  a  dif¬ 
ferent  conclusion.” 


In  a  letter  dated  June  11th,  1883,  ^closing  the  accompanying  plan 
of  the  new  Mechanic  Art  Shop  Building,  and  the  notes  commenting 
upon  the  school,  which  follow  here,  Professor  Runkle,  remarks  in 
relation  to  the  general  subject  to  which  this  Part  of  the  Special  Re¬ 
port  is  devoted: 


*  *  *  “  I  have  long  wished  that  some  one  well  qualified  for  the  task  would 

take  up  the  philosophical  side  of  all  art  education,  and  give  all  teachers  as  well  as 
the  public  the  true  view  in  regard  to  it. 

While  it  is  true  that  public  opinion  is  rapidly  settling  down  upon  the  point  that 
some  modifications  of  our  educational  system  is  needed,  there  seems  to  be  a  wide 
diversity  of  opinion  as  to  the  way  of  securing  the  needed  changes  with  the  least 
barm  to  the  continuity  of  our  present  educational  work.  How  can  we  best  modify 
so  as  to  adapt  to  present  conditions? 

Wishing  you  all  success  in  your  important  labors, 

I  am,  very  truly  youi'S,' 


J.  D.  Runkle.” 


To  Col.  I.  Edwards  Clarke. 


“  The  Mechanic  Art  School  of  the  Massachusetts  Institute  of  Technology  has  en¬ 
tirely  outgrown  its  temporary  shop  building  erected  at  its  establishment  in  1876. 
The  new  building  of  which  we  give  a  ground  plan  is  120  by  154  feet.  The  front 
portion,  40  by  120,  is  two  stories  high,  and  is  to  be  used  for  class  and  drawing  rooms; 


24 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


the  remainder  of  the  building,  only  one  story  in  height,  is  devoted  to  the  several 
shops. 

The  scope  and  plan  of  the  school  have  not  been  changed  since  the  date  of  the 
paper  in  the  forty  fifth  annual  report  of  the  Secretary  of  the  Massachusetts  Board 
of  Education  in  which  will  be  found  a  pretty  full  statement  concerning  it.  It  is 
quite  certain  however  that  during  the  coming  year  its  course  of  study  and  shop 
work  will  be  extended  to  three  years.  During  the  present  two  years  there  is  only 
sufficient  time  to  take  the  students  over  the  several  preliminary  or  the  fundamental 
shop  courses,  leaving  no  time  for  them  To  emphasize  such  portions  as  may  seem  de¬ 
sirable,  nor  to  make  specific  applications  in  constructions  of  the  principles  learned 
during  the  preliminary  instruction.  To  accomplish  these  ends,  as  well  as  to  enlarge 
the  course  of  theoretical  or  purely  mental  studies,  a  third  year  is  to  be  added.  When 
this  is  done,  and  the  school  can  have  the  advantage  of  more  commodious  shops  and 
class  rooms,  the  stimulus  of  larger  numbers  of  older  and  more  advanced  pupils,  and 
of  a  wider  range  of  application,  it  will  be  able  to  furnish  not  only  better  trained  and 
qualified  men  to  enter  upon  the  various  industrial  pursuits,  but  what  is  just  now  of 
even  more  importance,  a  class  of  young  men  well  qualified  to  take  positions  as 
teachers  in  all  schools  desiring  to  give  this  kind  of  instruction. 

In  the  report  of  the  President  of  the  Massachusetts  Institute  of  Technology  for 
1876  will  be  found  a  paper  on  the  Russian  system  of  shop  instruction  as  developed 
and  carried  out  in  the  Imperial  Technical  School  Moscow.  In  this  paper  attention 
is  asked  to  the  fundamental  distinction  between  an  art  and  a  trade,  and  a  few  of 
the  reasons  are  given  why  the  art  idea,  and  not  the  trade,  should  be  made  the  foun¬ 
dation  in  any  system  of  manual  training.  This  paper  also  lays  out  the  plan  of  the 
Mechanic  Art  School  of  the  Institute  as  it  has  been  carried  on  since  that  time. 

The  Forty-first  Annual  report  of  the  Secretary  of  the  Massachusetts  Board  of 
Education  contains  a  paper  on  the  “  Manual  Element  in  Education,”  in  which  the 
educational  value  of  hand  instruction  is  more  fully  stated  and  illustrated  by  the 
system  adopted  in  the  Mechanic  Art  School  of  the  Institute.  This  paper  also  shows 
that  there  are  three  distinct  steps  to  be  taken  in  shop  instruction  in  order  to  secure 
the  best  educational  results.” 

The  following  statement  of  the  conditions  of  admission  and  of  the 
schedule  of  studies  is  from  the  18th  annual  catalogue  of  the  Institute 
of  Technology  for  1882-’83: 

“Applicants  for  the  regular  course  must  be  at  least  fifteen  years  of  age,  and  must 
pass  a  satisfactory  examination  in  Arithmetic,  Geography,  and  English  Composition. 

The  tuition  is  $150  a  year,  with  no  extra  charge  for  the  use  of  tools,  or  materials, 
used  in  the  regular  exercises.  Special  students,  taking  the  same  amount  of  shop 
work  only  as  the  regular  class  shop  work,  will  be  charged  less.  The  student  is  en¬ 
titled  to  the  products  of  his  work.  A  monthly  return  of  absences  is  made  to  the 
parent  or  guardian.” 

FIRST  YEAR. 

First  Term.— Shop  Work, — Carpentery.  Algebra  commenced.  English  Compo¬ 
sition.  Mechanical  and  Freehand  Drawing. 

Second  Term. — Shop  Work, — Wood  Turning,  Pattern  Making,  Foundry  Work. 
Plane  Geometry.  English  Composition.  Mechanical  and  Freehand  Drawing. 

SECOND  YEAR. 

First  Term. — Shop  Work, — Forging.  Algebra  completed.  Elementary  Physics. 
English  Composition.  Mechanical  Drawing.  French. 

Second  Term. — Shop  Work, — Vise  Work,  Machine  Tool  Work.  Geometry.  Phy¬ 
sics.  English  Composition.  Mechanical  Drawing.  French  Drawing. 


THE  SCHOOL  OF  MECHANIC  ARTS. 


25 


The  Massachusetts  Charitable  Mechanics’  Association  offers  to  sons 
of  present  or  past  members,  two  scholarships  each  entitling  the 
student  “to  free  tuition  in  the  School  of  Mechanic  Arts.” 

The  catalogue  shows  an  attendance  of  57  students  in  the  School 
of  Mechanic  Arts. 

Massachusetts  Institute  of  Technology.  School  of  Mechanic  Arts. 

Francis  A.  Walker,  Ph.  D.,  LL.  D.,  President. 

Clarence  W.  Fearing,  A.  M.,  Instructor  in  the  School  of  Mechanic  Arts. 

Charles  L.  Adams,  Instructor  in  Drawing  in  the  School  of  Mechanic  Arts. 

workshops. 

« 

Thomas  Foley,  in  charge  of  Iron  Work. 

George  Smith,  in  charge  of  Wood  Work. 

Arthur  W.  Sanborn,  assistant  in  Iron  Work. 

Zachariah  Nason,  assistant  in  Wood  Work. 

The  Twenty-First  Annual  catalogue  of  the  Massachusetts  Insti¬ 
tute  of  Technology  (1885-86)  thus  characterizes  the  School  of  Me¬ 
chanic  Arts.  (See  page  112.) 

“A  subordinate  School  of  Mechanic  Arts  has  been  established  by  the  Corporation  of 
the  Institute,  in  which  special  prominence  is  given  to  handwork  in  connection  with 
high-school  studies,  affording  an  opportunity  to  such  students  as  have  completed 
the  ordinary  grammar-school  course  to  continue  the  elementary  scientific  and  lit¬ 
erary  studies,  together  with  mechanical  and  freehand  drawing,  while  receiving 
instruction  in  the  use  of  the  typical  hand  and  machine  tools  for  working  iron  and 
wood. 

“  The  general  plan  of  the  school  is  similar  to  that  of  the  Imperial  Technical  School 
of  Moscow,  the  Royal  Mechanic  Art  School  of  Komatau  in  Bohemia,  the  Ecole 
Municipale  d’Apprentis  of  Paris,  or  that  of  the  Ambachtsschoole  of  the  principal 
cities  of  Holland,  but  has  been  specially  adapted  to  the  somewhat  different  condi¬ 
tions  existing  in  our  own  country.  The  object  is  not  to  fit  the  pupil  for  a  particular 
trade,  but  to  develop  the  bodily  and  mental  powers  in  harmony  with  each  other, 
and  with  reference  to  the  actual  wants  of  life.  The  handwork  is  done  without  re¬ 
gard  to  pecuniary  profit,  but  is  designed  to  give  the  student  good  judgment,  self- 
reliance,  and  executive  power,  pieces  practically  useful  being  introduced  when  it 
can  be  done  without  detriment  to  the  systematic  arrangement  of  the  courses.  Its 
exact  and  systematic  method  affords  the  direct  advantage  of  training  the  hand  and 
eye  for  accurate  and  efficient  service  with  the  greatest  economy  of  time,  and  the 
instruction  in  the  use  of  tools  and  materials  has  also  proved  a  valuable  aid  in  intel¬ 
lectual  development. 

“The  school  occupies  a  building  on  Garrison  street,  a  short  distance  from  the 
Rogers  Building.  The  facilities  for  instruction  are  ample  and  increasing;  and  the 
mechanical  laboratories,  in  which  the  instruction  in  the  mechanic  arts  is  given 
have  a  thorough  equipment  (see  p.  46).” 

The  following  is  the  list  of  the  apparatus  provided  for  the  use  of 
the  pupils  iu  this  department  of  the  Institute: 

“  The  carpenter,  wood-turning,  and  pattern-making  departments  contain  40  car¬ 
penters’  benches,  2  circular-saw  benches,  a  swing-saw,  2  jig-saws,  a  buzz-planer,  a 
boring-machine,  36  wood-lathes,  a  large  pattern-maker’s  lathe,  and  36  pattern¬ 
maker’s  benches.  The  foundry  contains  a  cupola  furnace  for  melting  iron,  2  brass 


26 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


furnaces,  and  32  moulder's  benches.  The  forge  shop  contains  32  forges,  7  black¬ 
smith's  vises,  and  1  blacksmith’s  hand-drill.  The  machine-shop  contains  22  engine- 
lathes,  and  15  hand-lathes  of  recent  approved  patterns,  a  machine-drill,  2  planers, 
a  shaping-machine,  a  universal  milling-machine,  a  grinding-lathe,  and  32  vise- 
benches  arranged  for  instruction  in  vise-work.” 

It  will  be  seen  by  comparison  with  the  account  of  the  early 
equipment  that  the  facilities  have  been  largely  increased  in  the  new 
building. 

The  following  summary  of  attendance  for  the  year  is  given. 

Summary :  School  of  Mechanic  Arts. 


4 

Regular  Students,  2d  year .  12 

“  “  1st  “  . .  12 

Special  “  .  36 

Total . .  60 


The  following  is  the  list  of  the  faculty  of  the  school  as  given  in 
the  22nd  Annual  Catalogue  (1886-’87.) 

OFFICERS  OF  INSTRUCTION. 

Francis  A.  Walker,  LL.D.,  President. 

Peter  Schwamb,  S.B. ,  Director. 

Clarence  W.  Fearing,  A.M.,  Instructor  in  English  and  Mathematics. 

Charles  L.  Adams,  Instructor  in  Drawing. 

William  H.  Pickering,  S.B.,  Instructor  in  Physics. 

George  T.  Dippold,  Ph.D.,  Instructor  in  French. 

Charles  H.  Stephenson,  Instructor  in  Machine-Tool  Work. 

Theodore  B.  Merrick,  Instructor  in  Wood-work  and  Foundry -work. 

James  R.  Lambirth,  Instructor  in  Forging. 

James  G.  Langdon,  Assistant  in  Wood-work. 

Robert  H.  Smith,  Assistant  in  Machine-Tool  work. 

Herbert  W.  Adams,  Assistant  in  Drawing. 

John  W.  Raymond,  Jun.,  Assistant  in  Forging. 

Special  instruction  is  given  also  by  members  of  the  Faculty  of  the  School  of  Indus¬ 
trial  Science. 

Summary :  School  of  Mechanic  Arts. 


Regular  Students,  2d  year . 7 

“  “  1st  “  . 15 

Special  “  . 16 

Total  . 38 


The  23rd  Annual  Catalogue  1887-’88,  contains  the  following  notice 
of  the  school.  The  concise  brevity  of  the  statement,  in  contrast  with 
the  fuller  descriptions  given  in  previous  catalogues,  may  serve  as  an 
indication  of  the  rapid  increase  of  similar  schools  throughout  the 
country;  since  a  general  knowledge  of  their  characteristics  seems 
here  to  be  taken  for  granted. 

This  school,  established  by  the  Corporation  in  1876,  is  essentially  a  High  School, 
with  some  of  the  familiar  studies  replaced  by  extended  instruction  in  mechanical 


THE  SCHOOL  OF  MECHANIC  ARTS. 


27 


and  freehand  drawing,  and  in  carpentery,  wood  and  iron  turning,  pattern  making, 
forging,  chipping  and  filing,  etc.  (see  p.  52.)  The  course  of  study  is  of  two  years’ 
duration,  the  minimum  age  of  admission  being  fifteen  years,  and  the  requirements 
for  entrance  embracing  the  ordinary  studies  of  a  good  grammar  school.  The  tuition 
fees  are  $150  a  year.  The  school  is  in  charge  of  Mr.  Clarence  W.  Fearing,  instructor 
in  mathematics  and  English,  instruction  in  the  remaining  studies  being  given  by 
some  of  the  instructors  in  the  School  of  Industrial  Science  (see  p.  12.)  ” 

The  register  of  students  attending  the  several  classes  of  the  school, 
gives  a  total  of  37. 

The  26th  annual  catalogue  for  1890-1891*  refers  as  follows  to  the 
school,  which  evidently  for  the  past  few  years  has  been  gradually 
relegated,  from  being  as  at  first  a  special  feature  of  interest,  to  a 
subordinate  and  incidental  part  in  the  general  educational  plan  of 
the  Institute,  somewhat  as  has  happened  to  the  preparatory  School 
commonly  attached  as  a  feeder  to  the  newly  established  college, 
which,  though  (in  each  case)  at  first  regarded  as  a  somewhat  impor¬ 
tant  feature  of  the  young  college,  is  gradually  subordinated;  till, 
finally,  as  the  college  grows  in  strength  it  is  excised  altogether  and 
ceases  to  belong  to  the  institution. 

The  following  brief  notice  of  the  School  is  found  on  page  79  of  the 
catalogue. 


“THE  INSTRUCTION  IN  SHOPWORK. 

Practical  instruction  in  the  nature  of  the  materials  of  construction,  and  in  the 
typical  operations  involved  in  the  Arts,  is  considered  a  very  valuable  adjunct  to  the 
theoretical  treatment  of  professional  subjects.  Workshops  have  been  provided  and 
furnished  with  the  more  important  hand  and  machine  tools,  so  that  the  student 
may  acquire  a  direct  knowledge  of  the  nature  of  metals  and  woods,  some  manual 
skill  in  the  use  of  tools,  and  a  thorough  knowledge  of  what  can  be  accomplished 
with  them.  The  shops  are  located  in  the  building  on  Garrison  Street,  and  are 
equipped  as  follows”: — 

The  statistics  of  tbe  equipment  being  tbe  same  as  already  quoted 
from  the  21st  report,  are  here  omitted.  The  register  of  special  stu¬ 
dents  shows  that  76  took  shop-work. 

The  growth  and  development  of  the  Institute  of  Technology  in 
its  advanced  courses,  a  development  which  entitles  it  to  rank  with  the 
leading  Scientific  and  Technical  Schools  of  the  world,  and  which 
fully  justifies  the  subordination  of  the  Manual  Training  School, 
especially  since  this  has  so  well  served  its  purpose  as  a  pattern  for 
similar  schools  throughout  the  country,  is  tersely  set  forth  in  Presi¬ 
dent  Walker’s  Special  Report  of  December  9th,  1890.  f 

*  Massachusetts  Institute  of  Technology,  Boston.  Twenty-Sixth  Annual  Catalogue 
of  the  officers  and  students,  with  a  statement  of  the  courses  of  instruction  and  a  list 
of  the  alumni.  1890-1891.  John  Wilson  and  Son,  University  Press,  Cambridge 
1890.  Pp.  219. 

t  Annual  Report  of  the  President  and  Treasurer  of  the  Massachusetts  Institute  of 
Technology,  December  10,  1890.  Boston:  Alfred  Mudge  &  Son,  Printers,  24 

Franklin  Street,  1891.  Pp  67. 


28 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


He  is  urging  the  claim  of  the  Institute  to  a  larger  share  of  the 
National  fund  given  to  the  Land  Grant  Colleges  and  in  Massachu¬ 
setts  divided  between  the  Agricultural  college  at  Amherst,  and  the 
Institute  of  Technology  at  Boston.  He  says: 

“  At  the  time  the  Act  of  April  27,  1863,  was  passed,  the  Institute  of  Technology 
existed  only  upon  paper.  Its  future  was  necessarily  involved  in  grave  uncertainty. 
The  person  then  most  confident  of  success  could  not  possibly  have  anticipated  such  a 
development  of  its  influence  as  has  taken  place.  It  might  not  unreasonably  have  been 
anticipated  that  its  students  would  always  remain  few,  and  that  its  relations  to  the 
industries  of  the  Commonwealth  would  be  narrowly  restricted  within  the  familiar 
limits  of  civil  engineering,  and  perhaps  also  of  chemistry.  Under  the  circum¬ 
stances,  the  proportions  established  by  the  Act  of  1863 — two-thirds  to  the  Agricultu¬ 
ral  College, one-third  to  the  Institute  of  Technology — may  be  regarded  as  not  unfair. 

Within  the  twenty -seven  years  that  have  elapsed  since  the  date  of  the  Act  refer¬ 
red  to,  however,  this  School  of  Industrial  Science  has  grown  into  dimensions  then 
inconceivable,  and  it  has  connected  itself  with  the  industrial  life  of  Massachusetts 
in  ways  then  unknown.  Professions  not  named  in  1863  have  come  into  being,  and 
have  risen  to  transcendent  importance,,  while  the  development  of  industrial  science 
throughout  the  world,  to  which  no  single  institution  has  contributed  more  than  this 
our  own  school,  has  created  demands  which  were  not  then  felt.  If  Massachusetts 
would  hold  her  proud  pre-eminence  in  manufactures,  she  must  do  it  by  force  of 
knowledge  and  technical  skill,  since  her  natural  disadvantages  in  respect  to  trans¬ 
portation  and  the  possession  of  the  materials  of  production  are  weighing  all  the 
time  more  and  more  heavily  against  her.  The  Institute  of  Technology  is,  in  spite 
of  its  large  tuition  fees,  still  painfully  poor  in  relation  to  its  needs.  Without  dis¬ 
paragement  to  any,  it  may  be  said  that  in  no  other  way  can  Massachusetts  so  largely 
aid  herself  as  by  increasing  the  means  of  this  institution  available  for  chemistry, 
mechanics,  and  electricity.” 

The  Manual  Training  School  of  Washington  University, 

St.  Louis,  Missouri. 

The  following  account  of  the  origin  of  this  well  known  School  and 
of  its  development  down  to  the  year  1883  was  prepared  by  Professor 
Woodward  for  this  Report  as  already  stated. 

The  Manual  Training  School  of  Washington  University,  St.  Louis. 

I  After  several  years’  experience  in  combining  tool-instruction  with  ordinary  class¬ 
room  work  in  the  Polytechnic  School  the  students  being  of  Collegiate  rank,  it  was 
suggested  by  Prof.  C.  M.  Woodward  that  tool-instruction  could  be  introduced  with 
success  into  a  school  of  lower  grade  taking  boys  as  young  as  fourteen  years  of  age. 
Accordingly,  a  plan  was  drawn  up  and  endorsed  by  certain  merchants  and  manu¬ 
facturers  who  subscribed  the  requisite  funds. 

The  Ordinance  establishing  the  Manual  Training  School,  was  adopted  by  the 
Board  of  Directors  of  the  University,  June  6,  1879. 

The  lot  was  purchased  and  the  building  fronting  on  Eighteenth  street  begun  in 
August  of  the  same  year.  In  the  November  following  a  Prospectus  of  the  school 
was  published.  In  June,  1880,  the  building  being  partially  equipped,  it  was  opened 
for  public  inspection,  and  a  class  of  boys  were  examined  for  admission.  On  Sep¬ 
tember  6,  1880,  the  school  opened  with  a  single  class  of  about  fifty  pupils.  The 
whole  number  enrolled  during  the  year  was  sixty-seven.  A  public  exhibition  of 
drawing  and  shopwork  was  given  June  16,  1881. 


MANUAL  TRAINING  SCHOOL  OF  WASHINGTON  UNIVERSITY.  29 


The  second  year  of  the  school  opened  September  12,  1881,  and  closed  June  14, 
1882.  There  were  two  classes,  sixty-one  pupils  belonging  to  the  first-year,  and 
forty-six  to  the  second-year,  making  one  hundred  and  seven  in  all. 

During  the  summer  of  1882  the  large  addition  was  built  and  furnished,  about 
doubling  the  capacity  of  the  school  and  greatly  increasing  the  convenience  with 
which  all  work  could  be  done. 

The  third  year  of  the  school  opened  September  11th,  1882,  with  three  classes  enroll¬ 
ing  in  all  175  pupils. 

Two  Articles  of  the  Ordinance  establishing  the  school  are  appended. 

ARTICLE  H. 

Its  object  shall  be  instruction  in  Mathematics,  Drawing,  and  the  English  branches 
of  a  High  School  course,  and  instruction  and  practice  in  the  use  of  Tools.  The 
Tool-instruction,  as  at  present  contemplated,  shall  include  Carpentry,  Wood-Turn¬ 
ing,  Pattern-Making,  Iron  Clipping  and  Filing,  Forge-Work,  Brazing  and  Solder¬ 
ing,  the  use  of  Machine-Shop  Tools,  and  such  other  instruction  of  a  similar  character 
as  it  may  be  deemed  advisable  to  add  to  the  foregoing  from  time  to  time. 

The  students  will  divide  their  working  hours,  as  nearly  as  possible,  equally  be¬ 
tween  Mental  and  Manual  Exercises. 

They  shall  be  admitted,  on  examination,  at  not  less  than  fourteen  years  of  age, 
and  the  course  shall  continue  three  years. 

ARTICLE  IV. 

The  expenses  of  said  school  shall  be  provided  for,  so  far  as  possible,  by  gifts  and 
endowments  specially  contributed  for  the  purpose,  and  all  such  gifts  and  endow¬ 
ments  shall  be  held  sacred  and  apart,  and  shall  be  used  only  for  the  direct  purposes 
for  which  they  may  have  been  given,  unless  by  consent  of  the  respective  donors  or 
their  legal  representatives. 

The  cost  of  the  present  building  was  about  $33,000.  The  cost  of  tools  and  furni¬ 
ture  was  about  $16,000. 

The  lot  upon  which  the  building  stands  is  106J  feet  by  150  feet. 

It  is  proposed  to  admit  a  new  class  of  100  boys  every  year.  With  the  inevitable 
falling  off  incident  to  the  higher  classes  it  is  not  expected  the  maximum  attendance 
will  exceed  240  pupils. 

CONDITIONS  OF  ADMISSION. 

Candidates  for  admission  to  the  first-year  class  must  be  at  least  fourteen  years  of 
age;  they  must  pass  a  good  examination  on  the  following  subjects: 

1.  Arithmetic;  including  the  fundamental  rules;  common  and  decimal  fractions; 
the  tables  of  weights,  measures,  and  their  use.  Candidates  will  be  examined  orally 
in  mental  arithmetic,  including  fractions  and  the  multiplication  table  up  to  twenty. 

2.  Common  School  Geography. 

3.  Spelling  and  Penmanship. 

4.  The  writing  of  English. 

THE  COURSE  OF  INSTRUCTION 

Covers  three  years,  and  the  school  time  of  the  pupils  is  about  equally  divided  be¬ 
tween  mental  and  manual  exercises.  The  daily  session  begins  at  9  a.  m.,  and  closes 
at  3.20  p.  M.,  ample  allowance  being  made  for  lunch.  One  hour  per  day  is  given 
to  drawing,  and  two  hours  to  shop-work. 

The  course  of  study  embraces  five  parallel  lines — three  intellectual  and  two  man¬ 
ual — as  follows: — 

First — A  course  of  pure  Mathematics,  including  Arithmetic,  Algebra,  Geometry, 
and  Plane  Trigonometry. 


30 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Second — A  course  in  Science  and  Applied  Mathematics,  including  Physical  Geog¬ 
raphy,  Natural  Philosophy,  Chemistry,  Mechanics,  Mensuration,  and  Book-keeping. 

Third — A  course  in  Language  and  Literature,  including  English  Grammar,  Spell¬ 
ing,  Composition,  Literature,  History,  and  the  elements  of  Political  Science  and 
Economy.  Latin  and  French  will  be  introduced  as  electives  with  English  if  de¬ 
sired. 

Fourth — A  course  in  Penmanship,  Free-Hand  and  Mechanical  Drawing. 

Fifth — A  course  of  Tool  instruction,  including  Carpentry,  Wood-Turning,  Forg¬ 
ing,  Soldering  and  Bench  and  Machine  Work  in  Iron. 

The  course  in  Drawing  embraces  three  general  divisions: 

1.  Free-Hand  Drawing,  designed  to  educate  the  sense  of  form  and  proportion; 
to  teach  the  eye  to  observe  accurately,  and  to  train  the  hand  to  rapidly  delineate 
the  forms  either  of  existing  objects  or  of  ideals  in  the  mind. 

2.  Mechanical  Drawing,  including  the  use  of  instruments;  geometric  construc¬ 
tions;  the  arrangement  of  projections,  elevations,  plans  and  sections;  also  the  va¬ 
rious  methods  of  producing  shades  and  shadows  with  pen  or  brush. 

3.  Technical  Drawing  or  Draughting,  illustrating  conventional  colors  and  signs; 
systems  of  architectural  or  shop-drawings;  and  at  the  same  time  familiarizing  the 
pupil  with  the  proportions  and  details  of  various  classes  of  machines  and  structures. 

Students  have  no  option  or  election  as  to  particular  studies ;  each  must  conform 
to  the  course  as  laid  down,  and  take  every  branch  in  its  order. 

No  student  will  be  allowed  to  take  shop-ivork  in  advance  of  his  class. 

The  arrangement  of  studies  and  shop-work  by  years  is  substantially  as  follows: 

COURSE  OF  STUDY. 

FIRST-TEAR  CLASS. 

Arithmetic,  completed.  Algebra,  to  Equations. 

English  Language,  its  Structure  and  Use.  History  of  the  United  States. 

Latin  may  be  taken  in  place  of  English  and  History. 

Physical  Geography.  Natural  Philosophy  begun. 

Drawing,  Mechanical  and  Free-hand.  Penmanship. 

Carpentry  and  Joinery.  Wood-Carving.  Wood-Turning.  Pattern-Making. 

SECOND- YEAR  CLASS. 

Algebra,  through  Quadratics.  Geometry  begun. 

Natural  Philosophy.  Principles  of  Mechanics. 

English  Composition  and  Literature.  English  History. 

Latin  may  be  taken  in  place  of  English  and  History  if  desired  by  a  division  of  the 
class. 

Drawing,  Orthographic  and  Isometric  Projections,  Lettering,  Details  of  Machines, 
Tinting,  Free-hand  Drawing.  Penmanship. 

Forging. — Drawing,  Upsetting,  Bending,  Punching,  Welding,  Tempering.  Sol¬ 
dering. 


THIRD- YEAR  CLASS. 

Geometry,  finished.  Plane  Trigonometry  and  Mensuration. 

English  Composition  and  Literature.  History.  Ethics  and  Political  Economy. 
Elements  of  Chemistry. 

Book-keeping. 

Drawing,  Machine  and  Architectural.  Elements  of  Descriptive  Geometry. 

Work  in  the  Machine  Shop.  Bench  Work  and  Fitting,  Turning,  Drilling,  Planing, 
Screw-cutting,  etc.  Study  of  the  Steam  Engine. 


ST.  LOUIS  MANUAL  TRAINING  SCHOOL. 


31 


Execution  of  Project. 

French  or  Latin  may  be  taken  in  place  of  English  and  History. 

Before  receiving  a  diploma  of  the  school,  each  student  must  execute  a  project  sat¬ 
isfactory  to  the  faculty  of  the  school.  The  project  consists  of  the  actual  construc¬ 
tion  of  a  machine.  The  finished  machine  must  be  accompanied  by  a  full  set  of  the 
working  drawings  according  to  which  the  machine  is  made.  If  it  is  not  feasible  to 
construct  the  patterns  for  castings  of  such  machine,  proper  directions  for  their  con¬ 
struction  must  accompany  the  drawings. 

Diplomas. — Pupils  completing  the  course  are  presented  with  appropriate  di¬ 
plomas.  Occasionally  medals  are  given  as  evidence  of  special  excellence  in  certain 
branches. 

Tuition  Fees. — The  school  year  consists  of  two  terms  of  twenty  weeks  each.  The 
fees  are 


First-year  class,  per  year .  $60.00 

Second-year  “  “  “  .  80.00 

Third-year  “  “  “  .  100.00 


Scholarships. — The,  founders  of  the  school  desire  that  the  advantages  of  this 
school  shall  be  within  the  reach  of  boys  from  every  class  in  the  community.  A 
limited  number  of  free  scholarships  are  therefore  filled  annually.  It  is  desirable 
that  they  should  in  general  be  given  as  rewards  of  merit  to  promising  boys  in 
straitened  circumstances. 

Students,  whether  on  scholarships  or  not,  furnish  their  own  books,  drawing  in¬ 
struments,  paper  and  boards;  their  own  aprons  and  overalls;  and  their  own  pocket 
tools.  The  school  furnishes  shop-tools  and  materials.  Losses  and  breakages  are 
charged  to  pupils  when  they  are  the  result  of  carelessness. 


Daily  Programme. 


32  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS, 


3:20  p.  ra. 

Drawing, 
e  Shop. 

Mechanics. 

Rhetoric. 

History. 

'  Shop. 

[  Physics. 

|  Algebra. 

'  Shop. 

»  1:20  p.m. 

French. 

Machin 

Drawing. 

Mechanics. 

Algebra. 

Turning 

Latin. 

Physics. 

Turn  in 

£ 

d 

’SS909H 

a 

d 

:  Shop. 
Drawing. 
Rhetoric, 
th  Shop. 
Physics. 
Physics. 
Shop, 
j  History. 
Drawing. 

11  a.  m. 

Machine 
Political  Economy.  1 
Geometry. 

Blacksmi 

Drawing. 

Algebra. 

Turning 

Drawing. 

Arithmetic. 

11  a.  m. 

English  history. 
Mathematics, 
th  Shop. 

Drawing. 

lop. 

Latin. 

Drawing. 

;  Shop. 

Physics. 

a 

eS 

os 

Physics  or  Mathematics. 
Chemistry. 

Blacksmii 

Algebra. 

Turning  St 

Drawing. 

Algebra. 

Turning 

History. 

Division. 

<oa«iMCM6ciW 

Class. 

Third  year. 

Second  year. 

First  year. 

£ 

n 


o 

& 

a 

b 


S3  cs 


PROFESSOR  WOODWARD  JUSTIFIES  MANUAL  TRAINING.  33 


THE  PURPOSE  OF  THE  SCHOOL. 

The  Manual  Training  School  is  not  an  asylum  for  dull  or  lazy  boys.  It  clearly 
recognizes  the  pre-eminent  value  and  necessity  of  intellectual  development  and 
discipline.  In  presenting  some  novel  features  in  its  course  of  instruction,  the  man¬ 
agers  do  not  assume  that  in  other  schools  there  is  too  much  intellectual  and  moral 
training,  but  that  there  is  too  little  manual  training  for  ordinary  American  boys. 
This  school  exacts  close  and  thoughtful  study  with  books  as  well  as  with  tools.  It 
proposes,  by  lengthening  the  usual  school-day  a  full  hour,  and  by  abridging  some¬ 
what  the  number  of  daily  recitations,  to  find  time  for  drawing  and  tool-work,  and 
thus  to  secure  a  more  liberal  intellectual  and  physical  development— a  more  sym¬ 
metrical  education. 

It  is  believed  that,  to  all  students,  without  regard  to  plans  for  the  future,  the  value 
of  the  training  which  can  be  got  in  shop-work,  spending  only  eight  or  ten  hours  per 
week,  is  abundantly  sufficient  to  justify  the  expense  of  materials,  tools,  and  teachers. 

THE  DEVELOPMENT  OP  NATURAL  APTITUDES. 

It  occasionally  happens  that  students  who  have  special  aptitudes  in  certain  direc¬ 
tions,  find  great  difficulty  in  mastering  subjects  in  other  directions.  In  such  cases 
it  is  often  the  best  course  to  yield  to  natural  tastes,  and  to  assist  the  student  in  find¬ 
ing  his  proper  sphere  of  work  or  study.  A  decided  aptitude  for  handicraft  is  not 
unfrequently  coupled  with  a  strong  aversion  to  and  unfitness  for  abstract  and  the¬ 
oretical  investigations.  There  can  be  no  doubt  that,  in  such  cases,  more  time  should 
be  spent  in  the  shop,  and  less  in  the  lecture  and  recitation  room.  On  the  other 
hand,  great  facility  in  the  acquisition  and  use  of  language  is  often  accompained  by 
a  great  lack  of  either  mechanical  interest  or  power.  When  such  a  bias  is  discov¬ 
ered,  the  lad  should  unquestionably  be  sent  to  his  grammar  and  dictionary  rather 
than  to  the  laboratory  or  draughting-room.  It  is  confidently  believed  that  the  de¬ 
velopments  of  this  school  will  prevent  those  serious  errors  in  the  choice  of  a  voca¬ 
tion  which  often  prove  so  fatal  to  the  fondest  hopes. 

One  great  object  of  the  school  is  to  foster  a  higher  appreciation  of  the  value  and 
dignity  of  intelligent  labor,  and  the  worth  and  respectability  of  laboring  men.  A 
boy  who  sees  nothing  in  manual  labor  but  mere  brute  force,  despises  both  the  labor 
and  the  laborer.  With  the  acquisition  of  skill  in  himself,  comes  the  ability  and 
willingness  to  recognize  skill  in  his  fellows.  When  once  he  appreciates  skill  in 
handicraft,  he  regards  the  workman  with  sympathy  and  respect. 

In  a  Manual  Training  School,  tool-work  never  descends  into  drudgery.  The  tasks 
are  not  long,  nor  are  they  unnecessarily  repeated.  Whatever  may  be  the  social 
standing  or  influence  of  the  fathers,  the  sons  go  together  to  the  same  work,  and 
are  tested  physically  as  well  as  intellectually,  by  the  same  standards.  The  result  in 
the  past  has  been,  and  in  the  future  it  will  continue  to  be,  a  truer  estimate  of  labor¬ 
ing  and  manufacturing  people,  and  a  sounder  judgment  on  all  social  problems. 

It  is  not  assumed  that  every  boy  who  enters  this  school  is  to  be  a  mechanic.  Some 
will  find  that  they  have  no  taste  for  manual  arts,  and  will  turn  into  other  paths — 
law,  medicine  or  literature.  Some  who  develop  both  natural  skill  and  strong  intel¬ 
lectual  powers  will  push  on  through  the  Polytechnic  School  into  the  higher  realms 
of  professional  life,  as  engineers  or  scientists.  Others  will  find  their  greatest  use¬ 
fulness  as  well  as  highest  happiness  in  some  branch  of  mechanical  work  into  which 
they  will  readily  step  when  they  leave  school.  All  will  gain  intellectually  by  their 
experience  in  contact  with  things.  The  grand  result  will  be  an  increasing  interest 
in  manufacturing  pursuits,  more  intelligent  mechanics,  more  successful  manufac¬ 
turers,  better  lawyers,  more  skillful  physicians,  and  more  useful  citizens. 

ART — VOL  4 - 3 


34 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


SCHOOL  BUILDING  AND  ACCOMMODATIONS. 

A  perspective  view  of  the  school  building  is  given  and  the  arrangement  of  the 
three  floors  is  shown  in  the  accompanying  cuts.  It  will  be  noticed  that  the  original 
building,  which  was  used  for  the  first  two  years  of  the  school,  is  now  wholly  devoted 
to  the  interests  of  the  shop  work,  while  all  needed  study,  recitation,  and  drawing 
rooms  are  supplied  in  the  recent  addition. 

As  a  rule,  each  shop  has  uniform  accommodations  for  a  class  of  twenty  pupils. 
Three  such  classes  or  divisions  can  be  taught  daily  in  each.  Four  divisions  could 
be  taught  by  extending  the  range  of  a  school  day  to  eight  hours.  Each  pupil  in  the 
wood- working  shops  has  one  of  the  uniform  sets  of  hand  edge-tools  for  his  exclu¬ 
sive  use,  kept  in  a  locked  drawer.  For  the  care  and  safety  of  these  tools  he  is  held 
responsible. 


I.— THE  TWO  CARPENTER  SHOPS. 

For  details  of  these  shops,  each  40x50  feet,  see  cuts  of  second  and  third  floors. 
The  third-story  shop  is  used  both  as  a  carpenter  and  as  a  turning  shop.  Each  con¬ 
tains  twenty  benches,  vises,  and  sets  of  tools  for  use  in  common,  a  power  grind¬ 
stone,  the  instructor's  desk  and  bench,  and  the  requisite  quota  of  clamps,  glue-pots, 
etc.  The  school  has  over  one  hundred  sets  of  edge-tools  marked  for  the  several 
drawers.  A  double  circular-saw  machine  is  provided  for  getting  out  stock  (‘  ‘  blanks  ” 
for  a  class). 


II.— THE  TWO  TURNING  SHOPS. 

One  is  40x50  feet,  and  the  other  40x40  feet.  Each  contains  twenty  speed-lathes 
of  12-inch  swing  and  5-foot  bed,  with  complete  equipment  of  face-plates,  chucks, 
etc. ,  for  one  hundred  pupils.  Each  shop  contains  several  8-foot  benches  for  pat¬ 
tern  work,  a  power  grindstone,  and  a  moulder’s  bench  and  tools  for  illustrating 
practically  the  use  and  handling  of  patterns  for  foundry  work. 

III. — THE  BLACKSMITH  SHOP. 

The  first  floor  of  the  building  is  devoted  to  metal  work,  and  comprises  the  machine 
and  blacksmith  shops.  The  blacksmith's  shop  is40  feet  square,  and  has  its  complete 
equipment  of  twenty  forges,  anvils,  tubs,  and  sets  of  ordinary  hand  tools.  Ten  sets 
of  heavy  tools  suffice  for  twenty  pupils,  as  they  may  work  in  pairs  as  smith  and 
helper.  The  blast  is  supplied  by  a  fan  blower,  and  a  powerful  exhaust  fan  keeps 
the  shop  almost  wholly  free  from  smoke  and  gas.  In  connection  with  one  of  the 
larger  forges  is  a  hand-bellows,  which  can  he  used  when  the  engine  is  not  running. 
Every  shop  exercise  lasts  two  hours,  consequently  the  shop  readily  accommodates 
eighty  pupils  per  day. 


IV. — THE  MACHINE  SHOP 

Is  40  X  50  feet.  It  possesses  an  equipment  of  seven  engine-lathes  of  14-inch  swing  and 
5-foot  bed  (It  is  proposed  to  add  several  new  lathes  during  the  summer,  so  that  class 
work  may  be  more  uniform);  four  speed-lathes;  a  post  drill;  a  planer,  21-inch  by  21- 
inch  by  5  feet;  a  25-inch  goose-neck  drill;  a  shaper  of  15  inches  stroke;  and  a  large 
power  grindstone.  Ten  vises  and  benches,  with  forty  drawers,  afford  opportunity 
for  bench  work.  The  shop  is  furnished  for  a  class  of  twenty  students  at  once.  The 
Corliss  engine  occupies  a  part  of  this  shop.  It  has  a  14-inch  cylinder  and  42-inch 
stroke,  and  runs  at  the  rate  of  65  revolutions  per  minute.  The  engine  is  of  the  best 
pattern  and  superior  workmanship,  and  is  capable  of  about  sixty  horse-power.  It 
was  built  specially  for  the  school  by  Messrs.  Smith,  Beggs  &  Rankin,  of  St.  Louis. 
The  steam-generating  apparatus  of  the  University  consists  of  a  battery  of  three 


PROFESSOR  WOODWARD  ON  MANUAL  TRAINING  SCHOOLS.  35 


large  steel  boilers,  set  and  furnished  in  the  most  approved  manner.  These  boilers 
furnish  heat  for  the  entire  group  of  University  buildings,  as  well  as  steam  for  the 
engine  in  the  shop.  This  equipment  of  steam  power  furnishes  to  pupils  of  the 
Third-Year  class  the  means  of  becoming  familiar  with  such  machinery  on  a  scale 
unsurpassed. 

HOW  THE  USE  OF  TOOLS  IS  TAUGHT. 

The  shop  instruction  is  given  similarly  to  laboratory  lectures.  The  instructor  at 
the  bench,  machine,  or  anvil,  executes  in  the  presence  of  the  whole  class  the  day’s 
lesson,  giving  all  needed  information,  and  at  times  using  the  blackboard.  When 
necessary  the  pupils  make  notes  and  sketches  (working  drawings),  and  questions 
are  asked  and  answered,  that  all  obscurities  may  be  removed.  The  class  then  pro¬ 
ceeds  to  the  execution  of  the  task,  leaving  the  instructor  to  give  additional  help  to 
such  as  need  it.  At  a  specified  time  the  lesson  ceases,  and  the  work  is  brought  in, 
commented  on  and  marked.  It  is  not  necessary  that  all  the  work  assigned  should 
be  finished;  the  essential  thing  is  that  it  should  be  well  begun  and  carried  on  with 
reasonable  speed  and  accuracy. 

SPECIAL  TRADES  ARE  NOT  TAUGHT. 

All  the  shop-work  is  disciplinary;  special  trades  are  not  taught,  nor  are  articles 
manufactured  for  sale. 

The  scope  of  a  single  trade  is  too  narrow  for  educational  purposes.  A  shop  which 
manufactures  for  the  market,  and  expects  a  revenue  from  the  sale  of  its  products, 
is  necessarily  confined  to  salable  work,  and  a  systematic  and  progressive  series  of 
lessons  is  impossible,  except  at  great  cost.  If  the  object  of  the  shop  is  education, 
a  student  should  be  allowed  to  discontinue  any  task  or  process  the  moment  he  has 
learned  to  do  it  well.  If  the  shop  were  intended  to  make  money,  the  students 
would  be  kept  at  work  on  what  they  could  do  best  at  the  expense  of  breadth  and 
versatility. 

In  manual  education,  the  desired  end  is  the  acquirement  of  skill  in  the  use  of 
tools  and  materials,  and  not  the  production  of  specific  articles  ;  hence  we  abstract 
all  the  mechanical  processes  and  manual  arts  and  typical  tools  of  the  trades  and 
occupations  of  men,  arrange  a  systematic  course  of  instruction  in  the  same,  and 
then  incorporate  it  in  our  system  of  education.  Thus,  without  teaching  any  one 
trade,  we  teach  the  essential  mechanical  principles  of  all. 

Accordingly,  the  shop-training  is  gained  by  regular  and  carefully  graded  lessons 
designed  to  cover  as  much  ground  as  possible,  and  to  teach  thoroughly  the  uses  of 
ordinary  tools.  This  does  not  imply  the  attainment  of  sufficient  skill  to  produce 
either  the  fine  work  or  the  rapidity  of  a  skilled  mechanic.  But  a  knowledge  of 
how  a  tool  or  machine  should  be  used  is  easily  and  thoroughly  taught.  The  me¬ 
chanical  products  or  results  of  such  lessons  have  little  or  no  value  when  completed, 
and  they  are  generally  used  as  new  material  for  more  exercises. 

Frequent  requests  have  been  made  for  detailed  descriptions  or  drawings  of  the 
models  actually  made  in  the  several  shops.  Such  requests  have  generally  been 
refused  for  several  good  reasons.  In  the  first  place,  the  main  object  of  one  or  more 
exercises  is  to  gain  control  and  mastery  of  the  tool  in  hand,  and  not  the  production 
of  a  particular  model.  The  use  of  the  tool  may  be  well  taught  by  a  large  variety 
of  exercises,  just  as  knowledge  of  bank  discount  may  be  gained  from  the  use  of 
several  different  examples.  No  special  merit  can  be  claimed  for  a  particular  ex¬ 
ample;  neither  can  a  particular  model  or  series  of  models  have  any  great  value. 
No  good  teacher  is  likely  to  use  precisely  the  same  set  twice,  The  method  of  doing 
a  piece  of  work,  and  not  the  finished  piece,  is  generally  the  object  of  a  lesson. 

The  tools  of  a  shop  are  not  given  out  all  at  once ;  they  are  issued  as  they  are 
needed,  and  as  a  rule,  to  all  the  members  of  a  class  alike. 


36 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


I.— CARPENTRY.1, 

In  carpenter  work  the  tools  used  are:  the  cross-cut,  tenon,  and  rip  saws ;  steel 
square,  try  square,  bevel  and  gauge,  hammer,  mallet,  rule  and  dividers,  oil  stones 
and  slips.  And  among  edge-tools :  the  jack  and  smoothing  planes,  chisels,  and 
gouges.  Braces  and  bits,  jointer  planes,  compass  saws,  hatchets,  and  other  tools 
are  kept  in  the  shop  tool-closet  to  be  used  as  needed. 

The  saw  and  the  plane  with  the  square  and  gauge  are  the  foundation  tools,  and 
to  drill  the  pupils  in  their  use  numerous  lessons  are  given,  varied  only  enough  to 
avoid  monotony.  The  pupil  being  able  to  plane  a  piece  fairly  well,  and  to  keep  to 
the  line  in  sawing,  the  next  step  is  to  teach  him  the  use  of  the  chisel  in  producing 
simple  joints  of  various  kinds.  The  particular  shapes  are  given  with  the  intent  to 
familiarize  the  pupil  with  the  customary  styles  and  methods  of  construction. 

The  different  sizes  of  the  same  tool,  chisels  for  instance,  require  different  care 
and  methods  of  handling,  and  the  means  of  overcoming  irregularities  and  defects 
in  material  form  another  chapter  in  the  instruction  to  be  given. 

With  the  introduction  of  each  tool,  the  pupils  are  taught  how  to  keep  the  same 
in  order.  They  are  taught  that  sharp  tools  are  absolutely  necessary  to  good  work. 


II. — WOOD-TURNING. 

Five  or  six  tools  only  are  used,  and  from  previous  experience  the  pupils  know 
how  to  keep  them  in  order.  At  first  a  large  gouge  only  is  issued,  and  the  pupils 
are  taught  and  drilled  in  its  use  in  roughing  out  and  producing  cylinders  and  cones  ; 
then  concave  and  double-curved  surfaces ;  then  in  work  comprising  all  these — all 
in  wood  turning  witli  the  grain.  A  wide  chisel  follows,  and  its  use  in  conjunction 
with  the  gouge  is  taught.  After  this  a  smaller  gouge,  chisel,  and  parting  tool,  and 
a  round-point  are  given,  and  a  variety  of  shapes  are  executed.  Next  comes  turn¬ 
ing  across  the  grain  ;  then  bored  and  hollow  work,  chucking  and  the  various  ways 
of  manipulating  wood  on  face-plates,  mandrels,  etc.  Finally,  turning  of  fanffy 
woods,  polishing,  jointing,  and  pattern  work. 

In  connection  with  the  making  of  p  itterns,  their  use  is  shown  by  brief  exercises 
in  moulding.  Castings  are  made  of  lead  or  type  metal.  Though  very  little  mould¬ 
ing  or  casting  is  done  by  the  students,  enough  practice  is  given  to  illustrate  the  prin¬ 
ciples  and  explain  the  use  of  technical  terms. 

III. — FORGING. 

Work  in  the  blacksmith  shop  is  in  one  essential  feature  different  from  any  other 
kind.  Wood  or  cold  iron  will  wait  any  desired  length  of  time  while  the  pupil  con¬ 
siders  how  he  shall  work,  but  here  comes  in  temperatui’e  subject  to  continual 
change.  The  injunction  is  imperative  to  “  strike  while  the  iron  is  hot,”  and  hence 
quick  work  is  demanded — a  hard  thing  for  new  hands.  To  obviate  this  difficulty 
bars  of  lead  are  used,  with  which  the  lesson  is  first  executed,  while  all  the  particu¬ 
lars  of  holding  and  striking  are  studied.  The  lead  acts  under  the  hammer  very 
neavlv  like  hot  iron,  and  permits  every  operation  on  the  anvil  except  welding. 

The  various  operations  of  drawing,  bending,  upsetting,  punching,  welding,  tem¬ 
pering,  etc.,  are  learned  in  connection  with  the  fabrication  of  hooks,  stirrups,  chains, 
swivels,  tongs,  hammers,  and  machine  tools. 

One  of  the  most  difficult  lessons  in  the  art  of  the  smith  is  that  of  managing  the 
fire.  The  various  kinds  of  heat  are  explained  and  illustrated,  and  habits  of  economy 
of  both  iron  and  fuel  are  inculcated. 

At  the  date  of  the  preparation  of  this  statement  arrangements  had  not  been  made 
for  class  instruction  in  soldering  and  brazing,  though  they  were  expected  soon. 


PROFESSOR  WOODWARD  ON  MANUAL  TRAINING  SCHOOLS.  37 


IV. — MACHINE-SHOP  WORK. 

In  the  machine  shop,  owing  to  the  inevitable  lack  of  tools,  the  class-work  is  less 
uniform.  It  is  practically  impossible  to  furnish  a  class  of  twenty  students  with 
twenty  lathes,  twenty  planers,  twenty  drills,  &c. ,  &c.  The  size  and  cost  of  such  a 
shop  puts  the  matter  out  of  discussion ;  the  cost  of  the  tools  in  the  present  shop 
exceeded  $4,000,  exclusive  of  the  engine  and  shafting. 

Nevertheless,  the  instruction  is  given  with  an  approach  to  regularity  ;  the  prac¬ 
tice  is  as  uniform  as  the  tools  will  allow.  The  course  includes  chipping,  filing, 
polishing,  turning,  drilling,  boring,  screw-cutting,  scraping,  planing,  &c.,  and  all 
the  details  of  fitting  and  finishing. 

During  the  second  term  the  members  of  the  class,  either  singly  or  in  groups, 
enter  upon  the  construction  of  their  projects  for  finished  work. 

Throughout  the  year  a  detail  is  made  from  each  shop-division  to  study  the  man¬ 
agement  of  the  engine  and  boilers,  under  the  direction  of  a  competent  engineer. 

THE  SKILL  ATTAINED. 

It  cannot  be  claimed  that  the  student  workmen  become  skilled  mechanics  in  any 
of  the  shops,  though  it  is  insisted  that  every  step  shall  be  clearly  understood  and 
fairly  executed.  The  rapid  progress  of  boys  to  whom  all  subjects  are  presented  in 
logical  order,  with  clear  and  full  explanations,  and  who  work  under  the  continual 
guidance  of  an  expert  teacher,  and  only  two  hours  at  a  time, — during  which  their 
interest  is  fully  sustained— is  most  surprising  to  those  who  compare  the  work  pro¬ 
duced  here  with  the  performances  of  ordinary  apprentices  of  the  same  number  of 
hours. 

TIME  DEVOTED  TO  SHOP-WORK. 

Two  hours  per  day  for  five  days  gives  ten  hours  per  week.  400  horns  are  given 
to  wood  work.  400  hours  to  iron  and  steel  forging,  and  soldering.  400  hours  are 
given  to  bench  and  machine  work  on  metals  and  the  care  of  boilers  and  engine. 
Hence  the  total  amount  of  shop  work  in  the  course  is  1200  hours,  in  time  equal  to 
120  days  of  ten  hours  each. 


ORDINARY  STUDIES. 

It  has  not  been  thought  necessary  to  detail  the  work  done  on  the  familiar  subjects 
of  mathematics,  science,  and  literature.  The  simultaneous  development  and  disci¬ 
pline  of  the  intellectual  and  physical  faculties  is  the  main  object  of  the  course.  The 
aim  is  to  do  thorough  work;  to  lay  out  a  fair  course  of  study  and  cover  it  well. 
There  is  no  laxity  in  book- work  in  consequence  of  the  introduction  of  manual  fea¬ 
tures  in  the  daily  programme. 

REGULATIONS  FOR  PRACTICE  HOURS  IN  THE  WORKSHOPS. 

1.  When  dismissed  for  shop  work,  students  will  go  directly  to  the  shop  assigned. 

2.  During  practice  hours  students  must  give  their  undivided  attention  to  the 
work  assigned,  not  leaving  it  to  clean  up  till  the  ringing  of  the  first  bell. 

3.  All  singing,  whistling,  and  lounging  on  the  benches  or  machines  is  strictly 
forbidden;  students  should  talk  only  when  it  is  necessary,  and  then  in  a  low  tone. 

4.  During  the  regular  hours  private  work  cannot  be  permitted.  At  other  times 
such  work,  if  of  a  suitable  character,  may  be  allowed,  at  the  option  of  the  instructor. 

5.  Students  should  clean,  and  return  to  its  place,  any  tool  taken  from  the  tool 
cases,  as  soon  as  they  are  through  using  it. 

6.  Promptly  upon  the  ringing  of  the  first  bell  work  should  cease;  the  tools  should 
be  put  in  their  proper  places,  and  the  bench  or  machine  cleaned  before  leaving  the 
room  to  wash  up.  Unfinished  work  should  be  put  in  the  drawers,  or  in  such  places 


38 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


as  the  instructor  may  direct.  The  tool-drawers  should  always  be  left  clean  and  in 
order. 

7.  Students  will  be  admitted  only  to  such  shops  as  are  necessary  to  their  work; 
and  at  the  hours  assigned,  except  by  permission  of  the  instructor, 

8.  When  the  student  has  finished  the  work  assigned  him,  and  he  sees  that  the 
instructor  is  not  engaged,  he  may  go  to  him  for  further  instructions;  otherwise  lie 
will  remain  quietly  at  his  place. 

9.  Students  must  promptly  report  to  the  Superintendent  any  loss  or  breakage  of 
either  tools  or  furniture.  Losses  and  injuries  which  are  the  result  of  gross  careless¬ 
ness  or  disobedience  of  orders,  should  be  paid  for  by  the  students  responsible  for 
them. 

THE  SUCCESS  OF  THE  SCHOOL. 

The  Managers  of  the  school  are  abundantly  confirmed  in  their  views,  as  set  forth 
in  the  Prospectus  four  years  ago,  by  the  experience  of  the  school  during  its  first 
three  years.  From  the  start  it  has  been  well  patronized,  and  vacant  seats  have  been 
few;  at  times  every  seat  has  been  filled. 

The  zeal  and  enthusiasm  of  the  students  has  been  developed  to  a  most  gratifying 
extent,  extending  into  all  the  departments  of  work.  The  variety  afforded  by  the 
daily  programme  has  had  the  moral  and  intellectual  effect  expected,  and  an  unu¬ 
sual  degree  of  sober  earnestness  has  been  shown.  The  wholesome  moral  effect  of 
a  course  of  training  which  interests  and  stimulates  the  ardor  of  the  student  is  most 
marked.  Parents  observe  the  beneficial  influence  of  occupation.  The  suggestions 
of  the  day  fill  the  mind  with  healthy  thoughts  and  appetites  during  the  leisure  hours. 
Success  in  drawing  or  shop-work  has  often  had  the  effect  of  arousing  the  ambition 
in  mathematics  and  history,  and  vice  versa. 

Progress  in  the  two  subjects,  drawing  and  shop-work,  (and  we  had  little  previous 
knowledge  of  what  could  be  done  with  boys  as  young  as  those  of  the  first-year  class) 
has  been  quite  remarkable.  To  be  sure  there  was  little  doubt  of  the  final  result, 
but  the  progress  has  been  more  rapid  than  it  seemed  reasonable  to  expect.  The 
habit  of  working  from  drawings  and  to  nice  measurements  has  given  the  students 
a  confidence  in  themselves  altogether  new.  This  is  shown  in  the  readiness  with 
which  they  undertake  the  execution  of  small  commissions  in  behalf  of  the  school, 
and  the  handiness  which  they  display  at  home.  In  fact,  the  increased  usefulness  of 
the  students  is  making  itself  felt,  and  in  several  instances  the  result  has  been  the 
offer  of  business  positions  too  tempting  to  be  rejected.  This  drawback,  if  it  can  be 
called  one,  the  school  must  always  suffer.  The  better  educated  and  trained  the 
students  become,  the  stronger  will  be  the  temptations  offered  to  them  outside,  and 
the  more  difficult  it  will  be  to  hold  them  through  the  course.  Parents  and  guard¬ 
ians  should  avoid  the  bad  policy  of  injuring  the  prospects  of  a  promising  young 
man  by  grasping  a  small  present  pecuniary  advantage  at  the  cost  of  far  greater  re¬ 
wards  in  the  future.  From  the  testimony  of  parents  (and  by  a  circular,  all  were 
invited  to  give  frank  expression  to  their  views)  the  physical,  intellectual,  and  moral 
effect  of  the  school  is  exceedingly  satisfactory.  The  unanimous  response  is:  an 
unusual  interest  and  pleasure  in  school;  and  very  generally  an  increased  fondness 
for  scientific  books  and  periodicals.  A  few  boys  who  had  never  shown  any  interest 
in  tools  have  developed  into  good  and  enthusiastic  workmen.  As  a  rule  the  good 
scholars  are  the  good  mechanics. 

The  following  paragraphs  from  an  account  of  a  visit  to  the  school 
which  appeared  in  the  St.  Louis  Republican  of  February  4th,  1883, 
convey  the  impression  made  on  outsiders  by  this  new  kind  of  school; 
while  in  the  quotations  there  given  from  the  message  to  the  Legis¬ 
lature  by  the  Governor  of  the  State,  the  desirableness  of  this  new 


THE  ST.  LOUIS  SCHOOL  DESCRIBED. 


39 


element  in  tlie  course  of  study  is  clearly  set  forth.  General  Arm¬ 
strong,  whose  great  success  in  new  fields  of  educational  activity 
entitles  him  to  be  heard  as  an  expert,  speaks  very  much  to  the  pur¬ 
pose  in  what  he  says  as  to  the  need  and  the  cost  of  such  schools. 
From  the  “St.  Louis  Republican”  of  February  4,  1883: 

The  novelty  of  the  school  has  by  no  means  worn  off.  at  least  to  outsiders.  Trav¬ 
ellers  along  Washington  avenue,  as  they  pass  the  handsome  and  substantial-look¬ 
ing  building,  turn  to  look  again  at  the  massive  fly-wheel  which  revolves  in  full  view 
through  the  front  windows.  If  one  ventures  inside  the  building,  as  we  did  recently 
with  great  satisfaction,  he  experiences  first  a  feeling  of  surprise  and  strangeness, 
and  later  a  sense  of  completeness.  Mingled  with  what  is  old  and  familiar  is  much 
that  is  new  and  at  first  sight  incongruous. 

In  class-rooms,  removed  from  all  din  of  tools  and  the  vibration  of  machinery,  are 
sections  of  eighteen  or  twenty  boys  each,  reciting  lessons  in  algebra,  or  history,  or 
Latin,  or  physics.  In  the  draughting  rooms  one  section  is  learning  line-drawing, 
or  how  to  represent  objects  by  their  exact  orthographic  or  isometric  projections. 
Another  section  is  making  shaded  drawings  of  actual  machines. 

If  a  visitor  sees  only  the  study,  recitation  and  drawing-rooms,  the  impression 
made  is  like  that  produced  by  a  high  school  in  which  comparatively  little  attention 
is  paid  the  ancient  languages  and  history,  while  special  attention  is  paid  to  theo¬ 
retical  and  practical  drawing,  and  to  elementary  physic. 

On  crossing  the  hallway  to  the  shops  the  scene  changes.  The  same  lads  that  a 
few  moments  before  we  saw  reciting  a  lesson  are  now  in  “  shop  dress”  engaged  in 
the  study  and  practice  of  tool-work.  Two  sections  of  twenty  boys  each  were  en¬ 
gaged  at  wood-turning,  every  man  having  a  lathe  driven  by  the  large  shop  engine. 

Gov.  Crittenden  strongly  indorsed  this  school  in  his  recent  message  to  the  legis¬ 
lature  of  Missouri.  Said  he: 

“  The  ordinary  school-boy  gets  the  idea  that  it  requires  no  education  to  be  a  me¬ 
chanic;  hence’he  aspires  to  what  is  called  a  higher  profession,  a  higher  vocation, 
and  foolishly  learns,  from  vicious  sources,  to  despise  both  craft  and  craftsman.  If 
this  pernicious  tendency  can  be  corrected,  and  the  dignity  of  skilled  labor  and 
skilled  workmen  be  maintained  by  the  introduction  of  manual  training  into  gram¬ 
mar  schools  and  schools  of  high  grade,  great  good  will  be  accomplished.  I  have 
no  hesitancy  in  directing  attention  to  this  manual  school  as  one  of  our  educational 
ornaments,  worthy  of  the  patronage  of  our  sons  and  the  respect  of  our  citizens.” 

Gen.  C.  S.  Armstrong  of  Hampton,  Va. ,  after  a  visit,  writes  in  the  Southern  Work¬ 
man  :  “  The  Manual  Training  school  is  no  experiment.  It  is  the  nearest  to  perfec¬ 
tion  of  the  true  method  of  training  head  and  hand  together  I  know  of.  The  same 
plan  is  pursued  at  the  Boston  School  of  Technology,  but  so  far  as  teaching  trades 
is  concerned,  the  St.  Louis  school  is  far  ahead  of  the  one  in  Boston. 

“  Our  civilization  demands  this  sort  of  thing.  The  trouble  is  that  while  people 
theoretically  believe  in  practical  education,  they  are  not  ready  to  throw  large  sums 
of  money  into  it  as  they  are  with  the  old  style  colleges,  which  have  a  tremendous 
hold,  and  are  not  in  the  least  experimental.  People  will  have  such  schools  when 
they  are  willing  to  pay  for  them.  Manual  training-schools  are  the  most  expensive 
kind.  They  require  two  sets  of  teachers,  rare  business  skill,  and  a  variety  of  ma¬ 
terial  and  of  appliances  of  which  ordinary  schools  never  dream  of.  As  in  every¬ 
thing  else,  the  better  and  more  complete  the  product  the  more  it  costs.  You  cannot 
say  ‘  Pay  your  money  and  take  your  choice,’  but  you  must  pay  more  for  industrial 
education.” 

The  following  extracts  from  a  letter  written  by  Professor  Wood¬ 
ward,  Director  of  the  school,  explain  themselves  and  are  of  interest. 


40 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


CORRESPONDENCE. 

Manual  Training  School, 

St.  Louis,  April  24,  1888. 

Editor  of  The  Reporter  : 

I  am  asked  by  the  editor  to  answer  the  question  :  “  What  will  the  Manual  Train¬ 
ing  School  boys  do  on  leaving  school  ?  ” 

Before  venturing  a  few  words  on  this  most  interesting  subject,  let  me  say,  for  the 
sake  of  preventing  confusion,  that  the  Manual  Training  School  is  not  the  polytech¬ 
nic  department  of  the  University ;  and  its  graduates  are  not  to  be  confounded  with 
the  civil  and  mechanical  engineers,  who  combine  with  their  higher  scientific  studies 
a  certain  amount  of  manual  training.  The  Manual  Training  School  is  of  a  lower 
grade.  It  admits  boys,  on  examination,  as  young  as  fourteen  years,  and  its  course 
of  instruction  extends  through  three  years.  I  should  add  that  this  is  but  the  third 
year  of  the  school,  and  that  our  first  class  is  to  graduate  next  June ;  hence  I  can 
not  speak  of  what  our  boys  have  done  after  leaving  us,  but  of  what  they  now  wish 
to  do. 

Now,  first,  I  claim  that  our  graduates  will  form  a  new  article  never  before  put 
upon  an  American  market.  They  will  stand  in  strong  contrast  to  the  graduates  of 
high  schools  and  academies,  with  whom  they  are  on  a  fair  equality  as  regards 
scholarship.  *  *  * 

A  FOURTH  “R.” 

We  maintain  that  the  “  three  R.’s”  do  not  suffice.  “  Reading,  ’Riting,  and  ’Rith-: 
metic”  are  all  very  well,  but  they  are  not  enough.  We  add  at  least  a  fourth  “  R,” 
namely  “  ’ Rtizanship!"  We  propose  to  tear  down  the  prison  walls,  to  open  all  the 
doors  and  to  clear  all  the  avenues  to  intellectual,  moral  and  material  wealth.  We 
have  worshipped  books  till  we  have  fancied  that  all  wisdom  and  culture  was  bound 
up  in  them.  We  have  bent  so  reverently  at  the  shrine  of  the  ancients  that  we  have 
been  made  to  believe  that  the  pyramid  of  Jeezah,  the  temple  of  Diana  at  Ephesus, 
and  the  Athenian  Parthenon  were  the  product  of  inspired  genius,  while  we  pass 
over  the  steel  arches  of  the  St.  Louis  Bridge  without  appreciating  the  fact  that  in 
genius,  mechanical  skill,  scientific  accuracy,  beauty  and  grace,  it  outshines  them 
all.  In  languages,  arts,  and  sciences  the  world  of  to-day  surpasses  all  past  ages  ; 
and  education  should  mainly  deal  with  living  issues,  and  “  lead  out  ”  in  all  direc¬ 
tions. 

CHOICE  OF  OCCUPATION. 

Boys  whose  education  has  been  well  balanced  will  choose  their  occupations  intel¬ 
ligently.  They  will  not  all  travel  the  same  road.  We  do  not  wish  to  repeat  the  old 
mistake.  We  should  be  sorry  to  see  every  boy  of  the  Manual  Training  School  be¬ 
come  a  mechanic.  I  know  that  many  are  not  fit  for  it ;  they  will  be  more  success¬ 
ful  as  lawyers,  or  editors,  or  buyers,  or  sellers.  Will  their  manual  training  be 
therefore  lost  ?  Not  at  all.  Just  as  it  does  not  hurt  a  mechanic  to  know  literature 
and  science,  so  it  will  not  hurt  a  lawyer  or  an  editor  to  have  a  little  common  sense 
on  mechanical  and  concrete  matters. 

BALANCED  EDUCATION. 

No,  we  do  not  try  in  our  school  to  wall-out  letters,  or  art,  or  mathematics,  or  the 
elements  of  science ;  and  hence  we  shall  not  be  surprised  to  see  our  graduates  trav¬ 
eling  in  various  directions  when  they  leave  our  doors.  We  shall  not  fetter  their 
feet  through  fear  of  their  leaping  over  their  work-benches  ;  nor  when  they  hunger 
and  thirst  for  the  highest  cultivation  the  University  can  give,  shall  we  refuse  to 
minister  unto  them  lest,  for-sooth,  we  teach  them  too  much,  and  they  be  not  mechanics 


THE  WASHINGTON  UNIVERSITY,  ST.  LOUIS,  MO. 


41 


after  all.  A  symmetrical  or  integral  education  is  never  to  be  feared  ;  it  will  never 
lead  a  man  out  of  this  sphere ;  it  is  only  the  one-sided,  narrow,  walled-in  education 
which  distorts,  misleads  and  corrupts.  I  have  claimed  that  our  boys  would  be  free 
from  prejudice  against  manual  labor ;  that  they  will  appreciate  mechanical  skill, 
and  if  they  have  it,  they  will  enjoy  its  practice.  In  general,  I  have  claimed  that 
our  graduates  will  be 


“BOTH  ABLE  AND  WILLING  TO  WORK.” 

If  I  am  right  in  this,  I  care  little  what  particular  work  they  undertake.  They  will 
choose  their  vocation  wisely  and  follow  it  successfully.  One  of  our  great  points  is 
gained  in  intelligent  choice.  *  *  *  *  * 

CENSUS  OF  THE  MANUAL  TRAINING  SCHOOL. 

Now,  perhaps  it  will  be  more  to  the  point  if  I  give  the  result  of  an  inquiry  among 
the  pupils  of  my  highest  class,  the  boys  who  have  worked  in  all  our  shops  as  join¬ 
ers,  wood-turners,  blacksmiths  and  machinists,  and  who  are  fair,  practical  draughts¬ 
men,  and  who  will  finish  their  course  in  less  than  two  months.  They  number 
twenty-nine,  and  they  were  asked  to  state  frankly  what  work  or  occupation  they 
wished  to  follow  next  year.  Their  answers  were  as  follows : 


To  continue  study  in  an  advanced  course .  11 

To  enter  a  machine  shop .  6 

To  enter  an  architect’s  office .  4 

To  work  as  machine  draughtsmen .  3 

To  be  an  engraver .  1 

To  be  a  blacksmith .  1 

To  be  a  bricklayer . .  1 

To  enter  real  estate  business .  1 

To  farm  and  raise  stock  .  1 


Total  in  the  class . 29 


Now  what  these  boys  will  really  do,  no  one  claims  to  know  ;  circumstances  will 
have  as  much  to  do  with  the  matter  as  taste  and  fitness.  I  have  given  their  appe¬ 
tites,  and  it  appears  that  eleven  of  them  are  still  hungry  for  study.  I  could  carry 
this  investigation  into  the  lower  (and  larger)  classes,  but  it  is  not  necessary.  I  have 
answered  the  question  as  well  as  I  could. 

C.  M.  Woodward, 

Director. 


WASHINGTON  UNIVERSITY* 
comprehends: 

I.  The  Undergraduate  Department — Including  the  College  and  the  Polytechnic 
School,  Washington  Avenue  and  Seventeenth  Street. 

II.  Henry  Sbaw  School  of  Botany,  1724  Washington  Avenue. 

III.  St.  Louis  School  of  Fine  Arts,  Lucas  Place  and  Nineteenth  Street, 

IV.  St.  Louis  Law  School,  1417  Lucas  Place. 

V.  St.  Louis  Medical  College,  1818  Lucas  Place. 

VI.  Missouri  Dental  College,  1818  Lucas  Place. 


*  From  the  catalogue  for  1891-1892. 


42 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  following  schools  are  organized  under  the  charter  of  the  University  : — 

I.  Smith  Academy,  Washington  Avenue  and  Nineteenth  Street. 

II.  Manual  Training  School,  Washington  Avenue  and  Eighteenth  Street. 

III.  Mary  Institute,  Locust  and  Beaumont  Streets. 

Information  in  regard  to  any  of  the  above  departments  may  be  obtained  from 

GEO.  M.  BARTLETT, 

Sec’y,  Washington  University. 

The  following  extracts  from  the  paper  read  by  Dr.  Woodward  be¬ 
fore  the  American  Society  of  Mechanical  Engineers  will  serve  to 
show  the  relation  of  the  Manual  Training  School  to  the  Polytechnic 
School  of  the  Washington  University,  in  which,  besides  being  an 
end  in  itself  as  an  independent  school,  it  also  serves  as  a  preparatory 
school  for  the  boys  who  propose  to  enter  the  Polytechnic  School  to 
be  trained  as  engineers.  One*  important  phase  of  the  Manual  Train¬ 
ing  Schools  is  to  prepare  their  pupils  for  the  higher  schools  of  science, 
just  as  classical  academies  and  high  schools  fit  their  pupils  fot  the 
classical  colleges.  It  is  in  this  relation  that  Dr.  Woodward  treats  of 
the  school  in  this  paper  and  that  Professor  Thurston  of  Cornell,  and 
the  other  gentlemen  who  participated  in  the  discussion  which  fol¬ 
lowed,  treated  the  topic. 

On  this  point  Dr.  Woodward  said: 

“  The  Manual  Training  School  stands  in  need  of  the  Polytechnic  to  supplement 
its  work,  as  truly  as  the  Polytechnic  stands  in  need  of  the  Manual  to  properly  pre¬ 
pare  students  for  its  ministrations.  Purely  manual  work  is  elementary  in  charac¬ 
ter;  it  is  only  the  close  reasoning  about  such  work  that  requires  maturity,  and  only 
those  who  have  tried  our  plan,  can  know  how  helpful  it  is  to  the  polytechnic  student 
to  be  familiar  with  the  manipulations  of  practical  mechanics. 

All  that  was  said  a  year  ago  by  Prof.  Alden,  in  regard  to  the  wTholesome  intellec¬ 
tual  effect  of  combining  theory  and  practice,  is  cordially  endorsed  by  the  writer. 
Even  on  the  intellectual  side  there  is  no  waste  of  time,  in  either  the  earlier  or  the 
later  stages  of  our  training.  The  reasonableness  of  every  step  in  the  course  is  evi' 
dent  to  every  one  who  enters  upon  it. 

In  this  paper  Dr.  Woodward  gave  not  only  the  course  of  study 
of  the  Manual  Training  School  but  also  the  engineering  courses  of 
the  Polytechnic  School.  Professor  Thurston  gave  also  the  Post 
Graduate,  Engineering  Courses  of  Sibley  College  at  Cornell.  These 
are  of  course  omitted,  and  only  such  extracts  from  the  paper  and  such 
parts  of  the  discussion  as  relate  directly  to  the  Manual  Training 
School  are  here  given. 

The  Training  of  a  Dynamic  Engineer  in  Washington  University,  St.  Lotus.* 

By  Calvin  M.  Woodward,  St.  Louis,  Mo. 

The  complete  course  of  training  supplied  by  this  university  consists  of  three  dis¬ 
tinct  stages,  which  will  be  briefly  presented  in  succession. 

It  is  proper,  that  an  account  of  these  stages  should  be  prefaced  with  the  state¬ 
ment,  that,  as  yet,  no  students  have  passed  through  the  third  stage.  It  is  but 

*From  Volume  vii,  Transactions  (read  at  the  Chicago  meeting  of  the  American 
Society  of  Mechanical  Engineers),  p.  42. 


THE  TRAINING  IN  THE  ST.  LOUIS  SCHOOL. 


43 


recently  organized,  and  next  year,  will  be  the  first  in  which  all  will  be  in  simulta¬ 
neous  operation.  We  logically  began  at  the  bottom,  and  have  now  reached  the  top¬ 
most  story.  The  first  and  second  stages  have  been  tested,  and  their  value  confirmed 
by  successful  experience.  Of  the  value  of  the  final  stage,  we  have  no  question. 

The  primary  course  of  instruction  is  given  in  the  Manual  Training  School,  occu¬ 
pying  three  years,  from  the  age  of  fifteen  to  eighteen  on  the  average.  The  second 
stage  covers  four  years  of  undergraduate  instruction  in  the  Polytechnic  School 
from  eighteen  to  twenty-two,  at  the  end  of  which,  the  successful  student  receives 
the  non-professional  degree  of  “  Bachelor  of  Engineering.”  The  final  stage  covers 
one  year  of  what  may  be  called  graduate  study  and  investigation,  the  completion  of 
which  entitles  the  student  to  the  degree  of  “  Dynamic  Engineer.” 

The  Manual  Training  School  was  established  as  a  distinct  and  separate  preparatory 
department  in  1879. 

Our  Polytechnic  School  was  organized  sixteen  years  ago.  At  first,  the  depart¬ 
ments  of  Civil  and  Mechanical  Engineering,  were  combined  in  one.  Three  years 
ago,  they  were  separated,  and  the  broader  and  more  appropriate  name  of  Dynamic 
Engineering  was  adopted.  The  name  is  respectfully  commended  to  the  considera¬ 
tion  of  this  Society.  In  England,  and  largely  in  this  country,  a  mechanical  engi¬ 
neer  is  first  of  all,  a  machinist;  secondly,  a  draughtsman;  and  thirdly,  he  is  more  or 
less  (generally  rather  less)  familiar  with  mathematics  and  theoretical  mechanics. 
A  dynamic  engineer  should  be  thoroughly  grounded  in  all — in  the  theory  as  well  as 
in  the  practice  of  the  great  prime  movers  which  serve  to  develop  the  forces  of  nature- 

1.  THE  MANUAL  TRAINING  SCHOOL. 

This  school  gives  systematic  instruction  in  mathematics,  science,  language  and 
literature,  drawing  and  shop-practice.  All  of  these  five  subjects  enter  into  the  pro¬ 
gramme  of  every  day  of  every  boy,  two  hours  of  school  time  being  devoted  to  the 
shop,  and  one  hour  to  each  of  the  other  four  subjects.  The  school  year  consists  of 
about  one  hundred  and  ninety  days  net,  the  home  study  varies  from  two  to  three 
hours  daily,  being  the  greatest  with  the  highest  class.  The  course  in  mathematics, 
is  not  unlike  that  in  the  high  schools  and  academies  which  prepare  boys  for  college. 
Arithmetic,  algebra,  geometry,  mensuration,  and  some  plane  trigonometry.  In 
science  or  applied  mathematics,  comes  a  science  primer,  physical  geography,  bot¬ 
any,  elementary  physics  (including  the  construction  and  use  of  simple  apparatus, 
and  the  determination  of  laws  inductively)  chemistry,  (with  very  little  laboratory 
practice,  though  we  hope  gradually,  to  introduce  more)  physiology  and  book-keep¬ 
ing. 

The  literary  work  consists  of  history,  rhetoric,  Latin,  French,  and  English  class¬ 
ics.  Those  boys  who  do  not  propose  to  take  a  higher  course  in  a  college  or  poly¬ 
technic  school,  may  omit  Latin  and  French,  giving  the  time  to  more  history.  Eng¬ 
lish  composition,  and  political  economy. 

DRAWING. 

Penmanship  and  lettering  come  under  the  head  of  drawing,  which  is  practical 
rather  than  artistic  in  its  aim,  in  view  of  the  principle  that  the  artistic  should  always 
follow  the  practical.  The  former  is  intricate,  requiring  maturity  and  familiarity 
with  elementary  principles;  the  latter  is  simple,  plain,  and  intelligible  to  every  boy 
of  fifteen  years,  and  so  far  as  known,  it  has  never  been  shown  before,  what  boys  of 
fourteen  and  fifteen  are  capable  of  in  the  art  of  drawing.  We  begin  with  ortho¬ 
graphic  projections  of  simple  objects,  generally  modifications  of  geometric  forms, 
requiring  three  views  consistently  drawn.  This  is  all  free-hand  work  on  blackboard, 
or  pencil  work  on  paper.  This  training  enables  the  boys  to  make  and  read  their 
shop-drawings  from  the  very  first.  Their  first  instrumental  work  is  on  stretched 


44 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


paper  with  ink,  and  consists  in  learning  to  draw  straight  and  curved  lines  in  ink, 
clear,  firm,  and  true.  Free-hand  sketches  of  simple  articles  which  have  details  of 
simple  shape,  such  as  speed  lathes,  center  rests,  face  plates,  etc.,  are  next  followed 
by  instrumental  drawings  of  the  same  to  exact  scale,  accompanied  by  a  sheet  of 
figured  details  and  sections, 

The  drawing  of  the  second  year  is  all  on  stretched  paper,  and  largely  instrumental 
or  brush  work.  Representations  of  blocks,  plain,  truncated  or  intersecting,  drawn 
in  strict  orthographies;  flat  tinting,  isometrics,  lettering,  borders;  a  machine  (from 
the  object)  with  the  details;  architectural  details  and  ornament. 

The  third  year  drawing  begins  with  two  sheets  of  geometrical  exercises,  a  sheet 
of  line  shading  with  shades  and  shadows;  a  sheet  of  brush  shading  of  cones,  cylin¬ 
ders,  spheres,  toruses,  etc.  The  final  exercise  is  the  drawing  from  the  object  by 
actual  measurement  of  a  large  engine,  machine,  or  structure.  This  is  first  sketched 
and  measured,  then  drawn  and  shaded  with  a  brush.  This  drawing  is  as  finished  as 
the  boy  can  make  it,  and  shows  the  result  of  the  course.  A  tracing  on  cloth  is 
taken  of  the  outline  work.  Nowhere  in  this  course,  do  we  teach  linear  perspective 
or  descriptive  geometry.  The  very  simple  exercises  in  intersection,  screws,  devel¬ 
opments,  and  shadows  are  regarded  only  as  geometrical  exercises. 

Throughout  the  drawing  course  the  character  of  the  shop-work  going  on  at  the 
same  time,  and  its  accompanying  working  drawing,  is  kept  steadily  in  view. 

SHOP  WORK. 

The  shop  practice  extends  over  a  very  wide  field,  but  like  the  drawing,  which  runs 
parallel  with  ft;,  it  is  all  required  of  every  boy  in  the  school,  no  matter  what  his 
plans  for  the  future  may  be.  It  occupies  two  hours  a  day  for  five  days  each  week. 

The  three  hundred  and  eighty  hours  of  the  first  year  are  devoted  to  wood,  at  the 
bench  and  at  the  lathe.  Joining,  with  wood-carving,  gluing,  inside  and  outside 
turning,  forms  of  beauty  and  forms  of  strength,  constitute  the  series.  The  year 
ends  with  the  construction  of  an  article,  original  or  copied,  which  shall  embody  as 
many  of  the  steps  already  learned  as  possible.  Incidentally,  the  pupils  keep  up 
the  stock  of  handles,  mallets,  clamps,  trestles,  and  shelving  in  the  establishment, 
though  the  great  majority  of  exercises  are  of  a  purely  abstract  character. 

The  size  of  a  shop  division  is  limited  to  twenty-four  boys,  under  the  charge  of  a 
single  teacher,  and  the  daily  lesson  is  uniform  for  the  division.  A  working  drawing 
of  the  piece  or  model  required  is  first  made  and  explained  by  the  teacher  of  the  divi¬ 
sion.  Every  boy  copies  the  drawing  in  his  special  book,  and  henceforth,  works 
from  the  drawing.  The  piece  is  then  executed  by  the  teacher  in  the  presence  of  the 
class.  Attention  is  called  to  the  order  in  which  the  steps  are  taken,  what  tools  are 
used,  and  how  new  processes  are  combined  with  old  ones.  The  boys  then  execute 
the  task,  each  for  himself,  with  or  without  special  direction  or  help  from  the 
teacher.  Boys  who  work  rapidly  and  well,  put  their  spare  time  after  finishing 
their  exercises  into  “extras,”  which  generally  combine  the  steps  already  learned, 
in  some  article  of  use  or  beauty.  The  slowest  boy  generally  hands  in  an  unfinished 
piece.  The  results  are  criticised,  compared,  and  graded  on  an  absolute  scale  where 
one  hundred  per  cent,  means  reasonable  perfection. 

The  aim  is,  to  master  the  range  of  every  tool,  and  to  cultivate  the  habit  of  ana¬ 
lyzing  complicated  processes  into  simple  elements.  A  high  degree  of  skill  is  not 
aimed  at,  the  chief  immediate  object  being  an  intelligent  mastery  of  every  step  and 
every  tool. 

By  a  similar  method,  forging  is  learned  during  the  middle  year.  The  elementary 
processes  of  the  forge,  are  learned  one  at  a  time,  with  just  enough  practice  to  fix 
them  indelibly  on  the  mind  and  to  secure  a  moderate  degree  of  skill.  We  have 
found  it  extremely  useful  in  giving  exact  knowledge  of  forms,  and  in  teaching  how 


THE  TRAINING  IN  THE  ST.  LOUIS  SCHOOL. 


45 


to  strike  and  how  to  hold  pieces  under  the  hammer,  to  use  bars  of  cold  lead  in  a 
preliminary  exercise.  The  time  apparently  lost  on  a  lead  exercise  is  more  than 
made  good  by  the  material  and  time  saved  in  the  subsequent  forgings  of  iron  and 
steel.  The  necessity  of  keeping  up  the  supply  of  forging  tools,  and  of  the  construc¬ 
tion  of  a  set  of  lathe  tools,  cold  chisel  and  steel  dog  gives  all  the  variety  necessary 
for  a  course  of  mere  instruction.  The  size  of  a  working  division  during  the  second 
year  is  reduced  to  twenty-two;  hence  the  shop  contains  but  twenty  two  forges, 
anvils,  and  sets  of  tools.  A  total  of  only  two  hundred  and  eighty  five  hours  is 
given  to  the  forging  shop.  The  remaining  ninety  five  hours  of  the  second  year  are 
given  to  pattern-making,  moulding,  casting  (with  plaster  or  lead),  brazing  and  sol¬ 
dering.  In  connection  with  soldering,  comes  practice  in  cutting  sheet  metal  for 
special  shapes,  and  spinning.  This  work  is  done  in  strict  connection  with  their 
drawing  of  intersections,  and  the  developments  of  surfaces. 

The  shop  practice  of  the  third  year  is  in  the  Machine  and  Fitting  Shop.  The 
maximum  size  of  a  working  division  is  here  reduced  to  twenty,  and  yet  it  lias  been 
found  impossible  to  adhere  strictly  to  uniform  lessons,  for  the  reason,  that  it  is  prac¬ 
tically  out  of  the  question  to  furnish  twenty  complete  sets  of  machine  tools.  We 
have  found  our  wants  fairly  met  by  twelve  engine  lathes,  four  speed  lathes,  two 
drills,  two  planers  and  twelve  vises.  As  one  man  is  always  detailed  to  keep  the  tool 
shop,  nineteen  are  to  be  kept  at  work  at  once.  Nevertheless,  a  large  degree  of  uni¬ 
formity  is  secured  by  means  of  systematic  class  instruction  on  the  different  tools, 
and  then  systematic  rotation  in  the  exercises.  In  the  use  of  the  planers  and  drills, 
a  boy  is  first  learner  and  then  teacher.  The  series  of  exercises  which  we  use,  are 
the  results  of  large  experience  in  devising  such  work  as  shall  prove  most  instructive, 
and  best  serve  to  develop  the  full  capacity  of  every  hand  and  machine  tool.  The 
exercises  occupy  fully  four  fifths  of  the  year,  and  include  the  use  of  every  tool  in 
the  shop. 

The  last  few  weeks  are  devoted  to  construction.  In  some  cases,  new  patterns 
are  constructed,  in  others  old  patterns,  made  during  the  second  year,  are  used,  and 
from  the  castings,  (made  elsewhere)  articles  of  some  complexity  and  real  utility,  are 
constructed.  During  the  present  year,  the  senior  class  is  engaged  in  the  construc¬ 
tion  of  three  upright  engines,  several  jack  screws,  an  emery  grinder,  and  several 
pieces  of  bi’ass  work.  The  abstract  exercises,  however,  covered  the  shop  work 
from  the  first  of  September  to  the  middle  of  April.  These  engines  and  other  articles 
are  not  made  with  any  view  to  an  income.  Our  purpose  in  their  construction  is  to 
give  the  students  themselves,  an  opportunity  to  see  how  fully  their  exercises  have 
prepared  them  for  such  constructive  work,  and  on  the  other  hand,  to  teach  them, 
that  no  matter  how  comprehensive  their  experience  may  be,  a  new  article  may 
involve  new  problems  which  can  be  solved  only,  by  thoughtful  study,  and  the  ex- 
•  ercise  of  good  judgment. 

As  to  our  policy  of  not  carrying  on  a  commercial  establishment;  of  taking  no 
contracts;  and  of  not  setting  out  to  manufacture  for  any  market — reference  will  be 
made  later  on.  It  may  be  now  said,  that  we  have  found  our  present  system  of 
uniform  exercises:  1.  More  fruitful  in  general  skill ;  2.  Better  adapted  for  teaching 
method  and  predcision;  3.  More  economical  as  admitting  of  a  larger  number  stu¬ 
dents  simultaneously  under  one  instructor. 

Such,  then,  are  the  chief  features  of  the  Manual  Training  School.  It  was  not 
established  nor  is  it  conducted,  as  a  school  for  the  primary  training  of  mechanical 
engineers  alone.  It  is  a  school  for  general  training.  It  is  assumed,  that  pupils 
entering  its  junior  class,  are  too  young  and  undeveloped  to  decide  the  all-important 
question: — what  occupation  or  career  in  life  shall  he  select.  By  the  end  of  a  three 
year’s  course,  however,  the  bent  or  natural  aptitude  of  a  boy  is  generally  found,  if 
he  has  one.  If  he  combines  a  love  for  practical  work  with  strong  mathematical 
power,  then  he  has  the  prerequisite  of  an  engineer.  Thus  far,  those  who  have 


46 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


entered  the  Polytechnic  School  as  students  in  the  course  of  dynamic  engineering, 
have  had  good  reasons  for  their  selection. 

******* 

In.  the  interesting  discussion  which  followed  the  reading  of  this 
paper  the  several  topics  suggested  were  fully  considered  and  a  variety 
of  opinions  expressed;  showing  that  there  was  by  no  means  an  entire 
consensus  of  judgment.  The  conclusions  reached  by  personal  expe¬ 
rience  as  apprentices  and  workmen,  which  were  graphically  stated 
gave  fire  and  life  to  the  arguments.  The  talk  was  so  full  of  sug¬ 
gestion  and  throws  such  varied  lights  upon  the  whole  subject  at 
issue,  that  it  has  seemed  desirable  to  give  it  here  in  full ;  so  far  as  it 
relates  to  the  value  of  the  instruction  given  in  this  class  of  schools. 

DISCUSSION. 

Professor  R.  H.  Thurston. — I  have  been  reading  Dr.  Woodward’s  very  interesting 
paper  with  attention,  and  am  very  much  pleased  with  the  systematic  way  in  which 
the  work  is  evidently  done  at  the  Washington  University.  I  am  pleased  to  see  that 
a  considerable  amount  of  practice  in  free-hand  drawing  is  there  insisted  on,  and 
that  it  includes  some  final  work  in  machine  sketching.  This  training  gives  the 
boys  the  best  possible  exercise  in  the  movements  of  hand  and  arm,  correlated  with 
the  action  of  the  eye.  The  use  of  the  sketches  so  made  in  the  succeding  work,  with 
drawing  instruments,  illustrates  a  principle  which  a  carefully  planned  course  may 
illustrate  in  a  great  many  ways — that  of  combining  the  practice  of  the  moment 
with  the  preparation  of  work  for  a  later  period  in  the  course.  It  will  be  often 
found  thus  practicable,  to  “  kill  two  birds  with  one  stone,”  and  I  know  of  no  more 
important  factor  in  the  successful  operation  of  any  extended  system  than  this. 
The  order  and  succession  of  exercises  are  admirable. 

I  am  very  similarly  impressed  with  the  systematic  plan  and  working  of  the  shop 
instruction.  I  particularly  like  the  system  of  introducing  each  exercise  with  a  lec¬ 
ture — if  so  unpretentious  a  talk  as  is  necessary  in  this  case  may  be  so  denominat¬ 
ed — in  which  the  nature  of  the  exercise  is  explained,  and  the  method  of  its  accom¬ 
plishment;  the  tools  to  be  used  are  indicated;  their  form,  method  of  use,  special 
characteristics  stated;  the  piece  to  made,  being  exhibited,  the  best  way  of  using  the 
tool  is  explained,  and  the  execution  of  the  work  is  illustrated  by  the  instructor. 
I  do  not  think  it  possible  to  attain  the  desired  result  promptly  and  satisfactorily 
with  classes,  and  to  secure  rapid  progress,  in  any  other  way  nearly  so  well  as  by 
this  method  of  reaching  every  student  at  once,  and  thus  leaving  a  minimum  of 
time  to  be  expended  by  the  instructor,  or  individuals  who  happen  to  be  slow  or 
inattentive.  With  boys  who  have  the  real  spirit  and  knack  of  the  mechanic  in 
them — and  no  others  should  ever  be  allowed  to  attempt  to  enter  the  profession  of 
engineering,  in  view  of  their  inevitable  failure — it  is  marvelous  to  see  how  rapidly 
they  acquire  the  power  of  skillfully  using  tools.  I  find  many  a  youngster  who  had 
never  used  a  tool  before  in  his  life,  other  than  his  jack  knife,  after  a  few  weeks 
doing  such  work  as  his  instructor,  not  to  say  the  average  journeyman,  may  well 
admire.  His  muscles  and  his  nervous  system  are  in  a  stage  of  growth  when  they 
can  be  made  to  accept  this  systematic  training  of  every  fibre  of  both,  and  when 
they  are,  by  nature,  best  prepared  to  acquire  the  habits  and  to  gain  the  sleight  that 
is  characteristic  of  the  naturally  good  mechanic.  If  a  boy  does  not  show  that  he 
has  the  essential  proclivities  in  childhood,  it  may  be  usually  assumed  with  safety, 
that  he  is  not  of  the  elect,  and  he  is  not  likely  to  prove,  in  later  years,  a  good 
mechanic  or  a  great  engineer.  I  do  not  mean  to  say,  however,  that  I  regard  the 
working  into  its  best  possible  shape  of  such  material  as  this  latter  as  useless  or 


DISCUSSION  OF  PROFESSOR  WOODWARD’S  PAPER. 


47 


objectionable.  I  believe  that  nineteen  boys  out  of  twenty  do  possess  more  or  less 
of  the  mechanic’s  tastes  and  powers,  and  that  the  other  one  out  of  the  twenty  will 
be  so  benefited,  and  his  usefulness  to  himself  and  the  world,  so  increased  by  shop 
instruction,  that  he  will  do  well  to  secure  it.  But,  in  the  work  of  life,  a  man  must 
do  that  for  which  he  is  best  fitted,  and  he  can  not  hope  to  succeed  in  competition 
with  the  world  if  he  attempts  to  make  a  livelihood  and  to  carry  on  a  business  for 
which  he  is  not  fitted.  The  turtle  may  be  an  admirable  diver,  but  he  can  not  hope 
to  succeed  in  the  race  with  the  hare,  if  the  hare  attends  to  his  business. 

It  is  claimed  for  the  system  of  general  exercises,  such  as  has  been  described,  that 
it  secures  fruitful  application  of  talent  in  the  acquirement  of  general  skill ;  that  it 
is  especially  well  adapted  for  conferring  upon  the  student,  habits  of  method  and 
precision  ;  and  that  it  is  peculiarly  well  adapted  for  instructing  classes,  in  which 
the  work  must  be  done  by  the  least  possible  number  of  instructors.  I  believe  these 
claims  to  be  all  perfectly  correct.  Once  that  knowledge  and  skill  are  acquired,  the 
student  is  ready  to  turn  his  attention  to  their  application  in  the  arts  and  trades  of 
whatever  department  he  may  choose  to  enter.  He  will  succeed  in  any  trade  or  will 
progress  towards  success  in  any  department  of  engineering,  provided  he  have,  in 
addition  to  the  skill  of  the  mechanic,  the  intellectual  and  moral  character  and  force 
essential  to  advancement  in  any  and  every  walk  in  life.  Without  the  latter,  all  the 
training  that  all  the  trade  schools  and  schools  of  engineering  in  the  world  could 
give  him  would  be  useless. 

******* 

The  rest  of  Professor  Thurston’s  remarks  are  here  omitted,  as  they 
relate  directly  to  the  Polytechnic  School  of  Washington  University, 
the  training  of  Engineers  in  Sibley  College,  Cornell  University,  and 
to  a  consideration  of  the  change  of  name  proposed  by  Professor 
Woodward,  from  “Mechanical”  Engineer  to  “Dynamic”  Engineer. 

Mr.  William  Kent. — I  have  watched  the  progress  of  the  Manual  Training  School 
at  St.  Louis,  for  many  years,  with  considerable  pleasure.  I  think  the  success  of 
that  school  will  eventually  make  a  revolution  in  our  whole  educational  system. 
Our  public  schools  must  some  day,  make  the  change  which  has  been  made  at  St. 
Louis.  Professor  Woodward  knows  that  I  took  part  in  the  discussion  of  his  pre¬ 
sentation  of  the  subject  at  the  meeting  of  the  American  Association  at  Philadel¬ 
phia,  in  1884,  and  that  I  approve  all  that  he  has  said  to-day,  especially  in  regard 
to  the  school-shop.  I  then  said,  that  to  judge  of  the  value  of  the  work  of  a  student 
by  its  salability,  was  utterly  wrong. 

******* 

A  portion  of  Mr.  Kent’s  remarks,  as  was  the  case,  also,  with  those 
of  the  other  gentlemen  who  discussed  the  paper,  was  given  to  a  con¬ 
sideration  of  topics  in  Professor  Woodward’s  paper  not  here  quoted, 
and  to  the  question  of  the  substitution  of  the  word  “Dynamic,”  in 
place  of  “Mechanical,”  to  indicate  the  engineer  graduates  of  Poly¬ 
technic  schools,  as  suggested  by  Professor  Woodward. 

Mr.  J.  T.  Hawkins. — I  think  I  can  offer  some  little  suggestion  with  reference  to  the 
Manual  Training  SchooLs,  that  may  be  of  value.  I  might  premise,  by  saying,  that 
I  had  the  honor  in  1865,  to  organize  the  practical  exercises  in  the  Manual  Training 
School  at  Annapolis,  and  was  in  charge  of  it  for  four  years  afterward.  The  part  of 
the  present  system  adopted  in  such  schools  in  the  shops,  which  in  my  opinion  can 
be  improved,  is  that  they  do  not  give  enough  lectures  in  the  shops.  I  think  that 
shop  lectures  may  be  so  extended  and  systematized,  as  to  save  a  vast  amount  of 
time,  and  give  information  in  a  way  that  can  not  be  given  in  the  method  adopted 


48 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


by  the  Professor,  that  is,  where  one  instructor  is  put  in  charge  of  a  large  number 
of  boys  whom  he  has  to  instruct  verbally.  During  my  first  year  at  Annapolis,  I 
adopted  that  plan  and  found  that  it  occupied  the  time  of  three  or  four,  while  in  a 
great  many  instances,  lectures  and  tabulated  statements  put  upon  a  black-board  in 
the  shops,  saved  a  large  amount  of  time.  Take  for  instance,  the  question  of  tem¬ 
pering.  A  lecture  would  be  given  on  that  subject,  and  the  results  given  in  tabula¬ 
ted  form  and  put  up  in  the  shop,  enabling  the  boys  to  see  at  a  glance,  what  they 
needed  to  do,  to  produce  a  certain  result  on  certain  kinds  of  metals  for  certain  pur¬ 
poses.  The  same  applied  to  cutting  tools  and  their  uses,  and  many  other  shop 
methods.  I  merely  say  now,  that  whether  there  be  any  value  in  them  or  not,  I 
have  copies  of  lectures  given  at  the  above  institution  with  diagrammatic  matter, 
which  I  should  be  glad  to  furnish  to  the  Society  as  a  part  of  this  discussion,  if  it  is 
thought  desirable. 

Mr.  F.  W.  Taylor. — I  desire  to  take  exception  to  one  statement  made  by  Professor 
Thurston  in  his  paper.  His  opinion  is,  that  one  year  of  practice  in  a  school  shop 
will  supplant  seven  years  of  practice  in  an  actual  machine  shop.  I  think  it  would 
be  more  nearly  the  contrary.  I  think  one  year  of  actual  service  in  a  machine  shop 
would,  in  certain  respects,  supplant  twenty  years  of  practice  in  a  school  shop. 
Probably,  the  great  majority  of  those  who  go  through  a  practical  course  of  that  sort, 
intend  to  become  masters;  that  is,  they  would  not  intend  to  remain  workmen,  and 
it  would  seem  to  me,  that  in  the  course  of  the  school  shop,  the  boy  misses,  perhaps, 
the  one  thing  which  will  be  afterward,  of  the  greatest  use  to  him  in  his  experience 
with  men,  that  is,  the  knowledge  of  the  character  of  the  men  with  whom  he  is  deal¬ 
ing.  He  learns  thoroughly  the  feeling  of  one  student  toward  another  and  of  a 
student  toward  a  professor,  but  he  fails  to  appreciate  properly,  the  feeling  of  ap¬ 
prentices  toward  their  teachers,  of  workmen  toward  then-  foreman,  and  of  foremen 
to  their  employees,  which  will  enable  him  afterwards,  to  manage  men  successfully. 
I  think,  that  no  training  whatever,  in  a  manual  school  can  give  a  man  this  experi¬ 
ence,  which  is  more  valuable  than  any  manual  dexterity,  which  he  can  attain,  and 
which,  I  think,  he  never  can  get,  if  he  starts  at  the  other  end  as  foreman,  and  at¬ 
tempts  to  work  down.  He  can  only  have  it  by  passing  through  the  mill  himself; 
getting  there  at  seven  in  the  morning  and  leaving  at  six,  and  being  knocked  about 
to  a  certain  extent  as  an  apprentice  in  the  shops. 

Mr.  Angus  Sinclair. — No  one  belonging  to  this  society  can  have  a  greater  interest 
in  the  development  of  the  manual  school  system  of  this  country  than  I  have;  but, 
at  the  same  time,  I  think  that  sentiment  which  has  been  showing  itself  through  the 
society,  of  depreciating  the  apprentice  system,  and  giving  preference  to  the  man¬ 
ual  school  system,  is  not  calculated  to  be  of  benefit  to  the  mechanical  interests  of 
America.  It  has  been  repeatedly  said  here,  that  the  apprentice  system  is  dead, 
and  consequently,  we  must  look  to  the  manual  school  system  for  something  to 
take  its  place.  There  is  no  member,  I  presume,  more  around  the  shops  than  I  am. 
I  am  continually  over  the  country  from  the  one  ocean  to  the  other.  I  spend  half 
of  my  time  continually  traveling,  and  I  am  always  watching  the  men  who  are 
doing  the  mechanical  work  of  the  country.  I  find,  that  there  is  a  growing  class  of 
mechanical  men-boys  who  have  not  the  name  of  apprentices,  but  nevertheless,  they 
are  learning  the  trade  just  the  same  as  apprentices  used  to  do.  They  are  not  held 
down  for  seven  years  under  the  close  rules  of  the  apprentice  system,  but  they  have 
opportunities  of  learning  the  trade,  that  perhaps,  the  old  apprentice  system  did  not 
supply.  Now,  I  think  that  the  duty  of  the  Mechanical  Engineers’  Society,  in  regard 
to  that  class,  is  to  give  them  the  opportunities  of  learning  the  higher  branches  of 
mechanical  engineering,  supplying  them  with  facilities  for  night  schools,  where 
they  can  learn  the  principles  which  they  are  so  often  deficient  in.  That  is  a  system 
which  is  becoming  very  widespread  in  Europe.  It  has  been  receiving  a  very  great 
deal  of  attention  in  Great  Britain  lately.  There  is  not  a  city  of  any  size  in  that 


DISCUSSION  OF  PROFESSOR  WOODWARDS  PAPER. 


49 


island,  where  machine  shops  are  running,  that  apprentices  cannot  go  nightly  to 
school,  where  they  have  the  very  best  opportunities  for  getting  the  higher  parts  of 
the  mechanical  training;  and  I  consider,  that  in  that  respect,  this  country  is  falling 
very  badly  behind  Great  Britain,  and  it  is  to  a  great  extent,  because  this  society  and 
similar  societies  hold,  that  manual  schools  and  the  technical  school  should  do  what 
eventually  will  have  to  be  done  by  the  apprentice  system.  The  great  mass  of  those 
who  are  learning  the  business,  are  in  shops,  under  some  name  or  other,  and 
there  is  where  the  great  mass  of  experience  is  obtained  that  enables  men  to  carry 
on  manual  work.  A  boy  may  work  in  a  technical  school  or  in  a  manual  school 
and  attain  the  skill  which  enables  him  to  do  a  piece  of  very  fine  work,  but  there, 
he  will  never  collect  that  great  mass  of  experience  that  enables  him  to  control  men 
doing  similar  work  to  the  best  advantage  in  a  great  shop  or  even  in  a  small  shop. 
If  I  mistake  not,  the  leaders  of  this  society,  the  men  who  have  made  their  mark  on 
the  mechanical  work  of  this  country,  have  risen  through  the  shop.  They  have 
gained  their  technical  knowledge,  through  burning  the  midnight  lamp  under  the 
very  greatest  disadvantages.  If  they  would  help  those  who  are  coming  in  their 
footsteps,  to  obtain  the  information  which  they  acquired  under  such  great  disad¬ 
vantages,  more  easily,  they  will  be  doing  a  great  work  for  themselves,  to  the  coun¬ 
try  and  for  the  mechanical  interests  generally. 

Mr.  J.  M.  Dodge. — I  came  here  by  railroad  from  New  York.  I  would  have 
known  more  of  the  country  if  I  had  walked;  but  it  is  a  question,  whether  that 
would  have  been  any  decided  advantage.  I  served  my  time  in  a  shop.  My  fore¬ 
man  hit  me  with  a  hammer  one  day,  because  I  asked  him  how  to  temper  a  chisel. 
Afterwards,  I  got  a  little  engineering  chart.  I  followed  its  directions  at  home, 
took  my  chisel  back  to  the  shop  and  found  out  I  knew  how  to  do  it.  I  believe  if  I 
had  gone  to  the  manual  training-school  and  had  that  lecture  about  tempering  given 
to  me,  I  would  have  known  more  about  it  than  my  foreman  did.  I  do  not  believe, 
in  this  age  of  the  world’s  history,  it  is  worth  while  to  cling  to  an  old  institution, 
simply  because  it  is  old.  It  is  not  fair  to  say  that  the  apprentice  system  made  fore¬ 
men,  because  the  apprentice  system,  out  of  a  thousand  boys,  only  made  one  fore¬ 
man.  The  fact  of  the  matter  is,  that  the  personality  of  the  boy  has  got  a  great  deal 
to  do  with  it.  I  went  through  the  shop  experience  very  thoroughly.  I  went  on  a 
strike  and  got  hit  with  a  brick.  I  followed  the  men  right  through,  worked  with 
them,  fought  with  them,  and  did  everything,  and  I  was  thoroughly  put  to  blush 
by  a  young  man  from  the  Stevens  Institute,  after  I  had  erected  an  engine  on  a 
large  ship,  by  finding  out  that  he  knew  a  great  deal  more  about  it  than  I  did.  I 
had  built  the  engine,  as  I  thought,  and  the  proudest  thing  I  did  was  to  find  a  mis¬ 
take  in  the  design,  which  I  afterwards  discovered,  was  because  I  didn’t  measure 
right.  The  fact  is,  that  I  had  some  training  at  Cornell  University,  and  afterwards, 
I  went  through  the  shop  thoroughly,  and  I  must  say,  I  wish  I  could  go  through  a 
manual  training  school  now.  So  far  as  managing  men  is  concerned,  my  experi¬ 
ence  is,  that  a  man  who  knows  what  he  wants  will  get  it  done.  A  man  said  to  me; 

“  What  will  you  do  if  there  is  a  strike?”  I  said.  “  I  don’t  know.  What  will  you 
do  if  there  is  a  strike?”  He  prided  himself  on  being  able  to  manage  men.  He  had 
a  strike  afterwards,  and  he  didn’t  manage  the  men  any  better  than  anybody  else. 
He  fell  right  in,  and  did  the  best  that  he  could,  when  the  time  came.  Iam  largely 
of  opinion  that  with  good  material,  a  manual  training  school  will  instruct  thor¬ 
oughly  and  perfectly  as  far  as  it  goes,  and  that  a  man  of  the  right  mind  will  gather 
up  the  deficiencies  without  any  trouble. 

Professor  S.  W.  Robinson. — I  think  that  this  course  which  has  been  detailed  at 
some  length,  is  an  admirable  course  for  students  in  mechanical  engineering.  I 
might  state  a  few  points  from  my  own  experience,  which  may  be  of  some  inter¬ 
est  in  regard  to  this  question.  In  the  first  place,  with  respect  to  the  apprentice  sys¬ 
tem,  in  my  experience  of  four  years  of  apprenticeship  in  a  machine  shop,  I  never 
ART — VOL  4 - 4 


50 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


got  so  much  shop  philosophy  as  this — that  in  forming  a  piece  of  iron  fora  macmne 
there  are  two  operations— first,  rough  dressing  it  out ;  and  second,  finishing  the 
piece  ;  and  further,  that  in  rough  dressing  the  piece  out,  the  way  to  do  it  well  is  to 
do  it  quickly,  as  the  main  point ;  and  in  finishing  the  piece,  the  way  to  do  that  well 
is  not  to  take  the  biggest  chip  you  can  possibly  take,  but  to  take  such  chips  as  will 
give  the  best  results  as  to  form  and  surface.  This  is  the  kind  of  philosophy  that 
should  be  given  in  our  school  shops.  If  a  man  can  go  through  a  whole  apprentice¬ 
ship  and  not  get  as  much  philosophy  as  that,  I  think  that  five  minutes  under  a 
teacher  in  learning  this,  is  worth  more  than  four  years’apprenticeship  for  this  point. 
When  you  apply  it  to  all  the  points,  you  will  see  that  there  is  need  of  both  applica¬ 
tions.  I  think  the  school  shop  is  a  necessary  element  for  the  highest  success,  and 
that  the  machine  shop  is  also  a  necessary  element  for  the  highest  success  in  life. 
Let  a  young  man  who  comes  out  of  school  full  of  philosophy  go  out  and  learn  the 
practical.  *  *  * 

Mr.  Hosea  Webster. — The  fact,  that  the  majority  of  the  prominent  members  of 
this  society  are  men  who  have  started  from  the  bottom,  and,  as  expressed  in  homely 
phrase  “  pegged  up  the  fact  that  a  great  many  of  them  have  a  good  deal  o‘‘  dis¬ 
trust  of  “  college  men,”  and  the  fact,  that  many  college  men  after  being  out  of  col¬ 
lege  a  few  years,  would  find  it  a  hard  matter  to  pass  their  first  calculus  examina¬ 
tion,  lead  to  a  good  deal  of  perplexity  in  the  mind  of  one  who  may  happen  to  be 
called  upon  to  advise  a  young  man  desiring  to  become  a  mechanical  engineer,  what 
course  to  pursue.  It  is  unfortunate  that  there  is  tliis  distrust  of  the  college  man 
among  our  leading  manufacturers,  but  may  not  one  cause  of  it  be  found  in  the 
fact  that,  having  spent  four  years  in  college,  a  young  man  is  granted  his  degree,  if 
he  has  attained  an  average  of,  say,  seventy-five  per  cent.,  in  his  examination,  and 
so  gets  into  a  seventy-five  per  cent,  habit,  while  the  profession  of  engineering  is, 
above  all  others,  a  hundred  per  cent,  profession  ? 

A  seventy-five  per  cent,  tracing  wont  make  a  head  draughtsman.  The  discus¬ 
sions  of  the  matter  of  technical  education,  which  are  now  going  on,  are  a  good 
sign,  and  indicate  that  the  time  is  not  far  distant  when  manufacturers  will  realize, 
that  technical  education  is  the  best  foundation  for  the  profession  of  mechanical 
engineering.  The  English  system  of  paid  apprenticeship  is  meeting  with  good  suc¬ 
cess.  A  young  man,  upon  payment  of  a  small  sum  annually,  is  admitted  into  the 
shops,  put  to  work  with  the  men,  and  has  special  attention  paid  and  careful  practi¬ 
cal  instruction  given  him  in  return  for  the  money  invested.  This  system  is  said  to 
be  turning  out  some  excellent  young  engineers.  The  technical  graduate  has  reached 
the  point  where  he  has  learned  how  to  learn,  and  draw  logical  and  practical  conclu¬ 
sions. 

The  proper  combination  of  the  theoretical  with  the  practical,  must  result  to  the 
advantage  of  the  producer,  and  it  is  hoped,  that  the  discussions  in  this  society  will 
soon  bring  about  the  desired  result. 

Mr.  W.  F.  Durfee. — I  am  aware  that  the  time  is  getting  very  short,  and  I  will 
promise  to  be  as  brief  as  is  consistent  with  a  clear  presentation  of  certain  points 
which  I  regard  as  deserving  of  especial  consideration  in  connection  with  any  scheme 
of  study  and  practice  intended  to  serve  as  the  foundation  of  the  education  of  the 
mechanical  engineers  of  the  future.  When  an  engineer  of  experience  undertakes 
to  erect  a  structure  or  mechanism  of  any  kind,  the  first  thing  he  considers,  is, 
the  character  of  the  soil  upon  which  he  is  to  lay  those  foundations,  upon  whose 
stability  the  integrity  and  usefulness  of  all  his  future  work  depends.  In  such  a 
fundamental  matter,  there  must  be  no  mistake  ;  a  proper  selection  must  be  made 
or  disaster  is  absolutely  certain. 

I  am  a  firm  believer  in  the  great  possibilities  and  far  reaching  value  of  the  work 
of  the  leading  technical  schools  of  our  land  in  laying  the  foundations  upon  which 
the  practice  and  the  fame  of  the  engineering  of  the  future  is  to  rest ;  provided, 


DISCUSSION  OF  PROFESSOR  WOODWARD’S  PAPER.  51 

however,  that  their  efforts  are  conscientiously  expended  upon  a  wise  selection  of 
mental  material. 

Notwithstanding  the  fact,  that  the  leading  schools  of  engineering  have  met  with 
some  measure  of  success,  and  that  there  are  many  members  of  that  profession,  to 
whom  they  point  with  pride  as  evidences  thereof,  I  am,  as  the  result  of  a  somewhat 
prolonged  experience,  firmly  of  the  opinion,  that  these  schools  will  not  conserve  the 
best  interests  of  the  future ;  until  they  adopt  some  thoroughly  effective  system  of 
selection,  which  shall,  at  an  early  stage  of  their  studies,  cull  out  from  among  those 
students  who  aspire  ultimately,  to  become  engineers,  such  as  have  not  that  intui¬ 
tive  practical  sense  of  the  eternal  fitness  of  things  and  of  the  adaptation  of  means 
to  ends,  born  in  them  as  an  endowment  of  nature ,  which  is  an  essential  qualifica¬ 
tion  of  every  competent  engineer. 

******* 

Professor  C.  I.  King. — It  seems  to  me,  that  when  an  apprentice  has  served  his 
time,  and  when  a  young  man  from  college,  having  been  through  the  technical 
school,  has  served  his  time,  we  will  say,  and  both  come  out,  we  will  imagine,  on  a 
level,  and  begin  their  work  in  the  shop, — that  the  apprentice  has  practically  arrived 
where  he  is  ready  to  begin  to  learn  something.  He  is  where  he  feels  a  responsibility 
that  he  has  never  had  before,  and  if  you  are  going  to  make  a  foreman  out  of  him, 
he  must  acquire  all  that  implies,  after  his  apprenticeship  has  been  served.  It  is 
equally  so  with  a  college  man,  if  he  is  going  to  make  a  superintendent  or  foreman. 
The  only  difference,  it  seems  to  me,  is,  that  your  college  man  has  a  basis  to  build 
upon,  that  is  as  broad  a  foundation  as  can  be  laid.  The  difference  in  the  broadness 
of  these  foundations,  depends  on  the  men  altogether.  It  seems  to  me,  that,  in  that 
respect  alone,  the  college  man  is  a  good  way  ahead,  and  I  hold,  that,  with  this 
system  of  manual  training,  every  college  man,  if  has  any  natural  ability,  when  he 
steps  into  the  shop,  he  is  capable  of  earning  a  living  there.  He  is  able  to  earn  as 
much  and  in  a  great  many  cases,  more  than  the  apprentices.  In  regard  to  the  dif¬ 
ferent  systems  of  work  in  the  colleges,  I  hold,  that  it  is  almost  impracticable,  so  far 
as  good  results  are  concerned  in  the  way  of  instruction,  to  mix  instruction  and 
business,  and  especially  so,  if  there  is  a  time  limit  for  completing  the  work.  The 
result  in  every  case,  will  be  found,  as  Professor  Robinson  says,  that  you  are  sacri¬ 
ficing  instruction  to  the  completion  of  work.  That  has  been  my  experience  for 
eight  or  nine  years.  *  *  * 

Professor  Woodicard. — I  have  little  to  add  in  closing  the  debate.  I  desire  to  thank 
Mr.  Hawkins  for  his  excellent  suggestion,  while  at  the  same  time,  I  ought  to  say, 
that  we  make  continual  use  of  the  lecture  method.  In  fact,  the  class,  or  “  Russian” 
method  of  tool  instruction,  necessarily  involves  lectures,  black-boards,  and  general 
explanation.  The  economy  of  our  method  arises  from  giving  an  explanation,  a  dia¬ 
gram,  directions,  e(tc. ,  to  twenty-four  boys  at  once.  Then,  again,  when  they  proceed 
to  the  execution  of  their  task,  the  teacher  knows  so  well  wlu.t  each  has  to  do,  that  a 
glance  suffices  to  tell  whether  the  student  is  doing  as  he  ought  or  not.  Meanwhile, 
it  must  be  remembered,  that  our  students  are  not  men;  they  are  boys  from  fourteen 
to  eighteen  years  of  age,  and  that  they  know  nothing  whatever  of  engineering. 

Again,  I  think  the  gentlemen  who  have  spoken,  have  dwelt  too  much  upon  a 
single  phase  of  the  training  of  an  engineer — that  of  being  a  shop  foreman  or  man¬ 
ager.  Some  of  you  seem  to  regard  what  I  call  the  “Training  of  a  Dynamic  En¬ 
gineer,”  as  only  a  new  kind  of  apprenticeship,  the  object  of  which  is,  to  make  a 
man  a  good  machinist  or  a  manager  of  machinists.  To  be  an  engineer,  means 
vastly  more  than  to  be  a  skillful  workman  or  a  fine  executive  officer,  or  both  com¬ 
bined.  I  grant,  if  you  wish,  that  it  does  mean  thus  much,  but  it  means  a  knowledge 
of  theory  too;  a  knowledge  and  ready  command  of  both  analytical  and  graphical 
methods  of  investigation;  a  knowledge  of  the  best  practice;  of  what  has  been  done, 
and  how  done,  in  the  engineering  world.  An  engineer  is  a  man  whose  familiarity 


52 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


with  different  methods  and  theories  is  wide  enough  to  entitle  him  to  speak  of  his 
“judgment.”  A  man  who  knows  but  one  way,  has  no  judgment  about  ways.  A 
man  who  has  never  “  seen  any  use”  for  graphical  statics,  or  the  calculus,  or  ther¬ 
modynamics,  simply  admits,  that  he  has  no  command  of  such  things,  and  that 
countless  opportunities  for  their  use  pass  him  without  his  being  in  the  least  aware 
of  the  fact.  A  born  frontiersman  is  apt  to  “have  no  use”  for  a  thousand  of  our 
great  conveniences  about  which  he  knows  nothing.  These  remarks  are  in  part, 
suggested  by  some  side-discussions  I  have  heard  at  this  convention.  Let  me  say, 
that  no  subject  is  put  down  in  the  course  of  study  given  as  an  appendix  to  my  paper, 
which  I  do  not  consider  essential  to  the  training  of  a  finished  engineer. 

I  am  glad  to  find  that  you  all  appear  to  agree  with  me  in  regard  to  the  policy  of  Gin- 
shop.  As  regards  what  we  cannot  and  do  not  try  to  teach  in  our  shop,  I  will  quote 
a  word  from  that  very  keen  observer  and  successful  man  of  business,  William 
Mather,  Esq.,  manufacturer,  Manchester,  England,  late  Royal  Commissioner  of 
Education  to  America,  now  Member  of  Parliament. 

“There  is  no  possibility  of  teaching  in  a  school,  that  sort  of  knowledge  which 
practical  work,  carried  out  on  commercial  principles  within  restrictions  as  to  time 
of  execution,  etc.,  can  alone  make  one  familiar  with.” — Technical  Education  in 
Russia,  p.  xn. 

Bear  me  witness,  that  the  manual  training  school  does  not  claim  to  teach  a  single 
trade,  nor  to  give  business  experience.  *  *  * 

It  is  because  of  the  important  relation  borne  by  this  school  to  the 
Manual  Training  movement  throughout  the  United  States,  that  so 
much  space  has  been  given  to  the  account  of  its  history  and  progress, 
and  that  the  statements  concerning  it  by  Professor  Woodward,  as 
well  as  those  giving  the  judgment  and  opinions  of  others,  have  been 
so  fully  quoted. 

An  account  of  the  School  of  Fine  Arts  of  the  University  will  be 
given  in  a  later  volume  of  this  Report. 

The  following  extracts  from  the  Annual  Report  of  the  Manual 
Training  School  for  188G-’87,*  give  the  conclusions  by  the  Director 
in  regard  to  the  result  of  the  experiment  and  the  latest  information 
then  accessible  of  the  school. 

“  THE  RESULTS  OF  EXPERIENCE. 

The  School  is  now  in  its  seventh  year.  From  the  start  it  has  been  well  patronized, 
and  vacant  seats  have  been  few. 

The  enrollment  shows  a  steady  increase. 

******* 

THE  RECORD  OF  THE  GRADUATES. 

Four  classes  have  graduated  from  the  school.  Much  interest  has  been  expressed 
in  their  records  as  affording  some  clew  to  the  influence  of  their  training  in  the 
school.  It  has  therefore  been  thought  best  to  give  a  full  list  of  the  names  and  pres¬ 
ent  occupations  of  the  first  three  classes  as  fully  as  known.  At  the  same  time  it 
should  be  borne  in  mind  that  the  full  influence  of  the  school  is  to  be  found  only  by 
following  the  careers  of  all  who  have  been  for  a  longer  or  a  shorter  time  under  its 

*“A  Catalogue  of  the  Teachers,  Students,  Course  of  Study,  and  Methods  of  In¬ 
struction  in  the  Manual  Training  School  of  Washington  University.  1886-  87.  St. 
Louis  :  Nixon-Jones  Printing  Co.  1886.  Pp.  47.” 


LIST  OF  MANAGERS  AND  INSTRUCTORS,  1887. 


53 


influence.  Only  about  one-half  of  those  who  attend  the  school  remain  to  graduate, 
and  the  influence  of  the  training  has  been  scarcely  less  marked  upon  those  who 
have  been  in  the  school  two  years  than  upon  the  graduates.  Moreover,  all  the 
graduates  are  still  too  young  to  afford  material  for  very  definite  conclusions. 

These  first  two  classes  had  no  opportunity  while  in  school  to  study  Latin  ;  conse¬ 
quently  when  they  have  sought  to  enter  Polytechnic  schools  or  colleges  requiring 
Latin  before  admission  they  have  been  somewhat  embarrassed  to  obtain  the  neces¬ 
sary  instruction  in  Latin.  All  the  present  classes  have  had  opportunity  to  study 
Latin  in  the  school. 

The  list  of  the  names  and  present  occupations  of  the  graduates  as 
given  in  the  report  is  here  omitted. — The  total  number  of  graduates 
is  given  as  142.  The  attendance  on  the  school  is  as  follows  : 

SUMMARY. 


Graduate  Students .  2 

Third- Year  Class .  63 

Second- Year  Class .  73 

First- Year  Class .  84 

Total .  222 


“  In  submitting  the  above  report  of  the  condition,  methods,  aims,  and  results,  of 
the  school  during  its  six  and  a  half  years,  the  Director  is  gratified  by  the  thought 
that  in  spite  of  its  many  shortcomings  the  school  has  served  to  demonstrate  the 
entire  feasibility  of  incorporating  the  elements  of  intellectual  and  manual  training 
in  such  a  way  that  each  is  the  gainer  thereby  ;  and  that  he  has  correctly  read  the 
public  demand  for  an  education  which  shall  insure  the  most  valuable  mental  disci¬ 
pline,  at  the  same  time  that  it  gives  knowledge  and  skill  of  great  intrinsic  worth. 

All  inquiries  and  applications  should  be  addressed  to 

C.  M.  WOODWARD, 

Director.  Manual  Training  School.  St.  Louis. 

Dec.,  1886.” 

The  following  is  the  list  of  the  Managing  Committee  and  of  the 
Instructors,  as  given  in  the  Catalogue  for  1886-87. 


MANUAL  TRAINING  SCHOOL. 


[Established  June  6,  1879.] 


MANAGING  COMMITTEE.  (1886-1887.) 


Edwin  Harrison,  Chairman 

Henry  W.  Eliot . 

Samuel  Cupples . 

William  Brown . 

William  L.  Huse . 

Office  at  the  University. 


. .  322  Pine  street. 

.  .Turner  Building, Eighth  street. 
. . .  Second  and  Olive  streets. 

. .  1301  Land  street. 

.  .  .409  Washington  avenue. 

C.  M.  WOODWARD,  Director. 


OFFICERS  AND  TEACHERS,  (1886-1887.) 

William  G.  Eliot,  Chancellor . 2660  Washington  avenue. 

C.  M.  Woodward,  Ph.  D.,  Director . 1761  Missouri  avenue. 

Charles  F.  White,  B.  S.,  Superintendent  of  Work¬ 
shops 


3414  Washington  avenue. 


54 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


George  W.  Krall,  Assistant  in  Charge  of  Third- 

Year  Class . 3037  Olive  street. 

W.  H.  Vaughn,  A.  M.,  Assistant  in  Charge  of  Sec¬ 
ond-Year  Class.  . 2842  Gamble  street. 

E.  R.  Booth,  A.  B.,  Assistant  in  Charge  of  First- 

Year  Class . Kirkwood. 

Charles  E.  Jones.  Instructor  in  Forging . 2312  University  street. 

George  B.  Woodward,  Instructor  in  Iron-work . 3030  Chestnut  street. 

Harry  M.  Newington,  Arch.,  Teacher  of  Drawing.  .2648  Pine  street. 

B.  S.  Newland,  A.  M.,  Assistant  Teacher  of  First- 

Year  Class . 2634  Lucas  avenue. 

Charles  C,  Swafford,  Assistant  in  Physics  and  Rhe¬ 
toric . 1903  Belleglade  avenue. 

Oscar  W.  Raeder,  Assistant  in  Drawing . 2909  Salisbury  street. 

George  B.  Swafford,  Instructor  in  Wood-work  . . .  .2520  Whittier  street. 

Jennie  M.  Henderson,  Assistant  in  Third-Year 
Work . 1436  S.  Tenth  street. 

The  catalogue  for  1891-1892,*  the  twelfth  year  of  the  school,  shows 
continuous  growth.  At  the  risk  of  some  repetition  the  following 
summaries  setting  forth  this  development  and  showing  the  pressure 
on  the  school  for  enlarged  facilities  are  taken  from  this,  the  latest 
official  statement  of  the  school. 

Historical  Statement. 

The  ordinance  establishing  the  Manual  Training  School  was  adopted  by  the 
Board  of  Directors  of  the  University,  June  6,  1879. 

******* 

Progress  of  the  School. 

The  lot  was  purchased  and  the  building  fronting  on  Eighteenth  street  was  begun 
in  August,  1879.  In  the  November  following,  a  Prospectus  of  the  school  was  pub¬ 
lished. 

On  September  6,  1880,  the  school  opened  with  a  single  class  of  about  50  pupils. 
During  the  summer  of  1882,  the  large  addition  fronting  on  Washington  avenue 
was  built  and  furnished;  this  nearly  doubled  the  capapity  of  the  school. 

The  following  table  gives  the  total  enrollment  for  each  year  since  its  organiza- 


tion: — 

Total 

enrollment. 

Total 

enrollment. 

1880-1  . 

* 

.  67 

1886-7 . 

.  226 

1881-2 . 

.  107 

1887-8 . 

.  223 

1882-3 . 

.  176 

1888-9 . 

.  241 

1883-4 . 

.  201 

1889-90 . 

.  249 

1884-5 . 

.  218 

1890-1 . 

.  289 

1885-6 . 

.  233 

1891-2,  to  Feb.  10,  1892. . . . 

.  310 

The  manual  features  of  the  school,  as  shown  by  its  regular  class  exercises  in 
drawing  and  tool- work,  have  been  exhibited  in  other  cities  as  follows  : — 

At  the  Annual  Meetings  of  the  National  Educational  Association In  Saratoga, 
New  York,  in  1882.  In  Saratoga,  New  York,  in  1883.  In  Madison,  Wisconsin, 
1884.  In  San  Francisco,  California,  in  1888.  In  St.  Paul,  Minn.,  in  1890. 

*  Catalogue  of  the  Manual  Training  School,  Washington  University.  Saint 
Louis.  1891-1892.  Pp.  68. 


THE  ST.  LOUIS  SCHOOL  IN  1892. 


55 


Partial  exhibits  have  also  been  made:  at  Springfield,  Fitchburg  and  Worcester, 
Mass.;  in  New  York  City  and  Albany,  N.  Y. ;  at  Columbus  and  Cincinnati,  Ohio; 
at  Louisville,  Ivy.;  at  De  Funiack  Springs,  Fla.;  at  Kansas  City,  Mo.;  at  Sioux 
Falls,  So.  Dakota;  at  Altoona,  Pa.,  and  at  Jefferson  City,  Mo. 

A  full  selection  was  sent  to  the  International  Exposition  in  Paris,  1889,  and  the 
school  was  awarded  a  gold  medal  for  the  same. 

PLAN  FOR  INCREASING  THE  CAPACITY  OF  THE  SCHOOL. 

In  view  of  the  increased  demand  for  admission  during  the  summer  of  1890,  the 
Managing  Board  decided  to  refurnish  the  First-year  room,  putting  125  new  desks  in* 
the  place  of  100  old  ones.  All  the  seats  were  promptly  taken  and  applicants  were 
turned  away. 

Similarly  in  1891,  every  scat  in  every  class  was  taken  when  the  school  opened  in 
September,  and  large  numbers  of  students  were  refused  admission  from  lack  of 
room.  Every  nook  and  corner  in  the  buildings  is  utilized  to  its  utmost  capacity. 
New  students  are  received  only  as  vacancies  occur. 

To  meet  this  evident  and  pressing  demand  for  increased  accommodations,  the 
Managing  Board  with  the  approval  of  the  University  Board  of  Directors,  have  pro¬ 
posed  a  plan  for  enlarging  the  plant  of  the  school  to  a  capacity  of  500  students. 
The  plan  contemplates  the  erection  of  a  new  shop-building,  four  stories  high,  which 
shall  contain  eight  large  shops  with  auxiliary  dressing  rooms,  offices,  store  rooms 
and  engine  rooms. 

The  lot  upon  which  the  school  now  stands  is  too  small  to  conveniently  admit  of 
much  extension,  and  it  is  therefore  not  possible  to  give  a  full  description  of  what 
may  be  done.  The  Board  of  Managers  will  cordially  welcome  co-operation  from 
any  and  every  quarter. 

******* 
“SCHOOL  BUILDING  AND  ACCOMMODATIONS. 

A  perspective  view  of  the  present  school  building  is  given  as  a  frontispiece. 

The  shops  are  at  present  all  in  the  portion  fronting  Eighteenth  Street. 

The  same  wing  also  contains  one  of  the  drawing  rooms,  and  the  chemical  rooms. 

The  ordinary  school  rooms  occupy  the  three  floors  of  the  west  wing.  The  shop 
equipment  is  briefly  described  as  follows 

THE  TWO  WOOD-WORKING  SHOPS. 

Each  wood-working  shop  is  upwards  of  forty  feet  square,  and  has  uniform 
accommodations  for  a  class  of  twenty-five  pupils. 

Each  pupil  has  one  of  the  uniform  sets  of  hand  edge-tools  for  his  exclusive  use, 
kept  in  a  locked  drawer.  For  the  care  and  safety  of  these  tools  he  is  held  respon¬ 
sible. 

The  school  has  50  speed-lathes*  for  wood-turning,  50  benches,  50  iron  vises,  50 
sets  of  common  tools,  50  sets  of  wood-carving  tools,  and  150  individual  sets  of  edge- 
tools  in  as  many  drawers. 

Each  shop  has  two  grindstones  which  run  continuously  during  shop  hours. 

THE  MOLDING  AND  CASTING  ROOM. 

This  shop  contains  24  benches  and  sets  of  tools,  flasks,  etc.,  for  molding.  A  small 
gas  furnace  is  used  for  melting  alloys  and  for  heating  the  core  oven.  Separate 
benches  and  furnaces  are  provided  for  soldering. 

In  this  shop  is  the  band  saw  which  is  used  for  cutting  lumber  into  sizes  suited  to 
class  exercises. 


*  Two  of  these  lathes  are  of  iron  made  for  the  school  by  the  class  of  1888. 


56 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


THE  FORGING  SHOP. 

The  first  floor  of  the  shop-wing  is  devoted  to  metal  work,  and  comprises  the  ma¬ 
chine  shop  and  the  forging  shop.  The  forging  shop  is  40  feet  square,  and  has  its 
complete  equipment  of  twenty-four  forges,  anvils,  tubs,  and  sets  of  ordinary  hand 
tools.  The  blast  is  supplied  by  a  power  blower,  and  a  large  exhaust  fan  *  keeps 
the  shop  reasonably  free  from  smoke  and  gas,  even  when  all  the  forges  are  in  use. 

THE  MACHINE  SHOP 

IS  40  x  50  feet.  It  possesses  an  equipment  of  sixteen  engine  screw-cutting  lathes, 
six  speed  lathes, f  two  planers,  two  drills,  a  shaper  of  15  inches  stroke,  a  large  and 
a  small  emery  grinder,  a  gas-forge,  J  an  anvil  and  tools,  and  a  tool-room.  Ten  vises 
and  benches  afford  opportunity  for  bench  work.  The  shop  is  furnished  for  a  class 
of  twenty-four  students  at  once. 

The  engine-room  is  below  this  shop.  The  engine  is  capable  of  about  forty  horse¬ 
power.  It  has  a  12-incli  cylinder  and  12-inch  stroke,  and  runs  at  the  rate  of  200 
revolutions  per  minute.  The  steam-generating  apparatus  of  the  University  consists 
of  a  battery  of  three  large  steel  boilers,  set  and  furnished  in  the  most  approved 
manner.  These  boilers  furnish  heat  for  the  entire  group  of  University  buildings,  as 
well  as  steam  for  the  engine  in  the  shop.  The  equipment  of  steam  power  furnishes 
to  pupils  of  the  Third- Year  class  the  means  of  becoming  familiar  with  machinery 
on  a  practical  scale. 

CHEMICAL  LABORATORY. 

A  well  furnished  Chemical  laboratory  with  excellent  facilities  for  experimental 
study  is  provided,  and  each  Second-Year  student  becomes  acquainted  by  actual 
chemical  work,  with  the  real  facts  of  Chemistry,  and  acquires  the  true  spirit  of 
investigation. 

PHYSICAL  LABORATORY. 

A  room  on  the  second  floor  is  fitted  up  for  the  practical  study  of  physical  laws 
and  measurements.  The  laboratory  contains  a  speed  lathe  for  wood  turning,  an 
engine  lathe  for  metal  turning,  and  a  large  assortment  of  hand-tools  for  the  con¬ 
struction  of  physical  apparatus  by  the  students  themselves.  The  physics  lecture 
room  contains  several  hundred  dollars’  worth  of  apparatus,  bought  or  home  made. 

DRAWING  ROOMS. 

Two  drawing  rooms  are  in  continual  use  every  day  for  six  hours.  Each  has 
twenty -five  drawing  stands,  cases  for  one  hundred  and  fifty  drawing  boards,  and 
large  numbers  of  models,  specimens,  and  machines  for  object  and  detail  drawing.” 

Several  pages  follow  showing  the  details  of  the  shop  work,  illus¬ 
trated  by  plates  from  Professor  Woodward’s  excellent  book  entitled 
“The  Manual  Training  School;  Its  Aims,  Methods  and  Results,” 
published  by  Messrs  D.  C.  Heath  &  Co,  Boston.  In  place  of  these 
pages,  and  of  the  pages  given  to  the  “theory  of  Manual  Training” 
which  follow,  I  have  thought,  as  these  topics  have  already  been 

"  This  fan,  a  “  Sturtevant  ”  with  a  delivery  of  18'  by  23",  was  presented  to  the 
school  by  Mr.  Sturtevant,  the  inventor. 

t  T wo  of  these  lathes  were  made  for  the  school  by  the  Class  of  1887. 

X  The  gas-forge  is  furnished  with  an  air  jet  from  a  tank  kept  filled  by  an  oscillating- 
cylinder  air  pump  made  by  certain  members  of  the  Class  of  1888. 


57 


PROFESSOR  WOODWARD’S  PAPER  AT  SARATOGA. 

treated  in  this  history,  that  the  brief  paper  recently  read  by  Professor 
Woodward  at  the  meeting  of  the  National  Education  Association,  in 
which  he  gives  his  conception  of  the  ideal  Manual  Training  Master, 
would  serve  to  show  what  is  to  he  demanded  of  the  Teacher,  and  so, 
inferentially,  what  is  required  from  the  pupils,  and  will  illustrate 
the  distinctive  character  and  purpose  of  these  schools. 

THE  TEACHER  OF  TOOL  WORK. 

By  C.  M.  Woodward,  St.  Louis,  Mo. 

The  proper  functions  of  the  shop  teacher  are  little  understood.  He  is  not  a  his¬ 
torical  character.  Literature  is  not  full  of  him;  his  sayings  and  doings  are  not  on 
record:  he  is  the  latest  product  of  evolution.  Doubtless  many  of  you  have  pictured 
him,  in  imagination,  as  a  brawny  fellow,  with  immense  brown  hands,  with  deft 
ways,  an  unerring  eye,  a  fund  of  anecdote,  abounding  in  ungrammatical  figures  of 
speech,  drawn  from  the  bench,  and  cherishing  undying  admiration  and  reverence 
for  the  man  he  served  under  while  learning  his  trade.  You  fancy  him  more  fluent 
in  directions  than  reasons;  therefore,  more  ready  to  take  one’s  tool  and  do  one’s 
exercise  himself  than  to  patiently  explain  and  illustrate  the  method  till  his  pupil 
can  do  it. 

But  you  are  in  error.  You  are  thinking  of  the  experienced  mechanic,  not  of  the 
accomplished  teacher.  This  new  type  of  teacher  is  not  a  common  article  as  yet. 
It  is  still  a  curiosity,  and  visitors  to  a  school  fortunate  enough  to  have  one  spend 
most  of  their  time  watching  him  and  his  work.  Let  me  give  an  account  of  him 
and  present  his  picture. 

This  man  has  never  served  his  time — that  is,  he  has  not  spent  from  three  to 
seven  years  earning  his  living  while  learning  the  mechanical  processes  and  the 
business  management  of  a  single  trade.  His  knowledge  of  applied  mechanics  dif¬ 
fers  from  that  of  the  ordinary  workman  as  the  mathematical  training  of  a  senior 
wrangler  differs  from  the  art  of  a  lightning  calculator.  Under  a  variety  of  expert 
teachers  he  has  mastered  the  principles  and  become  familiar  with  many  crafts;  he 
has  studied  a  wide  range  of  tools  and  materials,  and  is  equally  at  home  at  every 
bench. 

But  he  is  much  more  than  a  master  mechanic;  he  is  a  draughtsman,  almost  an 
artist,  ready  to  sketch  an  engine  or  a  pump,  to  find  the  shade  and  shadow  of  a 
Greek  vase,  or  to  give  a  “chalk  talk”  illustrating  Longfellow’s  “Bridge”  before 
his  class.  Then  he  is  somewhat  of  a  scientist,  and  he  sees  how  truly  the  principles 
of  a  lever  and  the  inclined  plane  underlie  all  mechanical  operations;  lie  has  experi¬ 
mented  upon  the  effects  of  heat  on  meat,  and  has  studied  the  dynamics  of  elastic 
fluids.  He  is  able  to  classify  the  phenomena  of  the  shop  and  can  show  how  differ¬ 
ent  the  ideal  problems  of  the  text-book  are  from  the  real  problems  of  industry. 

Moreover,  he  is  gifted  with  speech  and  has  some  knowledge  of  his  vernacular. 
He  never  says,  “I  know,  but  I  can’t  express  it,”  for  he  can  express  it  either  in 
words,  by  drawings,  or  in  the  concrete — that  is,  provided  the  thought  is  clear.  If 
the  thought  is  not  clear,  he  knows  that  there  can  be  no  clear  expression.  He  is 
sufficiently  a  psychologist  to  know  how  to  work  out  a  clear  thought  when  one  is 
within  his  reach. 

He  has  no  reputation  for  superior  workmanship;  he  has  never  invented  a  valve 
motion  nor  a  motor,  nor  is  he  the  author  of  a  text-book  on  any  subject;  but  he  has 
a  level  head,  a  clear  voice,  a  steady  hand,  a  confident  look,  and  a  reassuring  smile. 

Yes,  he  is  a  rare  man,  and  he  has  been  rarely  trained,  but  I  will  be  satisfied  with 
nothing  less  for  my  shop  teacher. 

So  much  for  the  man;  now  how  does  he  teach  and  manage  his  class? 


58 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


In  the  first  place,  he  believes  it  is  his  chief  function  to  teach.  His  pupils  are  not 
to  be  left  to  find  out  for  themselves  how  the  various  tools  are  to  be  used,  how  they 
are  to  be  kept  in  order,  and  how  a  certain  model  is  to  be  produced.  He  would  no 
more  leave  them  to  thus  teach  themselves  than  you  would  give  pupils  pen,  ink,  and 
paper  and  leave  them  to  learn  penmanship  by  themselves  ;  or  than  I  would  give  an 
ignorant  sailor  a  sextant  and  leave  him  to  find  out  how  to  determine  a  ship’s  lati¬ 
tude  and  longitude  by  constantly  trying.  Tools  are  not  what  they  are  through  ac¬ 
cident  or  caprice ;  they  are  the  product  of  ages  of  thought  and  experience,  and 
there  are  best  ways  of  using  them.  There  is  teachable  art  in  handling  the  chisel, 
the  gauge,  and  the  file  as  there  is  in  using  a  table  fork,  a  tennis  racket,  and  a  draw¬ 
ing  pen. 

Moreover,  as  he  has  a  score  or  more  pupils  to  teach,  he  teaches  them  as  a  class 
and  not  individually  ;  this  enables  him  to  make  his  instruction  much  more  system¬ 
atic  and  full,  and  it  leaves  him  time  to  observe  whether  his  instructions  are  fol¬ 
lowed.  The  class  lecture  is,  therefore,  almost  a  daily  feature  in  his  shop.  It  may 
occupy  thirty  minutes  or  only  ten,  but  while  it  lasts,  it  must  absorb  the  attention 
of  every  pupil.  He  must  have  facilities  for  seating  his  class  around  his  bench,  anvil, 
or  machine-tool ;  so  that  they  may  be  quiet  and  attentive  and  have  good  opportu¬ 
nity  to  see  as  well  as  to  hear.  His  room  must  be  noiseless,  and  he  must  have  at 
hand  tools,  materials,  drawings,  and  blackboards.  It  is  not  a  lecture  properly  so 
called,  for  as  a  rule  he  does  not  read  to  his  class  ;  he  talks,  explains,  and  illustrates. 
He  suits  the  action  to  the  word  and  the  word  to  the  action.  This  is  an  important 
point,  for,  like  every  other  teacher  in  the  school,  he  is  a  language  teacher.  When 
the  need  of  a  new  word  is  clearly  seen  he  gives  it  to  his  pupils,  writes  it  before  them, 
and  henceforth  it  is  a  part  of  their  vocabulary.  He  knows  just  where  the  class 
stands,  how  much  and  how  little  they  know  of  the  work  in  hand,  and  he  discretely 
leads  them  on  a  step  at  a  time,  and  a  step  they  never  need  retrace.  He  teaches  the 
theory  of  every  tool,  and  how  it  is  to  be  put  in  order  and  kept  so ;  he  shows  just 
how  it  is  to  be  used  and  when  ;  he  analyzes  a  complicated  operation  into  a  series  of 
simple  steps,  and  points  out  the  logic  of  his  arrangement;  he  warns  of  peculiar  diffi¬ 
culties  and  dangers ;  he  leads  his  pupils  to  see  that  drawings  may  represent  not 
only  the  details  of  form,  but  order  of  construction.  Gradually  he  helps  his  pupils 
to  build  up  a  love  for  system,  precision,  and  plan. 

When  his  class  instruction  is  over — and  he  is  careful  not  to  confuse  and  mislead 
by  telling  too  much — he  never  tells  all  he  knows — the  pupils  go  to  their  separate 
places  and  reduce  to  genuine  practice  what  to  them  is  still  only  theory.  The  work 
of  the  class  is  as  uniform  as  that  of  a  class  in  algebra  engaged  on  the  solution  of  the 
same  problem,  or  in  chemistry  when  the  pupils  are  performing  the  same  experi¬ 
ment.  A  glance  is  sufficient  to  enable  our  teacher  to  detect  a  wrong  motion  or  a 
false  step,  and  he  supplements  his  general  instructions  by  such  individual  directions 
and  explanations  as  may  be  necessary.  He  thus  economizes  time  and  no  pupil 
waits  for  him  to  come  round.  All  have  been  taught,  all  have  had  opportunity  for 
the  same  personal  experience.  If  a  pupil  is  inattentive  or  dull — and  you  may  know 
that  sometimes  happens  even  in  other  studies — he  patiently  repeats  what  he  has 
already  said  and  done,  or  sends  the  dullard  to  a  brighter  pupil  for  direction  and 
light ;  but  he  would  no  more  take  one’s  tools  and  do  his  work  for  him  as  the  ordi¬ 
nary  mechanic  is  generally  too  apt  to  do,  having  an  eye  more  to  the  finished  exer¬ 
cise  than  to  the  development  of  the  child,  than  the  teacher  of  English  would  write 
his  pupil’s  composition,  or  the  teacher  of  penmanship  would  fill  out  his  pupil’s  copy¬ 
book,  or  the  teacher  of  drawing  would  finish  his  pupil’s  sketches.  Success  lies  not 
in  having  certain  things  done,  but  in  getting  one’s  pupils  to  do  them  as  well  as  they 
can. 

When  our  teacher  has  examined  and  graded  the  pupil’s  work,  he  does  not  throw 
all  the  poor  pieces  into  the  waste  box,  but  he  shows  a  pupil  the  manifest  defects  of 


LIST  OF  MANAGERS,  OFFICERS,  AND  INSTRUCTORS,  1892.  59 


his  workmanship,  carefully  preserves  the  specimen,  no  matter  how  poor,  and  en¬ 
courages  the  pupil  to  replace  it  by  a  better  one,  made  during  such  spare  time  as  be 
may  secure  by  getting  other  work  in  before  “time  is  up.”  This  encourages  and 
rewards  care  and  attention  to  business.  There  is  no  waste  time  in  his  shop.  The 
rapid  workers,  who  have  no  need  to  repeat  their  exercises,  are  always  furnished 
with  “  extras”  (corollaries  to  the  main  proposition)  which  fill  their  time,  tax  their 
ingenuity,  and  fire  their  ambition. 

The  discipline  of  the  shop  is  such  as  promotes  industry  and  fidelity.  The  stan¬ 
dard  of  behavior  is  not  that  of  the  recitation-room,  it  is  rather  like  that  of  the  chem¬ 
ical  laboratory.  Necessary  communication  is  allowed,  but  all  trifling  and  distrac¬ 
tions  are  strictly  prohibited. 

While  in  the  shop  our  teacher  dresses  as  he  expects  his  pupils  to  dress,  appropri¬ 
ately.  He  sets  no  bad  example  ;  his  language  is  correct  and  pure  ;  his  manners  are 
those  of  a  gentleman.  The  atmosphere  of  his  shop  is  that  of  a  science  laboratory. 
His  pupils  soon  become  zealous  and  enthusiastic,  there  is  no  sense  of  drudgery,  and 
no  sordid  motive  impels  to  work.  The  pupils  are  as  innocent  of  definite  plans  for 
utilizing  the  knowledge  and  skill  they  are  acquiring  (beyond  the  making  of  a  toy, 
a  present  for  a  friend,  or  a  convenience  for  his  home)  as  they  are  in  their  arithme¬ 
tic  and  history.  The  consciousness  of  growing  power,  both  mental  and  manual, 
gives  a  satisfaction  which  throws  a  charm  over  every  department  of  school  work. 

It  is  rather  significant,  especially  in  view  of  the  fact  that,  after 
having  been  practiced  for  some  years,  similar  drill  Avas  discarded 
by  the  Baltimore  Manual  Training  School,  that  military  drill  has, 
during  the  past  year,  been  introduced  in  this  St.  Louis  school.  All 
pupils  in  the  third  year  of  the  course,  unless  especially  excused,  are 
required  to  devote  two  hours  per  week,  “to  systematic  instruction 
and  practice  in  military  drill.”  This  is  in  addition  to  the  regular 
course  of  school  and  shop  work. 

The  catalogue  shows  that  the  school  is  flourishing  with  a  larger 
attendance  than  ever  before. 


LIST  OF  OFFICIALS. 

MANAGING  BOARD  OF  THE  MANUAL  TRAINING  SCHOOL  FOR  1891-1892. 


Edwin  Harrison,  Chairman 

Henry  W.  Eliot . 

Samuel  Cupples . 

William  L.  Huse . 

Henry  C.  Haarstick . 

E.  C.  Simmons . 

C.  M.  Woodward,  Director. 


.  520  Olive  street. 

.Odd  Fellows  Building. 
.3673  Pine  street. 

.Gay  Building. 

.  Main  and  Walnut  sts. 
.Ninth  &  Washington  av. 
.Office  at  the  University. 


OFFICERS  AND  TEACHERS. 


W.  S.  Chaplin,  A.  M.,  Chancellor . 2809  Washington  av. 

C.  M.  Woodward,  Pli.  D.,  Director . 1761  Missouri  av. 

George  W.  Krall,  B.  S.,  Assistant  in  Charge  of 
Third  Year  Class,  and  Teacher  of  Geometry  and 
Science . 3037  Olive  st. 

Charles  H.  Spooner,  A.  B.,  Assistant  in  Charge  of 
Second-Year  Class,  and  Teacher  of  Latin  and  Al¬ 
gebra  .  2634  Park  av. 

Wm.  R.  Vickroy,  Ph.  B.,  Assistant  in  Charge  of 
First-Year  Class,  and  Teacher  of  Algebra  and 
English . 2933  Dickson  st. 


60 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


George  B.  Woodward,  Instructor  inlron-Workand 
Auditor  of  Shop  Accounts . 1751  Preston  pi. 

Charles  E.  Jones,  Instructor  in  Forging . 2314  University  st. 

Oscar  W.  Raeder,  Instructor  in  Drawing . 2227  Warren  st. 

George  B.  Swafford,  Instructor  in  Wood-work . 4249a  Evans  av. 

Marian  E.  Cox,  Ph.  B.,  Instructor  in  Chemistry 
and  History . 2612  Park  av. 

Wm.  F.  Barnes,  (Class  of  1885)  Assistant  in  Draw¬ 
ing . 1319  Elliot  av. 

Geo.  Y.  Bast,  (Class  of  1888)  Instructor  in  Science.  .3918  Cook  av. 

George  Arrowsmith,  Instructor  in  Wood-work . 7024  Stanley  av. 

Janet  C.  Gloss,  Ph.  M.,  Instructor  in  Latin  and 
Modern  Languages . 2950  Dickson  st. 

Clara  Sessinghaus,  Ph.  B.,  Instructor  in  Mathemat¬ 
ics  and  Rhetoric . 2901  Rauschenbach  av. 


The  Mechanical  Handiwork  Schools  of  the  Spring  Garden 
Institute,  Philadelphia,  Pennsylvania. 

In  tlie  account  of  the  Night  Classes  in  Mechanical  Handiwork  of 
this  Institution,  given  in  Chapter  ii  of  Part  III,  the  origin  of  this 
Day  School,  modelled  after  the  two  Manual  Training  Schools  just 
described,  has  been  stated.* 

It  was  a  logical  development  of  the  elementary  classes ;  yet, — as 
now  well  established,  with  machine  shops  in  the  basement,  and  class 
rooms  on  the  first  floor  of  the  spacious  building  of  the  Institute,  and 
possessing  a  good  yilant  of  machinery,  an  excellent  driving  engine, 
and  in  charge  of  a  thoroughly  trained,  scientific  director, — it  is  a  very 
different  affair,  and  offers  a  very  much  more  advanced  curriculum 
of  study  and  practice,  than  was  afforded  by  the  experimental  night 
classes  first  held  in  the  attic  of  the  building.  In  adding,  to  the  mere 
manipulative  training  common  to  these  mechanical  classes,  the  spe¬ 
cial  instruction  in  steam  engineering,  which  is  given  by  the  educated 
Naval  Engineer  in  charge  ;  these  schools  of  the  Institute  illustrate 
the  steps  by  which  educational  institutions,  at  first  similar  in  char¬ 
acter  and  purpose,  develop  differently  ; — and  are,  as  the  scientists 
say,  ‘  differentiated.  ’ 

In  this  instance  it  is  plain  that  the  pupil  who  aspires  to  advance 
beyond  mere  elementary  training  in  mechanics,  finds  here  special 
opportunities  for  acquiring  a  theoretical  and  practical  knowledge  of 
steam  engineering  ; — very  desirable  knowledge,  in  this  era  of  steam 
motors  in  a  great  manufacturing  centre. 

In  another  school,  similar  in  its  elementary  course,  the  develop¬ 
ment  might  as  easily  be  towards  Architecture,  and  the  practical  con¬ 
struction  of  buildings,  or  towards  the  making  of  complex  machinery, 
or  the  practical  manufacture  of  textiles,  or  in  a  knowledge  of  mining 
engineering; — the  particular  direction  depending  upon  the  immediate 
industries  of  the  neighborhood, — or  the  specialty  of  the  Instructor, — 
or,  to  use  another  modern  technical  expression, — the  general  or  spe¬ 
cial  4  environment’  of  the  pupil  or  school. 


*See  Part  III,  pages  85  and  86,  et  seq.,  of  the  present  Report. 


SCHOOLS  OF  SPRING  GARDEN  INSTITUTE. 


61 


The  beginning  of  this  development  of  the  mechanical  classes  is 
recorded  in  the  32nd  Annual  Report  (1882-’83)  of  the  Spring  Garden 
Institute  (north  east  corner  Broad  and  Spring  Garden  Streets,  Phil¬ 
adelphia). 

The  work  rooms  are  thus  described. 

“  In  the  basement  three  large  apartments  are  fitted  up  with  benches,  a  forge, 
machine  tools  driven  by  a  gas  engine,  and  all  the  appliances  of  first-class  machine 
and  pattern  shops.  In  this  department  instruction  is  given  in  Mechanical  Handi¬ 
work  to  classes  meeting  at  night.  The  schools  have  a  capacity  of  about  50  pupils 
per  night.  Each  class  meets  two  evenings  per  week,  so  that  instruction  can  be 
given  to  about  150  individual  pupils.  This  department,  like  the  drawing-schools, 
is  used  to  its  full  capacity.” 

These  additional  rooms  and  the  consequent  increase  of  facilities 
by  the  addition  of  an  engine  and  suitable  machinery,  made  possible 
the  development  of  these  night  classes  into  the  regularly  organized 
institution,  here  described;  the  circumstances  resulting  in  this  im¬ 
portant  change  are  recited  in  the  above  Report  as  follows : 

Early  in  the  fall,  President  Arthur  detailed  Lieut.  Robert  Crawford,  U.  S.  N.,  as 
superintendent  of  our  Mechanical  Handiwork  schools,  and  that  gentleman  entered 
so  heartily  into  the  work  of  the  Institute  that  the  schools  were  greatly  improved 
and  the  course  of  study  and  practice  systematized.  Excellent  work  was  done  by 
all  the  pupils,  and  there  is  every  prospect  that  during  the  next  term  Lieut.  Craw¬ 
ford  will  be  able  to  so  organize  the  classes  and  the  course  of  study,  as  to  make  the 
school  one  of  the  most  efficient  hi  the  country. 

Mr.  James  S.  Whitney  generously  offered  to  contribute  $500.00  towards  equipping 
a  class  in  wood-work.  This  was  accepted  and  a  room  fitted  up  for  instruction  in 
this  branch  of  handiwork.  The  class,  though  organized  late  in  the  season,  did  very 
satisfactory  work  in  pattern  making.  During  the  next  term  it  is  probable  that  the 
school  will  be  enabled  to  turn  out  completed  work  from  drawings  made  by  the 
pupils,  with  every  operation  except  that  of  casting  done  in  the  school-rooms  by  the 
pupils.  A  class  in  steam  engineering  was  organized,  to  which  lectures  were  given 
by  Lieut.  Crawford.  It  was  well  attended,  and,  with  better  accommodations  next 
year,  will  doubtless  become  an  important  feature  of  the  school-work. 

One  hundred  and  ninety-one  pupils  were  admitted  to  this  department  of  the 


Institute,  distributed  as  follows  : 

Steam  Engineering .  16 

Pattern  Making  .  16 

Vise  and  Lathe  Work .  159 


191 

In  the  steam  and  mechanical  engineering  class  the  occupations  were  as  follows : 

Draughtsmen,  6;  machinists,  5;  and  engineer,  fireman,  clerk,  florist  and  shoe 
finisher,  one  each. 

In  the  pattern  making  class  the  occupations  were: 

Students,  5;  clerks,  5;  printers,  2;  and  draughtsmen,  pattern  makers,  nail  makers 
and  machinists,  one  each. 

In  the  vise  and  lathe  work  departments,  the  occupations  were: 

Machinists,  60;  students,  38;  clerks,  14;  engineers,  6;  tool  makers,  3;  and  brass 
finishers,  fruit  dealers,  locksmiths,  boiler  makers,  mill  hands,  draughtsmen,  safe 
makers,  2  each;  and  mathematical  instrument  makers,  chair  makers,  steam  fitters, 
tinsmiths,  shuttle  makers,  press  hands,  foremen,  plumbers,  blacksmiths,  clock 


62 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


makers,  watch  case  makers,  loom  bosses,  moulders,  rubber  stamp  makers,  archi¬ 
tects,  hardware  dealers,  brakemen,  tin  roofers,  wood  turners,  rubber  workers,  spin- 
ners,  farmers  and  iron  cutters,  one  each. 

The  average  age  of  the  pupils  was  very  much  larger  than  in  preceding  years. 

An  exhibition  of  the  works  of  pupils  was  given  at  the  close  of  the  term,  and  prizes, 
contributed  by  Tallman  &  McFadden,  Heller  &  Brightly,  Queen  &  Co.,  William  Y. 
McAllister,  and  Gen.  H.  G.  Sickel,  were  distributed  to  the  most  deserving  pupils. 

A  Prospectus  of  the  Schools  of  the  Spring  Garden  Institute,  for 
the  season  1883-’84,  was  issued  in  a  handsomely  printed  pamphlet  of 
24  pages. 

Such  portions  as  relate  to  the  mechanical  night  classes,  will  be 
found  in  the  preceding  description  of  them;  the  following  pages 
relate  to  the  courses  of  the  Day  Mechanical  Handiwork  Schools. 

The  Technical  Schools. 

The  object  of  Mechanical  Handiwork  Schools  is  the  education  of  young  men  in 
mechanic  arts.  This  class  of  education  is  no  longer  an  experiment,  but  is  an  estab¬ 
lished  feature  of  educational  enterprise  both  in  this  country  and  Europe.  The  cities 
of  London,  and  Manchester,  England,  have  each  their  trade  schools,  and  two  of  our 
own  cities — Chicago  and  St.  Louis — have  theirs,  under  the  name  of  Manual  Training 
Schools. 

All  the  cities  of  this  country  of  large  manufacturing  interests  are  awakening  to 
the  very  great  importance  of  providing  schools  for  the  technical  education  of  that 
class  of  their  population  who  are  engaged  in  industrial  pursuits — not  colleges  of 
technology,  which  as  a  rule,  hold  the  prize  they  offer  beyond  the  reach  of  the  mass 
of  the  people,  but  trades  schools,  such  as  these,  for  supplying  training  adjusted  to 
the  wants  of  those  who  are  to  be  our  mechanics,  and  the  leading  men  of  our  shops 
and  manufactories. 

Owing  partly  to  the  very  numerous  sub-divisions  of  work  in  mechanical  manu¬ 
factories,  the  majority  of  those  who  enter  them  for  the  purpose  of  learning  trades 
do  not  advance  further  than  mere  tool  hands,  or  bench  hands,  and  as  such  are  not 
qualified  to  accept  employment  in  other  departments,  of  the  trade  they  set  out  to 
learn.  It  is  to  counteract  this  tendency  and  to  supply  the  training  necessary  to  pro¬ 
duce  complete  mechanics,  that  the  mechanical  schools  of  this  Institute  have  been 
established. 

The  demand  for  good  mechanics  increases  yearly,  and  owing  to  their  scarcity, 
our  manufactures  are  frequently  driven  to  the  expedient  of  importing  from  Europe 
men  competent  to  fill  the  leading  positions  in  their  shops.  With  a  system  of  tech¬ 
nical  training  for  the  youth  of  our  country,  such  as  is  set  forth  in  these  pages, 
manufacturers  would  be  relieved  of  this  necessity,  mechanical  trades  would  ad¬ 
vance,  and  a  comparatively  easy  way  to  advancement  be  opened  to  young  men  of 
mechanical  tastes  and  capabilities. 

The  afternoon  session  provides  opportunity  for  instruction  in  mechanical  drawing 
and  shop  work  for  those  who  are  employed  during  the  earlier  hours  of  the  day. 
In  point  of  mechanical  training  this  course  is  little  inferior  to  that  provided  for  the 
full-course  pupils. 

Remarks  on  the  night  classes  in  steam  engineering  and  handiwork,  will  be  found 
on  pages  19,  20  and  21. 

The  course  of  mechanical  instruction,  with  all  the  classes,  is  progressive :  com¬ 
mencing  with  simple  geometrical  figures  and  ending  with  the  finished  model,  ma¬ 
chine,  or  pattern. 

Competent  teachers  have  been  employed  to  instruct  in  the  various  branches  set 


COURSES  OF  STUDY  IN  SPRING  GARDEN  INSTITUTE.  63 


forth  in  the  curriculum  of  these  schools.  The  shops  are  supplied  with  the  best  of 
hand  and  power  tools,  and  the  instructors  are  mechanics  of  wide  experience  and 
the  highest  skill. 

DAY  CLASSES. 

Full  Course. 

Length  of  course,  two  terms  of  9  months  each;  term  commencing  October  2nd 
and  ending  July  2nd.  Five  days’  instruction  per  week,  and  one  daily  session  from 
9  A.  M.  to  2  P.  M. 

COURSE  OF  STUDY. 

First  Year. 

Mechanical  Handiwork — comprising  a  bench  course  in  chipping  and  filing  to 
line;  production  of  true  surface;  laying  off  work  and  fitting-up;  and  a  course  in 
lathe,  planer,  and  other  power  tool  work;  also  one  in  carpentery,  pattern-making, 
and  elements  of  moulding. 

Mechanical  drawing,  and  elements  of  Machine  Designing. 

Algebra,  as  far  as  Simple  Equations,  and  Arithmetic. 

Elementary  Mechanics. 

Geometry  and  Mensuration. 

Weekly  Lectures  on  Workshop  Appliances  during  first  three  months,  and  on 
Machine  Construction  during  the  remaining  months. 

Second  Year  Course. 

Machine  Designing,  and  Mechanical  Drawing. 

Applied  Mechanics. 

Steam  Engineering,  comprising  designing  and  construction  of  Land  and  Marine 
Engines  and  Boilers;  Thermo-Dynamics,  and  Economy  of  Fuels. 

Geometry,  Trigonometry,  Algebra  through  Quadratics,  Descriptive  Geometry. 

Elective  Course  in  Mechanical  Handiwork. 

Number  of  Hours’  Instruction  in  each  Branch  per  Week. 

First  Year. 


Machine  Work .  10  hours. 

Pattern-Making  and  Carpentry. . .  7  “ 

Mechanical  Drawing .  5 

Lectures  and  Recitations .  3  “ 

Total .  25 

Second  Year. 

Machine  Designing  and  Mech.  Drawing .  10  hours. 

Applied  Mechanics .  1  “ 

Steam  Engineering .  4  “ 

Geometry,  Trigonometry  and  Algebra .  2  ‘‘ 

Descriptive  Geometry. . .  1  “ 

Free-hand  Sketching .  2  “ 

Mechanical  Handiwork . : .  5  “ 

Total .  25 


64 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


AFTERNOON  CLASSES— SESSION  FROM  2  TO  5  O’CLOCK. 

Course  of  Instruction. 

Metal  Working — comprising  a  course  in  Bench  and  Power-Tool  Work.  The  ordi¬ 
nary  operations  the  pupil  will  perform  in  this  branch  are  the  following  :  Laying  off 
work  ;  chipping  and  filing  to  line  ;  production  of  true  surface  ;  fitting  up  work  ; 
turning,  planing,  screw-cutting,  boring  and  drilling. 

Wood-  Working :  In  this  branch  is  comprised  carpentry,  wood-turning,  pattern- 
making,  and  elements  of  moulding. 

Lectures  on  Work-Shop  Appliances. — These  explain  the  principles  underlying  the 
various  mechanical  operations  performed  by  the  pupils,  the  correct  use  of  tools  and 
their  construction. 

NUMBER  OF  HOURS’  INSTRUCTION  IN  EACH  BRANCH. 


Metal  or  Wood-Working .  11  hours. 

Mechanical  Drawing  .  3 

Lectures .  1 

Total .  15 


NIGHT  CLASSES. 

Special  Course  in  Steam  Engineering. 

Instruction  will  be  given  by  lectures,  aided  by  models  and  diagrams. 

A  course  of  six  lectures  on  Valve  Gears,  Valve  Setting  and  Lap.  Lectures  on 
Monday  evening  of  each  week,  from  8  to  94  o’clock. 

A  course  of  ten  lectures  will  be  given  on  Designing,  and  Construction  of  Engines 
and  Boilers,  (Land  and  Marine)  and  Economy  of  Fuel.  Lectures  on  Thursday 
evening  of  each  week,  from  8  to  94  o’clock. 

These  lectures  have  been  arranged  with  the  special  view  of  meeting  the  wants  of 
Draughtsmen,  Engineers,  Machinists,  and  others  interested  in  the  care  or  building 
of  Steam  Machinery.  They  are  practical  in  character,  and  furnish  data  which  will 
be  of  daily  use  to  the  pupils. 

A  large  working  model  of  a  Slide  Valve,  with  its  reversing  and  other  gear,  will 
be  used  to  demonstrate  Valve  Setting  and  the  effect  of  Lap. 

EXPENSES. 

Students  will  furnish  their  own  text  books  where  required  by  the  curriculum  ; 
also  drawing  instruments  and  paper.  Drawing  boards  and  T  squares  are  furnished 
by  the  school. 

TUITION  FEES  FOR  THE  VARIOUS  COURSES. 

The  School  Year  consists  of  Three  Quarters.  The  fees  are  by  the  quarter  and 
payable  in  advance.  The  rates  are  as  follows  : 

For  full  course  students,  first  year,  $15  per  quarter. 

“  “  “  second  year,  25  “ 


Afternoon  students .  9  “ 

Night  students,  Mech.  Handiwork. .. .  5  “ 

For  course  of  Six  Lectures  in  Steam 

Engineering .  3  “ 

For  course  of  Ten  Lectures  in  Steam 
Engineering . -5  “ 


The  tuition  fees  are  so  arranged  that  a  student  may  discontinue  his  studies  at  the 
end  of  a  quarter,  should  he  find  it  necessary  to  do  so,  without  pecuniary  loss  to 
himself  or  to  the  Institute. 


REPORT  OF  THE  MECHANICAL  SCHOOLS,  1883— ’84. 


65 


APPLICATION  FOR  ADMISSION. 

Applications  for  admission  to  any  of  the  classes  may  be  made  to  Lieut.  Robert 
Crawford,  U.  S.  N. ,  in  charge  of  the  Technical  Schools. 

The  Mechanical  Handiwork  Committee  will  attend  from  September  24th  to  Sep¬ 
tember  29th,  to  receive  applications  for  admission  to  the  Mechanical  Handiwork 
Classes. 

TEACHING' STAFF  OF  THE  SCHOOLS.  1883-’84. 

Mechanical  Handiwork. 

Lieut.  Robert  Crawford,  U.  S.  N.,  Sup’t.  John  Hall,  Thomas  Williams,  George 
R.  Allen,  Thomas  Henshaw,  Thomas  Chase. 

All  these  Handiwork  Schools  are  under  the  general  direction  of  the 
following  committee  : 

COMMITTEE  ON  MECHANICAL  HANDIWORK. 

John  J.  Weaver,  Chairman,  T.  Broom  Belfield,  Chas.  S.  Heller,  Wm.  H.  Craw¬ 
ford,  Henry  M.  Worrall,  V.  E.  Archambault,  H.  G.  Sickel. 

In  October,  1883,  these  schools  had  an  attendance  of  84  pupils. 

SPRING  GARDEN  INSTITUTE.  1883-’84. 

Officers. — President,  John  Baird  ;  Vice-President,  Isaac  C.  Price  ;  Treasurer,  Wm. 
Hobart  Brown  ;  Secretary,  Addison  B.  Burk. 

In  the  33rd  Annual  Report  for  the  year  1883-’84, — the  account  of 
the  second  year  of  the  experiment  is  given  as  follows : 

“The  Mechanical  Schools. 

Under  the  superintendence  of  Lieut.  Rob’t  Crawford,  U.  S.  N.,  the  classes  in  this 
department  have  been  organized  so  as  to  show  the  best  possible  results  with  the 
facilities  at  our  command. 

The  day  classes  started  last  fall  with  doubt  in  the  minds  of  many,  whether  they 
could  be  made  successful,  but  they  have  come  up  to  the  expectation  of  their  friends, 
and  are  daily  growing  in  favor  with  those  desirous  of  fitting  themselves  for  me¬ 
chanical  pursuits.  Monthly  reports,  showing  the  average  obtained  by  the  pupils 
in  the  several  studies,  are  prepared  for  the  parents’  inspection;  the  pupils  all  dis¬ 
play  much  interest  in  the  course  of  instruction,  and  produce  specimens  of  their 
shop- work,  which  is  creditable  to  the  school  as  well  as  to  themselves.  Among 
them  are  eleven  from  the  University  of  Pennsylvania  and  thirty-one  Soldiers’ 
Orphans  from  the  Northern  Home. 

The  subject  of  industrial  education  is  each  year  receiving  increased  public  atten¬ 
tion;  and  outside  of  the  direct  influence  which  this  Institute  is  exercising  in  that 
good  cause,  by  the  course  of  instruction  it  is  offering,  your  committee  takes  pleasure 
in  calling  your  attention  to  the  official  visits  which  these  schools  have  received  from 
representatives  of  other  institutions,  which  are  considering  the  question  of  adding 
manual  training  to  their  curriculum.  In  a  former  report,  attention  was  directed 
to  the  visit  from  a  committee  from  the  Board  of  City  Trusts,  with  a  view  to  intro¬ 
ducing  mechanical  handiwork  in  Girard  College.  The  experiment  was  tried,  and 
has  evidently  been  successful,  for  this  year  separate  buildings  are  being  erected,  in 
which  instruction  in  this  branch  can  be  taught;  thus,  the  future  graduates  of  Girard 
College  will  be  better  equipped  for  the  battle  of  life  than  those  of  the  past. 

During  the  term  now  closing,  we  have  had  official  visits  from  the  managers  of 
ART — VOL  4 - 5 


66 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


the  Young  Man’s  Institute,  the  West  Philadelphia  Institute  and  the  House  of  Ref¬ 
uge,  in  this  city,  and  unofficial  visits,  of  which  no  record  has  been  kept,  from  indi¬ 
vidual  representatives  of  institutions  outaide  of  the  city  and  State,  who  came  seek¬ 
ing  information  touching  this  important  subject  of  manual  training. 

The  following  statement  gives  the  number  of  pupils  in  the  several  classes : 

Day  pupils,  95;  extremes  of  age,  from  13  to  42  years;  average  age,  17  years. 

Occupations. — Students,  73  ;  clerks,  6  ;  machinists,  5;  farmers,  2  ;  carpenters,  2  ; 
stone  cutters,  2;  wire  workers,  1;  unknown,  4. 

Steam  engineering  class,  28;  extremes  of  age,  from  17  to  44  years  ;  average  age, 
21  years. 

Occupations. — Machinists  and  apprentice  machinists,  20;  draughtsmen,  3;  plumb¬ 
ers,  2;  and  screw  maker,  clerk  and  moulder,  each  one. 

The  work  of  the  pupils  was  on  exhibition  for  a  week  in  April,  1884, 
with  that  of  those  attending  the  other  Art  and  Mechanical  Classes 
of  the  Institute,  and  on  April  28th  the  prizes  adjudged  were  awarded 
in  the  presence  of  a  large  and  enthusiastic  audience. 

The  prizes  given  for  “Mechanical  Handiwork”  were  contribu¬ 
ted  by  the  following  gentlemen:  “Messrs.  Heller  &  Brightly,  W. 
Mitchell  McAlister,  H.  T.  Patterson  &  Co.;  Joseph  G.  Ditman, 
Gen.  H.  G.  Sickle.” 

The  report  of  the  J  udges  was  as  follows  : 

“Mechanical  Handiwork  Schools. 

Philadelphia,  April  21  st.  1884. 

To  the  Board  of  Managers  of  the  Spring  Garden  Institute. 

Gentlemen:— Your  Committee  to  whom  was  assigned  the  duty  of  deciding  the 
relative  merits  of  the  Mechanical  Handiwork  classes  for  the  term  just  expired,  has 
awarded  the  following  prizes,  viz  : 


METAL  WORK. 

1st  Prize,  Albert  Way,  fitting  pyramid  and  block. 

2nd  “  Edward  Lancaster,  Cube. 

3rd  “  H.  P  Howgen,  Tongue  and  Groove. 

4th  “  W.  Helmuth,  Valve  model  disc. 

5th  “  A.  H.  Wood,  Work  on  cast  iron  blocks. 

6th  “  C.  Buckhaltz,  Filing  cast  iron  block. 

WOOD  WORK. 

1st  Prize,  H.  A.  Hunt,  Fitting,  turning,  etc. 

2nd  “  Ed w.  Seibert,  Fitting  and  general  excellence. 

mechanical  drawing. 

1st  Prize,  H.  T.  Paiste,  Original  Design. 

2nd  “  W.  J.  McCarroll,  Locomotive. 

3rd  “  Theo.  A.  Vandyke,  Gearing  and  injector. 

Theie  aie  numerous  pieces  in  this  display  which  we  examined,  besides  those  to 
which  prizes  were  awarded,  that  reflect  much  credit  on  both  teachers  and  pupils. 
Yours  respectfully, 

EDWARD  LONGSTRETH, 
JOSEPH  ZENTMAYER.” 


REPORT  OF  THE  MECHANICAL  SCHOOLS,  1884-  85.  67 

It  is  suggestive  of  the  interest  felt  in  this  experiment,  as  well  as 
of  the  far  reaching  influence  of  such  practical  demonstrations  at 
times  when  the  public  interest  is  really  aroused;  that  the  very  first 
months  of  the  school  resulted  in  convincing  the  authorities  of  Girard 
College  of  the  advisability  and  practicability  of  giving  to  their  stu¬ 
dents  like  opportunities. 

The  Superintendent  of  the  Mechanical  Department  reports  the 
attendance  of  the  Day  pupils  and  of  the  Steam  Engineering  Night 
Class,  for  1884-85,  as  follows  : 

“Mechanical  Department, 

To  the  Committee  on  Mechanical  Handiwork : 

Statement  of  the  number  of  pupils  in  the  several  classes  of  the  mechanical  de¬ 
partment  of  the  Institute,  together  with  the  usual  information  respecting  age  and 
occupation. 

DAY  CLASSES. 

Full  course  pupils,  daily  session,  9  A.  M.  to  2.30  P.  M. 

Senior  class,  5  members;  Junior  class,  15  members;  Freshmen  class,  29  members; 
Extremes  of  age,  14  to  26  years. 

Afternoon  classes,  Daily  session,  2  to  5  p.  m. 

Course  in  wood  and  metal  work  : 

From  University  of  Pennsylvania : — One  class,  8  members  ;  one  class,  10  mem¬ 
bers.  Extremes  of  age,  17  to  24  years. 

From  Soldiers’  Orphans’  Home — One  class,  31  members.  Extremes  of  age,  12  to 
15  years. 

From  other  schools,  3  pupils  taking  special  course  in  joinery. 

Total  day  attendance,  101. 

ROBERT  CRAWFORD,  U.  S.  N., 

Superintendent.  ” 

The  fees  of  the  day  classes  have  been  raised  so  as  to  cover  the  bare 
cost  of  tuition.  “The  pupils  paying  charges  ranging  from  $15.00  to 
$25.00  per  quarter.” 

The  report  of  the  Board  of  Managers  for  this  year,  given  in  the 
account  of  the  Institute  which  precedes  the  history  of  the  drawing 
classes,  recites  their  visit  to  Girard  College,  and  to  the  House  of 
Refuge,  to  inspect  the  Mechanical  Schools,  opened  as  a  result  of  the 
success  of  the  Institute  Schools  ;  they  also  state  that  a  collection  of 
pupils’  work  in  the  Art  and  Mechanical  Departments  was  sent  to 
the  New  Orleans  ‘ ‘  Cotton  Exposition  ”,  and  much  commended  by  the 
press. 

The  succeeding  report  of  the  Board  of  Managers  covered  15  months, 
ending  June  30,  1886,  on  account  of  a  change  in  the  time  of  holding 
the  Annual  Meeting  from  April  to  July.  The  following  paragraphs 
from  the  manager’s  report,  recite  the  changes  affecting  the  Mechan¬ 
ical  Handiwork  Schools. 

“Very  little  change  was  made  during  the  year  in  the  organization  of  the  schools, 
but  early  in  the  season  efforts  were  made  to  provide  the  Mechanical  Handiwork 


68 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Department  with  better  quarters.  It  was  at  first  proposed  to  rent  rooms  outside, 
but  nothing  suitable  being  offered,  it  was  determined  to  provide  for  them  in  the 
building.  With  this  end  in  view  the  Lecture  Room  was  reduced  one- half,  the 
sonthern  part  being  divided  into  two  drawing  class-rooms.  The  north  rooms  on 
the  first  floor  were  utilized  as  work-rooms — one  for  wood  and  the  other  for  metal 
work,  and  a  stairway  constructed  to  the  basement  (heretofore  the  workshops),  where 
the  Mechanical  Classes  now  have  their  lavatory  and  closets. 

The  Drawing  School  rooms  on  the  second  floor,  together  with  the  workshops,  give 
ample  accommodation  for  the  Mechanical  Department,  and  also  enable  the  Man¬ 
agers  to  devote  the  whole  of  the  third  and  fourth  floors  to  the  Free-Hand  Depart¬ 
ment. 

Lieutenant  Crawford,  having  resigned  as  Superintendent  of  the  Mechanical  De¬ 
partment  to  accept  a  similar  position  in  the  City’s  Manual  Training  School,  Mr.  Ar¬ 
thur  L.  Church  was  elected  to  that  position.  Mr.  Church  served  until  the  end  of 
the  term  with  Mr.  W.  H.  Norris  as  his  assistant,  Mr.  Norris  succeeding  as  Superin¬ 
tendent  when  Mr.  Church  left  the  Institute  to  accept  a  responsible  position  in  the 
Baldwin  Locomotive  Works.” 

The  announcement  is  also  made  that  the  fees  of  the  Mechanical 
Handiwork  Classes  have  been  “made  uniform  at  $90  per  annum.” 
A  considerable  increase  from  those  of  the  first  year. 

“  MECHANICAL  DEPARTMENT. 

Philadelphia,  April  5th,  1886. 

To  the  Committee  on  Mechanical  Handiwork: 

Gentlemen  : — I  present  the  following  statement  of  the  present  condition  of  the 
Mechanical  Schools : 

Day  Classes — 9  a.  to.  to  2  p.  m. 

Senior  Class,  10  members  ;  Junior  Class,  10  members ;  Freshman  Class,  20  mem¬ 
bers  ;  Special  Class,  7  members.  Extremes  of  age,  12  to  27. 

Afternoon  Classes — 2.30  p.  m.  to  5.00  p.  to. 

From  University  of  Pennsylvania — Post  Senior  Class,  7  members  ;  Senior  Class, 
10  members ;  Junior  Class,  17  members.  Extremes  of  age,  17  to  25. 

From  other  Schools  (2.30  p.  m.  to  5.00  p.  m.) — One  class,  8  members.  Extremes  of 
age,  12  to  17. 

From  Soldiers’  Orphans’  Institute  (2.30  p.  m.  to  5.00  p.  m.)— One  class,  26  mem¬ 
bers.  Extremes  of  age,  12  to  16. 

Total  attendance  in  Day  Classes  115.” 

“  Several  pupils  in  the  Night  Classes  have  taken  only  the  first  half-term — three 
leaving,  with  six  in  the  Day  Classes,  to  accept  positions  with  manufacturing  estab¬ 
lishments.  During  the  year  also  a  number  have  been  admitted  for  short  terms  of 
special  work. 

ARTHUR  L.  CHURCH,  Supt.” 

The  exhibitions  and  awards  of  prizes  were  held  in  April  1885,  and 
in  May  1886. 

In  the  extracts  from  the  36th  Annual  Report  *  of  the  Board  of 

Thirty-Sixth  Annual  Report  of  the  Board  of  Managers  of  the  Spring  Garden 
Institute,  northeast  corner  of  Broad  and  Spring  Garden  Sts.,  Philadelphia.  For  the 
year  ending  June  30,  188 7.  Spangler  &  Davis,  Printers,  529  Commerce  st.,  Phila¬ 
delphia.  1887.  Pp.  32.” 


69 


REPORT  OF  THE  MECHANICAL  SCHOOLS,  1886-’87. 

Managers  for  the  year  ending  June  30th,  1887,  which  are  given  at 
the  close  of  the  general  account  of  the  Spring  Garden  Institute, 
which  precedes  the  account  of  the  Drawing  Classes,  given  in  this 
volume,  the  references  to  this  Mechanical  Department  show  no 
changes  from  the  preceding  year,  hut  continued  prosperity  with  the 
better  rooms  and  increased  accommodations ; — the  exhibit  of  the 
work  of  the  scholars  is  also  referred  to,  and  the  notice  in  the  Public 
Ledger  is  given. 

The  Director  makes  the  following  report  of  the  Day  Classes  : 

MECHANICAL  SCHOOLS. 

Philadelphia,  June  13th,  1887. 

To  the  Committee  on  Mechanical  Handiwork : 

Gentlemen  : — I  beg  to  present  the  following  report  of  the  condition  of  the  Mechan¬ 
ical  Schools  at  the  close  of  the  school  year: 

Morning  Classes — Hours :  9  a.  m.  to  2  p.  to. 

Senior  Class . nn 

Junior  Class . 

Freshman  Class . 

Special  Classes . 

Ages,  from  14  to  23. 

Afternoon  Classes — Hours :  2  p.  m.  to  5  p.  to. 

From  University  of  Pennsylvania: 

Post  Senior  Class . members,  5 


Senior  Class .  “  15 

Junior  Class .  “  8 

- 28 

From  other  Schools . “  7 

From  Soldiers’  Orphans’  Institute : 

One  Class .  “  40 


Total  in  Day  Classes .  106 


The  numbers  of  students  in  the  various  classes  as  given  above,  are  of  those  who 
remained  until  the  end  of  the  year.  There  were  several  who  left  during  the  term 
from  various  causes — three  from  the  Senior  Class  to  aceept  positions  with  manu¬ 
facturing  firms. 

W.  H.  NORRIS, 

Superintendent  Mechanical  Department. 

These  schools  are  under  the  direction  of  the  following  Committee 
for  the  year  1887-’88 — 

“Committee  on  Mechanical  Handiwork. 

William  H.  Crawford,  Chairman ;  Henry  M.  Worrall,  John  S.  Stevens,  Thomas 
Wood,  Joseph  J.  De  Kinder,  Edward  Longstreth,  Arthur  L.  Church.” 

The  Chicago  Manual  Training  School. 

This  school,  the  latest  established  institution  of  its  class,  is  mod¬ 
elled  closely  after  the  St.  Louis  School. 

It  is  another  instance  of  the  methods  by  which  in  the  United  States, 


70 


EDUCATION  IN  TIIE  INDUST1UAL  AND  FINE  ARTS. 


educational,  as  well  as  other  needs,  are  met  "by  the  voluntary  co-op¬ 
eration  and  organization  of  citizens ;  the  movement,  of  which  this 
school  is  the  result,  having  originated  with  the  members  of  a  club, 
composed  of  many  of  the  leading  business  men  of  Chicago ;  as  is 
recited  in  the  following  brief  statement  kindly  furnished  for  this 
Report  by  H.  H.  Belfield,  Esq., — 

“  The  Chicago  Commercial  Club  is  an  organization  of  prominent  merchants  and 
manufacturers,  limited  to  sixty  in  number.  At  the  regular  monthly  meeting  of  the 
Club,  held  at  the  Palmer  House,  March  25,  1882,  the  question  of  ‘  The  Need  of  a 
School  for  Industrial  Training  in  Chicago’  was  discussed;  and,  as  a  result,  the 
Club  resolved  to  undertake  the  inauguration  of  such  an  enterprise.  It  was  deter¬ 
mined  to  raise  the  sum  of  $100,000  for  the  purpose  and,  in  a  few  moments,  $57,000 
were  pledged  to  this  object. 

In  a  very  few  days  the  whole  amount  desired,  $100,000,  was  subscribed,  and  has 
been  paid. 

Steps  were  taken  to  secure  a  charter  under  the  statutes  of  the  State  of  Illinois 
providing  for  ‘corporations  not  for  pecuniary  profit.’  The  charter  was  obtained 
April  11,  1883,  and  formally  adopted  by  the  Club,  May  5,  1883. 

This  charter  vests  the  control  of  the  school  in  ‘  The  Chicago  Manual  Training 
School  Association.’  composed  of  contributors  to  its  funds,  whether  members  of 
the  Commercial  Club  or  not.  The  management  is  placed  in  the  hands  of  a  Board 
of  nine  trustees,  elected  for  nine  years,  one  third  retiring  every  three  years. 

The  execution  of  the  project  was  not  delayed,  however,  till  the  receipt  of  the 
charter.  December  30,  1882,  the  Club  elected  the  following: 

BOARD  OF  TRUSTEES. 

“  E.  W.  Blatchford,  President;  R.  T.  Crane,  Vice  President;  Marshall  Field,  Treas¬ 
urer;  William  A.  Fuller,  Secretary;  John  Crerar,  John  W.  Doane,  N.  K.  Fairbank, 
Edson  Keith,  George  M.  Pullman.” 

March  28,  1883,  after  careful  examination  and  thought,  a  lot,  50  ft.,  on  Michigan 
Boulevard  by  171  ft.,  on  Twelfth  St.,  was  purchased  for  $25,000.  May  5, 1883,  Mr. 
S.  S.  Beman,  the  architect  of  the  town  of  Pullman,  Illinois,  was  elected  architect; 
and  June  9, 1883,  Mr.  Henry  H.  Belfield,  at  that  time  Principal  of  the  Chicago  North 
Division  High  School,  was  made  Director  of  the  new  school. 

The  corner  stone  of  the  building  was  laid  September  24, 1883,  in  the  presence  of 
the  Club  and  of  invited  guests,  including  the  Lord  Chief  Justice  of  England.” 

On  this  occasion  Mr.  E.  W.  Blatchford,  President  of  the  Board  of 
Trustees,  delivered  an  appropriate  address,  from  which  the  following 
extracts,  giving  a  succinct  history  of  the  Club  and  of  the  proposed 
schools,  are  taken. 

'‘Members  of  the  Commercial  Club , 

Ladies  and  Gentlemen:  The  occasion  which  calls  [us  together  this  afternoon, 
marks  an  epoch  in  the  history  of  our  Club,  and  may  I  not  say  an  epoch  also  in  the 
history  of  our  city  ? 

It  is  now  six  years  since  the  organization  of  the  Chicago  Commercial  Club.  At 
the  monthly  re-unions  during  eight  months  of  each  year  have  subjects  of  practical 
value  been  presented  and  discussed — vital  questions  relating  to  the  social,  civil,  and 
political  well-being  of  our  city  and  State.  These  discussions  have  stimulated 
thought,  investigation,  action.  Beneficent  results  have  thereby  been  accomplished, 
not  traceable  perhaps  by  the  general  public  to  their  source,  but  none  the  less  real 
and  potent,  because  silently  achieved.  The  building  whose  comer-stone  we  lay  to 


ADDRESS  BY  PRESIDENT  BLATCHFORD. 


71 


day,  as  I  have  said,  marks  an  epoch  in  our  history — an  exception  to  our  ordinary 
mode  of  action,  in  that  it  presents  material  proof  of  our  work. 

The  same  may  be  said  of  its  relation  to  the  history  of  our  city,  coming  forward  as 
it  does  a  new  and  warmly  welcomed  auxiliary,  to  join  the  grand  educational  forces 
in  the  conflict  being  waged  between  good  and  evil. 

By  a  thorough  and  deeply  interesting  evening’s  discussion  some  two  years  since, 
the  attention  of  the  Club  was  directed  to  the  general  subject  of  education,  during 
which  was  developed  the  need  of  something  beside  the  course  at  present  pursued  in 
our  graded  and  high  schools.  Especially  was  this  felt  to  be  a  pressing  want  in  the 
great  centres  of  commercial  and  manufacturing  enterprise.  Later,  an  evening  was 
given  exclusively  to  the  subject  of  Industrial  Education,  and  the  work  already 
accomplished  in  our  own  and  foreign  countries  was  presented;  and  on  that  evening 
it  was  heartily  resolved  to  contribute  from  our  membership  $100,000  as  a  fund  to 
establish  in  our  city  a  Manual  Training  School.  It  is  fitting  that  at  this  time  our 
indebtedness  should  be  acknowledged  for  valuable  ideas  and  practical  suggestions 
to  the  St.  Louis  Manual  Training  School  and  its  able  Director,  C.  M.  Woodward. 
Opportunity  was  afforded  for  personal  observation  of  this  school,  by  a  visit  of  our 
Club  to  the  St.  Louis  Commercial  Club,  in  October  last.  Our  own  course  will  closely 
follow  the  curriculum  prescribed  by  the  St.  Louis  school. 

The  distinctive  work  of  the  Chicago  Manual  Training  School  is  clearly  stated  in 
the  Articles  of  Incorporation. 

Since  the  organization  of  the  Board  of  Trustees  the  interests  of  the  school  have 
quite  constantly  occupied  their  attention.  The  lot  on  which  the  building  is  being 
erected  was  purchased,  and  after  careful  observation  and  consideration,  building 
plans  were  adopted  after  drawings  made  by  our  architect,  Mr.  S.  S.  Beman.  We 
were  favored  in  securing,  as  Director  of  the  school,  Mr.  Henry  H.  Belfield,  long  and 
well  known  as  principal  of  the  North  Division  High  School.  Under  his  direction 
we  anticipate  the  opening  of  the  school  early  in  January  next. 

May  I  add  a  word  regarding  the  future  support  of  this  school?  The  fund  sub¬ 
scribed  by  the  Commercial  Club  will,  it  is  believed,  prove  sufficient  for  the  purchase 
of  the  lot,  the  erection  of  this  building,  its  furnishing  of  machinery  and  tools,  and 
its  current  expenses  for  three  years.  Looking  forward,  however,  to  the  growth  of 
the  school,  we  would  invite  the  co-operation  of  other  citizens  in  the  work  before  us. 
Provision  for  the  increase  of  the  membership  of  the  Manual  Training  School  Associ¬ 
ation  by  contribution  to  our  funds  is  incorporated  in  our  By-Laws.  Already,  unso¬ 
licited,  has  a  generous  donation  been  made  towards  the  equipment  of  our  building. 

The  field  occupied  by  our  school  is  not  altogether  new  or  untried.  Differing  from 
the  Polytechnic  Schools  in  this  country  and  abroad,  it  does  not  teach  specific  trades, 
but  prepares  its  pupils  to  enter  upon  the  honorable  field  of  mechanical  pursuits 
rapidly  enlarging  in  this  and  other  countries.  In  closing,  let  me  add  :  Our  aspira¬ 
tion  for  this  school  for  industrial  education,  for  the  character  of  its  pupils,  for  its 
accomplished  work,  for  its  every  influence  was  well  expressed  in  the  words  of  a 
Christian  philosopher  over  eighteen  hundred  years  ago,  in  a  letter  addressed  to  one 
of  the  commercial  cities  of  the  Orient :  “  Whatsoever  things  are  true,  whatsoever 
things  are  honest,  whatsoever  things  are  just,  whatsoever  things  are  pure,  whatso¬ 
ever  tilings  are  lovely,  whatsoever  things  are  of  good  report.” 

“Officers  of  the  Commercial  Club  of  Chicago,  for  1883-’84. — John  M.  Clark,  Pres¬ 
ident  ;  Geo.  M.  Pullman,  Vice  President ;  A.  F.  Seeberger,  Treasurer ;  Geo.  C. 
Clarke,  Secretary  ;  B.  P.  Moulton,  John  J.  Janes,  Executive  Committee.” 

THE  SCHOOL. 

February  4th,  1884,  the  building  was  so  far  completed  as  to  permit  the  informal 
opening  of  the  school :  the  formal  opening  is  delayed  till  the  completion  of  the 

building. 


72 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Two  examinations  had  been  held  for  admission,  and  out  of  130  applicants,  72 
♦  boys  were  selected.  The  number  was  limited  to  72  as  only  one  room  had  been 
equipped  with  the  necessary  appliances  for  shop  work.  When  finished  and  fully 
equipped,  the  building  will  accommodate  between  two  hundred  and  three  hundred, 
with  rooms  for  recitation,  drawing,  laboratory,  wood-work,  smithy,  bench  and 
machine  work  in  iron,  etc.” 

The  following  is  taken  from  the  printed  circular  issued  under  date 
of  November  21,  1883. 

“  The  object  of  the  School  is  clearly  stated  in  the  articles  of  Incorporation,  as  fol¬ 
lows  :  “  Instruction  and  practice  in  the  use  of  tools,  with  such  instruction  as  may 
be  deemed  necessaiy  in  mathematics,  drawing,  and  the  English  branches  of  a  high 
school  course.  The  tool  instruction  as  at  present  contemplated  shall  include  car¬ 
pentry,  wood  turning,  pattern  making,  iron  chipping  and  filing,  forge  work,  braz¬ 
ing,  and  soldering,  the  use  of  machine  shop  tools,  and  such  other  instruction  of  a 
similar  character  as  may  be  deemed  advisable  to  add  to  the  foregoing  from  time  to 
time,  it  being  the  intention  to  divide  the  working  horns  of  the  students,  as  nearly 
as  possible,  equally  between  manual  and  mental  exercises.” 

The  Chicago  Manual  Training  School. 

Differs  from  the  High  School  in  omitting  from  its  required  studies  foreign  and 
ancient  languages,  in  giving  prominence  to  mechanical  drawing,  and  particularly 
in  affording  scientific  instruction  and  actual  practice  in  the  care  and  use  of  tools. 

COURSE  OF  STUDY. 

The  following  course  of  study  is  proposed,  subject  to  whatever  changes  experience 
may  dictate: 


First  Year. 

Arithmetic,  Algebra,  English  Language,  History,  Physiology,  Physical  Geogra¬ 
phy,  Free-hand  and  Mechanical  Drawing. 

Shopwork. — Carpentry,  Wood  Carving,  Wood  Turning,  Pattern  Making,  Proper 
Care  and  Use  of  Tools. 


Second  Year. 

Algebra,  Plane  Geometry,  Physics,  Mechanics,  History,  Literature,  Geometrical 
and  Mechanical  Drawing. 

Shopivork. — Forging,  Welding,  Tempering,  Soldering,  Brazing. 

Third  Year. 

Geometry,  Plane  Trigonometry,  Book-keeping,  Literature,  Political  Economy, 
Civil  Government,  Mechanics,  Chemistry,  Machine  and  Architectural  Drawing, 
Machine  Shop  Work,  such  as  Fitting,  Turning,  Drilling,  Planing,  etc.,  Study  of 
Machinery,  including  the  Management  and  Care  of  Steam  Engine  and  Boilers. 

Latin  may  be  taken  instead  of  English  Language,  Literature  and  History. 

Throughout  the  course,  one  hour  per  day,  or  more,  will  be  given  to  drawing,  and 
not  less  than  two  hours  per  day  to  shopwork.  The  remainder  of  the  school  day 
will  be  devoted  to  study  and  recitation.  Before  graduating,  each  pupil  will  be 
required  to  construct  a  machine  from  drawings  and  patterns  made  by  himself.  A 
diploma  will  be  given  on  graduation. 


CHICAGO  MANUAL  TRAINING  SCHOOL. 


73 


ADMISSION. 


Candidates  for  admission  to  the  first  year  must  be  at  least  fourteen  years  of  age, 
and  must  present  sufficient  evidence  of  good  moral  character.  They  must  pass  a 
satisfactory  examination  in  reading,  spelling,  writing,  geography,  English  compo¬ 
sition,  and  the  fundamental  operations  of  arithmetic  as  applied  to  integers,  com¬ 
mon  and  decimal  fractions,  and  denominate  numbers.  Ability  to  use  the  English 
language  correctly  is  especially  desired. 


EXPENSES. 


The  school  year  will  be  divided  into  two  terms  of  twenty  weeks  each.  Hereafter, 
the  school  year  will  begin  the  first  Monday  in  September.  Tuition  is  payable  by 
the  term,  in  advance. 


First  Year,  per  term 
Second  Year 
Third  Year  “ 


$30. 00 
40.00 
50.00 


Pupils  furnish  their  own  books,  drawing  instruments  and  material,  aprons,  over¬ 
alls  and  pocket  tools.  Shop  tools  are  provided  by  the  School. 

Teachers. — Henry  H.  Belfield,  A.  M.,  Ph.  D.,  Director ;  Benjamin  Hyde,  B.  S.  ; 
Charles  E.  Pickard,  A.  B. ;  Albert  L.  Trecker.” 

Though  the  course  of  study  and  practice  for  the  first  year  was 
avowedly  tentative  it  seems  to  have  been  satisfactory,  as  the  circu¬ 
lar  for  the  ensuing  year  issued  December  15th,  1884,  makes  no  change 
of  importance.  The  terms  “  Junior,”  “Middle,”  and  “ Senior”  are 
used  instead  of  “First,”  “  Second,”  and  “  Third  year”  to  distinguish 
the  classes,  and  “  Moulding,  Casting,  Chipping,  and  Filing,”  take 
the  place  of  “  Soldering  and  Brazing”  in  the  practice  of  the  Middle 
(second)  year,  otherwise  the  course  is  the  same.  In  regard  to  the 
purpose  of  the  school  it  is  further  announced  that  “  It  is  the  inten¬ 
tion  that  the  scholarship  shall  be  fully  equal  to  that  of  the  best  high 
schools.  ”  *  *  *  ‘  ‘  Boys  who  have  completed  a  grammar  school 

course  or  its  equivalent  are  preferred.” — “The  next  examination 
will  he  held  June  30th,  1885,  at  9  o’clock  a.  m.  at  the  school  building, 
corner  Michigan  Avenue  and  Twelfth  Street.” — The  announcement 
is  made  that  the  discipline  of  the  school  will  be  maintained;  “no 
pupil  will  be  tolerated  who  is  an  impediment  to  the  progress,  or  an 
injury  to  the  morals  of  his  classmates.”  *  *  * 

“  The  Director  assists  non  resident  pupils  in  obtaining  good  homes. 

“  School  hours  are  from  9  a.  m.  to  3.30  p.  m.  with  an  intermission 
of  30  minutes  at  1  o’clock.” 

Under  date  of  July  13th,  1886,  the  Director  of  the  School  has 
kindly  furnished  the  following  brief  summary  of  its  history  during 
the  past  two  years. 

The  second  school  year  opened  Monday,  September  7th,  1884,  with 
66  pupils  in  the  middle  classes,  77  in  the  Junior,  and  a  special  class 
of  4:  the  corps  of  teachers  having  been  enlarged  to  6.  In  January, 
1885,  an  addition  to  the  corps  was  made  in  the  person  of  Frank  M. 
Bennett,  Assistant  Engineer  U.  S.  Navy,  who  was  detailed  for  duty 
in  the  school  by  the  Secretary  of  the  Navy. 


74 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  third  annual  catalogue  shows  the  following  summary  of 
pupils : 

Senior  Class .  28 

Middle  Class .  46 

Junior  Class . • .  77 

Special  Class .  4 

155 

The  total  number  of  pupils  for  the  year  was  157,  2  Juniors  having 
been  admitted  after  the  publication  of  the  catalogue. 

Of  the  72  boys  who  entered  the  school  at  its  opening,  February  4, 
1884,  27  graduated  June  24,  1886.  On  the  previous  day  an  exhibit 
of  the  pupils’  work  was  given,  a  section  of  each  class  being  at  work 
in  the  shops.  The  exhibit  was  largely  attended,  and  surprise  ex¬ 
pressed,  by  those  best  qualified  to  judge,  at  the  excellent  character 
of  the  work. 

The  Junior  Class  exhibited,  among  many  other  articles,  exercises 
in  mortising,  tenoning,  and  dovetailing,  panels,  picture  frames, 
umbrella  stands,  cases  of  drawers,  tables,  office,  desk  with  revolving 
top,  twelve  carpenters’  benches  for  equipment  of  wood-rooms,  glands, 
vases,  balls,  and  other  lathe  work. 

The  Middle  Class  exhibited  molding  and  casting  of  nuts,  glads, 
valves,  sheave  pulleys,  spur  and  bevel  wheels,  etc.  Exercises  in 
drawing,  upsetting,  bending,  and  tempering:  open  eyes,  gate-hooks, 
hasps,  staples,  nails,  bolts  ;  square  and  hexagon  headed  bolt  blanks, 
blacksmiths’  tongs,  cold  chisels,  screw-drivers,  claw  and  ball-pene 
hammers  of  steel,  etc.,  etc. 

The  Senior  Class  exhibit,  contained  exercises  in  chipping,  filing, 
planing,  and  turning:  three  six  horse  power  steam  engines ;  four 
smaller  engines,  five  dynamos ;  die  stock,  with  set  of  taps  and  dies ; 
brass  Armstrong  gun,  18  inches  long,  mounted  bolts,  screws,  nuts, 
hammers,  etc. 

Two  of  the  steam  engines  and  two  of  the  dynamos,  were  in  opera¬ 
tion  during  the  exhibit.  Three  of  the  steam  engines,  all  of  the 
dynamos,  and  many  smaller  articles  were  made  by  the  boys  from 
their  own  designs  and  patterns. 

The  drawings  numbered  5954,  including  free  hand,  geometrical, 
orthographic  projection,  line  shading,  shadows,  machines  and  school 
building  from  measurement,  architectural  perspective. 

The  following  statement  of  the  mechanical  facilities  of  the  school — 
the  “plant,”  is  from  the  third  annual  catalogue  (1885-6). 

“The  equipment  of  the  mechanical  department  of  the  school  is  mainly  as  follows: 

Wood-Rooms. — 27  Cabinet-makers’  Benches ;  24  Speed  Lathes ;  1  Circular  Saw ; 
1  Scroll  Saw ;  1  Boring-machine  ;  1  Planer ;  1  Grindstone  ;  1  Shoot-plane ;  Bench, 
Lathe  and  General  Tools  for  72  boys. 

Foundry. — 2  Furnaces  ;  Crucibles,  Troughs,  Flasks,  Trowels,  Rammers,  Sieves, 
and  other  apparatus  for  66  boys. 


EQUIPMENT  OF  CHICAGO  MANUAL  TRAINING  SCHOOL. 


75 


Forge-Room. — 24  Forges;  23  Anvils;  1  Emery  Wheel;  1  Shears;  3  Vises;  1 
Blower ;  2  Exhaust  Fans ;  Tongs,  Sledges,  Hammers,  Fullers,  Flatters,  Swages,  etc., 
etc. ,  for  66  boys. 

Machine  Shop. — 7  Engine  Lathes,  12  inch  swing,  6  feet  bed  ;  1  Engine  Lathe,  16 
inch  swing,  8  foot  bed ;  2  Speed  Lathes  ;  1  Planer,  6  foot  bed ;  1  Shaper  ;  1  Drill ; 
1  Grindstone ;  15  Benches  ;  15  Vises ;  Lathe  and  Vise  Tools,  such  as  Chucks,  Boring- 
bars,  Taps,  Dies,  Hammers,  Chisels,  Files,  etc.,  sufficient  for  32  boys. 

Power  is  supplied  by  a  Corliss  engine  of  52  horse  power  and  by  two  steel  boilers. 

The  Chemical  Laboratory  for  pupils’ use  is  furnished  with  Tables,  Drawers,  Sinks, 
and  accessories  for  12  boy3  at  one  time.  The  Physical  Apparatus  consists  of  an  Air 
Pump,  Electrical  Machine,  Battery,  Ruhmkoff  Coil,  Electrical  Engine,  Geissler 
and  Crookes  Tubes,  etc. ,  etc. 

The  Drawing  Room  contains  48  Tables,  and  is  supplied  with  Models  and  Casts. 

The  School  possesses  a  complete  set  of  Boch-Steger  Physiological  Models,  Physio¬ 
logical  Charts,  Maps,  and  Reference  Books. 

The  Blatchford  Literary  Society  has  a  small  but  choice  library.” 

The  Teachers  for  the  year  1885-6  were  as  follows  : 

Henry  H.  Belfield,  PH.d.,  Director;  William  R.  Wickes,  A.  M.,  Junior  Class  ;  F. 
E.  L.  Beal.,  B.  S.,  Middle  Class  ;  Frank  M.  Bennett,  U.  S.  Navy,  Senior  Class;  Earl  B. 
Ferson,  A.  M.,  Mass.,*  Drawing;  Albert  L.  Tucker,  B.  s.,  Wood- work  ;  Elroy  A.  Dil¬ 
lon,  B.  s.,  Foundry  and  Forge. 

Board  of  Trustees.—  E.  W.  Blatchford,  President ;  R.  T.  Crane,  Vice  President ; 
Marshall  Field,  Treasurer ;  William  A.  Fuller,  Secretary ;  John  Crerar,  N.  K. 
Fairbank,  John  W.  Doane,  Edson  Keith,  George  M.  Pullman. 

The  eighth  annual  catalogue,  for  1890-’91,  contains  the  announce¬ 
ment  that  the  equipment  of  the  school  shops  “has  been  steadily  in¬ 
creased”  and  that  “in  1890  the  building  was  considerably  enlarged.” 
Turning  to  the  statement  in  detail  of  the  equipment  of  the  Mechan¬ 
ical  department  of  the  school,  it  appears  that  the  cabinet-makers’ 
benches  have  been  increased  from  27  in  1886,  to  48,  and  that  general 
tools  are  now  provided  for  160  boys  instead  of  for  only  72,  as  in  1886. 

In  the  Foundry,  90  boys  can  now  be  taught  in  place  of  66.  In  the 
Forge  Room  90  boys  can  be  taught.  In  the  Machine  Shop  60  boys 
can  now  be  accommodated  where  in  1886,  only  32  could  find  room. 

The  “Drawing”  Rooms  can  now  accommodate  325  boys. 

Summary  of  attendance  for  the  year  1890-’91. 

Senior  Class .  52 

Middle  Class .  90 

Junior  Class .  161 

Total .  303 

The  following  estimate  of  the  work  of  the  school,  as  shown  in  the 
exhibition  of  scholars  work  made  during  the  year  1888-’89,  is  ap¬ 
pended  to  the  catalogue  for  1890-91. 

“  Extract  from  the  report  of  the  Committee  on  Annual  Exhibit  of  drawings  at  The 

Chicago  Manual  Training  School ;  published  as  Educational  Leaflet  No.  42,  Octo¬ 
ber  9,  1889,  by  the  College  for  the  Training  of  Teachers,  New  York  City : 

We,  the  undersigned  committee,  having  carefully  examined  the  Annual  Exhibit 
of  Free-hand  and  Mechanical  Drawing  exhibited  at  the  school  on  June  17, 1889,  take 
pleasure  in  making  the  following  report : 


*Art  Master,  Massachusetts  State  Normal  Art  School. 


76 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Your  committee  is  agreed  that  the  drawings  show  a  high  order  of  excellence  both 
as  to  care,  neatness  and  delicate  handiwork,  and  also  as  to  the  conception  of  orig¬ 
inal  problems,  and  the  working  out  of  these  and  all  others  with  much  perseverance, 
involving  necessarily  much  hard  mental  work,  owing  to  the  difficulty  of  the  prob¬ 
lems  and  the  youth  of  the  pupils.  These  conditions  are  especially  noticeable  in  the 
mechanical  problems,  some  of  them  showing,  in  a  very  marked  degree,  clearness 
and  boldness  of  execution,  and  comprehension  of  mathematical  and  mechanical 
principles. 

The  successful  training  of  the  mind  in  this  direction,  and  of  the  eye  and  hand  to 
produce  free-hand  sketches  and  mechanical  drawings,  such  as  those  of  the  third 
year,  is  more  noticeable  from  the  amount  of  work  necessary  to  bring  the  pupils,  in 
so  short  a  time,  to  this  degree  of  excellence  ;  for  at  their  starting  point,  in  the  first 
year,  they  had  practically  no  knowledge  of  the  simplest  kind  of  drawing,  or  of 
geometry,  or  of  mechanical  forms  and  movements. 

Not  only  do  the  strictly  “Mechanical  Drawings”  show  conscientious  work  and 
clear  understanding  of  the  problems  in  plane  geometry,  projections,  shades  and 
shadows,  and  drawing  machinery  from  measurement,  but  the  free-hand  sketches 
of  mechanical  objects  forming  part  of  the  regular  school  work  and  most,  if  not  all, 
of  the  home  work,  also  show  that  this  part  of  a  skilled  mechanic’s  training  is  not 
neglected.  It  is  often  considered  that  a  knowledge  of  perspective  and  free-hand 
drawing  is  too  artistic,  and  not  sufficiently  practical  for  a  course  of  this  kind ; 
whereas,  in  fact,  it  is  of  great  importance  to  boys  who  are  quite  as  likely  to  become 
inventors  and  designers  of  machines  as  to  be  employed  only  in  working  out  details 
from  the  designs  of  other  men,  or  in  any  wood- working  or  metal-working  trade. 
Even  to  the  average  draftsman  who  is  not  a  designer,  a  knowledge  of  perspective 
and  skill  in  free-hand  sketching  are  invaluable  in  making  drawings  from  a  machine 
already  built. 

Your  committee  is  especially  pleased  to  notice  the  attention  given  to  free-hand 
drawing,  believing  as  it  does,  that  the  ability  of  the  workman  to  use  his  pencil 
freely  in  the  expression  of  his  thought,  is  an  important  factor  in  an  industrial  de¬ 
velopment.  The  mechanic  who,  perceiving  how  an  improvement  may  be  made  in 
this  or  that  portion  of  machinery,  or  who,  conceiving  an  original  thought,  is  unable 
to  explain  the  same  by  a  sketch,  is  sadly  deficient  and  can  not  compete  with  the 
workman  educated  not  only  to  independent  thinking,  but  in  the  free  expression  of 
the  same.  It  is  most  important  that  the  coming  American  mechanic  shall  be  not 
simply  the  slave  of  his  craft,  but  shall  transcend  it  and  shall  be  its  master.  This 
achievement  is  only  possible  when  the  education  of  the  workman  reaches  out  and 
beyond  a  reproduction  of  the  works  of  others,  even  into  the  realm  of  invention, 
and  constructive  design. 

******* 

In  conclusion  we  take  pleasure  in  commending  not  only  the  work  of  the  pupils 
in  following  the  course  of  instruction  used,  but  the  course  of  instruction  itself  as 
tending  to  give  them  at  an  early  age,  and  even  without  then-  recognizing  its  im¬ 
portance,  knowledge  and  skill  which  will  be  of  the  greatest  importance  to  them  in 
any  future  work  of  civil,  mechanical,  mining  or  electrical  engineering  or  indeed  in 
almost  any  work  of  manufacture  or  construction.  (Signed) 

JOSEPHINE  CARSON  LOCKE, 
THOS.  W.  FRY, 

SPENCER  S.  BEMAN, 

Committee. 

Note. — Miss  Locke  was  for  years  Supervisor  of  Drawing  in  the  St.  Louis  Public 
Schools.  Mr.  Fry  is  a  mechanical  engineer,  graduate  of  the  Mass.  Inst,  of  Tech¬ 
nology.  Mr.  Beman  is  a  well-known  architect. 


77 


CHICAGO  MANUAL  TRAINING  SCHOOL,  1891. 

The  Work  of  the  School. 

The  special  feature  of  the  school,  in  which  it  differs  from  the  ordinary  high 
school,  is  its  Manual  Training.  Notwithstanding  the  prominence  given  to  this  part 
of  its  course,  experience  shows  that  its  mathematical  and  scientific  work  need  not 
be  inferior  to  that  of  the  best  high  schools. 

Education,  not  manufacture,  is  the  idea  underlying  the  manual  training.  Con¬ 
sequently,  the  material  products  of  the  shops  consist  chiefly  of  exercises  designed 
to  develop  skill  in  the  use  of  tools.  The  educational  value  of  construction  is  also 
recognized,  and  the  course  embraces  a  number  of  finished  articles. 

Some  idea  of  the  pupils’  work  in  the  drawing  and  mechanical  departments  may 
be  obtained  from  the  following  partial  fist  of  the  annual  exhibit  of  June  17,  1890. 

JUNIOR  CLASS. 

In  Drawing : — Freehand  and  Mechanical  Drawing  of  Models,  Tools,  etc.;  Prob¬ 
lems  in  Plane  Geometry;  Line  Shading;  Principles  of  Projection,  etc.;  9938  draw¬ 
ings. 

In  Woodwork : — 2,000  Accepted  Exercises  in  the  various  joints  used  in  carpentry; 
24  Tool  Stands,  18  Flasks  for  Foundry. 

1,400  Accepted  Exercises  in  Wood  Turning,  such  as  Horizontal  and  Vertical 
Straight  Cuts,  Bevel,  Concave  and  Convex  Curves,  Beads,  etc.,  Tool  Handles,  Orna¬ 
mental  Hardwood  Turnings,  Vases,  Gavels,  Dumb-bells,  Indian  Clubs,  Rosettes, 
turned  Mirror  Frames,  etc. 

450  Accepted  Patterns  of  Hexagonal  Wrenches,  Journals,  Hand-wheels,  Pulleys, 
Grates,  Quarter-turn  and  Half-turn  Pipes,  with  Core  Boxes,  etc.  Complete  Pat¬ 
terns  for  the  Speed  Lathes  made  by  the  Senior  Class.  Complete  Patterns  of  Adjust¬ 
able  Drawing  Stand.  Patterns  for  Friction  Wheels  of  Atwood  Machines.  Patterns 
of  Surface  Plates,  etc. 

In  Cabinet  Making: — 9  Hardwood  Tables  for  Physical  Laboratory,  2  Atwood  Ma¬ 
chines,  90  Picture  and  Mirror  Frames,  oak  ;  3  Fancy  Tables,  7  Cases  of  Bookshelves, 
4  Wall  Cabinets,  1  Easel,  1  Hat-rack,  3  Drawing  Boards,  2  Turned  and  Carved  Mir¬ 
ror  Frames,  10  Cases  for  Artists’  Materials,  Jewels,  etc.;  1  set  of  Drawing  Models, 
8  pieces  ;  140  T  squares,  280  Triangles  for  Drawing. 

MIDDLE  CLASS. 

In  Drawing : — Practice  in  Brush  Shading;  Orthographic  Projection;  Projection  of 
Shadows;  Isometric  Projection;  Perspective;  Intersection  of  Solids;  Line  Shading; 
Machines  from  measurement,  etc.,  etc.;  2774  drawings  and  sketches. 

In  Forging: — 4800  Exercises  and  Finished  Pieces  in  Forging  Iron  and  Steel, 
including  Drawing  and  Upsetting,  Twisting,  Bending,  Punching,  Welding,  Tem¬ 
pering,  the  making  of  Hooks,  Staples,  Nails,  Rings,  Angle-irons,  Brackets,  Braces, 
Eye-Bolts,  Bolts  and  Nuts,  Chains  with  Hooks,  Swivels  and  rings,  etc. ;  including, 
also,  150  pairs  Blacksmiths’  Tongs,  34  Forgings  for  Jack-screws,  300  Lathe  Tools, 
diamond-point,  half  iliamond-point,  etc. ;  450  Tools,  such  as  Center-punches,  Chisels, 
Flatters,  etc.;  37  “  Projects,”  including  13  Cross-pene  Hammers,  2  Ball-pene  Ham¬ 
mers,  1  Axe,  1  small  Anvil,  4  Piano  Lamp  Stands,  7  “five-o’clock- tea”  Stands,  1 
pair  Pole  Climbers,  3  Anchors,  1  set  Lathe  Tools. 

In  Foundry  Work — Moulding  and  Casting  in  Lead,  Zinc  and  Brass  several  hun¬ 
dred  Washers,  Nuts,  Hangers,  Oil  Cups,  Pulleys,  Jack-screws,  Valves,  Wheels, 
Bushings,  etc. 

SENIOR  CLASS. 

In  Drawing: — Machines  from  Measurement  (Locomotive,  Marine  and  Stationary 
Engines,  Steam  Fire  Engines,  etc.),  Architectural  Plans,  Elevations  and  Perspec¬ 
tives,  etc. ;  918  drawings  and  sketches. 


78 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


In  Machine  Shop  Work: — 400  Exercises  in  Chipping,  Filing,  Scraping,  and  Fit¬ 
ting  ;  100  Exercises  in  Planing,  200  Exercises  in  Turning,  Boring,  Screw-cutting 
and  Polishing  ;  12  Speed  Lathes,  30  Jack-screws,  3  pairs  V  Blocks,  3  pairs  Parallel 
Blocks,  2  Angle  Plates,  5  Nut  Mandrels,  2  Boring  Bars  and  Cutters,  3  Square-thread 
Taps,  2  Taper  Reamers,  2  sets  Brass  Friction  Wheels  for  Atwood  Machines,  8  Dou¬ 
ble-thread  Screws  and  Nuts  for  Wood  Clamps,  1  Saw  Arbor,  Counter  Shaft  for  Cir¬ 
cular  Sawr,  etc. 

The  finished  “  Projects  ”  included  1  Dynamo,  3  Surface  Gauges,  1  Machinists’ 
Hammer,  1  Vertical  Marine  Engine,  4|x5  inches  ;  1  Brass  Card  Receiver,  1  Center 
Gauge,  1  Vertical  Engine,  4x44  inches  ;  2  Brass  Tables,  2  pairs  Calipers. 

The  tuition  fees  in  all  the  classes  have  been  increased  ten  dollars 
a  term  above  the  prices  given  in  the  Catalogue  of  1883. 

Provision  is  made  for  a  certain  number  of  free  pupils  and  parents 
of  such  pupils  as  are  desirous  of  securing  the  benefits  of  study  in 
the  school  but  who  are  not  able  to  meet  the  cost,  are  invited  to  con¬ 
sult  with  the  Director. 

List  of  Instructors  for  the  year  1890-1891. 

TEACHERS  IN  ORDER  OF  DEPARTMENTS. 

Henry  H.  Belfield,  A.  M.,  PH.  D.,  3738  Washington  Avenue,  Director;  William  R. 
Wickes,  a.  m.,  238  Willis  Street,  Oak  Park,  English  Literature;  Harlow  W.  Eaton, 
ph.  d.,  5807  Madison  Avenue,  Physics  and  History ;  Charles  E.  Boynton,  a.  b.,  5 
Thirty-first  Street,  Chemistry  and  Physiology;  Wythe  M.  Parks,  Passed  Ass’t  Engr. 
U.  S.  N.,  362  Forty-fourth  Street,  Mechanics,  Design  and  Construction  of  Engines; 
Sylvanus  E.  Lambert,  A.  B.,  552  Chestnut  Street,  Algebra;  Honta  Smalley,  a.  B.,  281 
La  Salle  Avenue,  Latin;  Clem  F.  Kimball,  B.  M.  E.,  3933  Prairie  Avenue,  Geomtry 
and  Drawing;  Earl  B.  Ferson,  A.  M.,  Mass.,  395  Fifty-eighth  Street,  Drawing;  Fred’k 
Newton  Williams,  329  Michigan  Avenue,  Drawing;  G.  Willis  Ritchey,  5926  Dickey 
Street,  Woodwork;  Geo.  A.  Ross,  3933  Prairie  Avenue,  Woodwork;  J.  W.  Raymond, 
Jr.,  3558  Cottage  Grove  Avenue,  Foundry  and  Forge;  Thomas  J.  Gray,  437  West 
Madison  Street,  Machine  Shop. 


BOARD  OF  TRUSTEES. 

E.  W.  Blatchford,  President ;  John  M.  Clark,  Vice-President ;  Marshall  Field, 
Treasurer  ;  William  A.  Fuller,  Secretary  ;  John  W.  Doane,  Christoph  Hotz,  Edson 
Keith,  H.  H,  Porter,  George  M.  Pullman. 

i  * 


CHAPTER  III. 

TULANE  UNIVERSITY  OF  LOUISIANA,  NEW  ORLEANS,  LA. 


Brief  statement  of  the  origin  of  the  University — Letter  from  Paul  Tulane,  to  Hon. 
Randall  Lee  Gibson,  U.  S.  Senator  from  Louisiana  and  his  associates — Details  of 
management  of  the  new  University  wisely  left  to  the  discretion  of  the  Trustees — 
Precedent  made  by  the  Founder  of  Smith  College,  Massachusetts,  followed  in  this 
feature — Col.  William  Preston  Johnston,  called  to  the  Presidency  of  the  new 
University— The  Professional  Schools  of  the  former  State  University  are  united 
with  Tulane. — Comprehensive  character  of  Tulane  University— Why  the  account 
of  the  University  occurs  in  this  chapter — The  equipment  for  the  study  of  electrical 
engineering  under  direction  of  Professor  Brown  Ayres — Extracts  from  catalogue 
of  1891-92 — Historical  statement — Plan  of  Education — University  Department  of 
Philosophy  and  Science — Tulane  College  —  Four  separate  courses  of  study — 
“ Classical ” — “ Literary ” — “  Scientific ” — “Engineering ” — Drawing  under  Pro¬ 
fessor  Woodward — Mechanical  work  under  Professor  Ordway — H.  Sophie  New¬ 
comb  Memorial  College — Three  separate  courses  of  study — “  Classical” — “  Scien¬ 
tific” — “Modern  Languages” — Special  students — Art  in  college  courses  in  each 
year — Special  Normal  Art — Elective  Art  work — The  Libraries — Museums — Art 
Museum — Professor  William  Woodward,  Art  Director— Linton-Surget  Hall  an 
Art  Museum— University  Extension — Lists  of  names  of  the  Faculty  of  the  two 
colleges — Tulane  High  School  —  Organization  and  courses  of  study — Manual 
Training — Drawing — List  of  Faculty,  1892-93 — The  Free  Drawing  school — Sat¬ 
urday  classes  for  Women— Evening  class  for  Men — The  Mechanical  course — The 
Free  Hand  course. 


Tulane  University,  New  Orleans,  Louisiana. 

INSTRUCTION  IN  MANUAL  TRAINING  AND  IN  DRAWING  IN  THE 
PREPARATORY  HIGH  SCHOOLS  AND  IN  THE  COLLEGES  OF  THE 
UNIVERSITY.  EVENING  FREE  DRAWING  CLASSES. 

A  brief  reference  was  made,  in  a  preceding  volume  of  this  Report, 
to  the  founding  and  development  of  this  successful  University,* 
which  has  already  won  well  merited  distinction  among  the  Institu¬ 
tions  of  Higher  Learning  in  the  Southern  States,  and  indeed  through¬ 
out  the  country. 

This  new  University  had  its  origin  in  the  munificent  bequest  of 
the  late  Paul  Tulane,  a  native  of  New  Jersey,  but  for  many  years  a 
resident  of  New  Orleans.  Mr.  Tulane,  living  at  the  time  in  Prince¬ 
ton,  New  Jersey,  confided  to  the  Hon.  Randall  Lee  Gibson,  U.  S. 

*  See  Part  II  of  this  Report,  pages  cvni-cxn.  -~q 


80 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Senator  from  Louisiana,  his  purpose  to  devise  a  large  estate  for  the 
establishment  of  an  Educational  Institution  in  the  City  of  New 
Orleans,  and  requested  the  Senator  to  undertake  the  proposed  trust, 
giving  him  full  discretion  as  to  the  kind  of  Institution  to  be  estab¬ 
lished.  Senator  Gibson,  after  associating  with  himself  several  of 
the  leading  citizens  of  the  State  as  joint  trustees,  undertook  the 
arduous  though  honorable  task ;  and  Mr.  Tulane  had  the  happiness, 
during  the  few  last  years  of  his  life,  of  beholding  the  successful  ini¬ 
tiation  of  the  proposed  institution. 

THE  LETTER  CREATING  THE  TRUST. 

The  letter  of  Mr.  Tulane,  conferring  his  property  in  New  Orleans 
upon  the  Board  of  Trustees,  begins  as  follows: 

“  Princeton,  May  2,  1882. 

To  Messrs.  Randall  L.  Gibson,  Chas.  E.  Fenner,  James  McConnell,  T.  G.  Richard¬ 
son,  M.  D.,  Edward  White,  E.  H.  Farrar,  P.  N.  Strong,  B.  M.  Palmer,  D.  D., 
Hugh  Miller  Thompson,  D.  D.,  Chas.  A.  Whitney,  Sami.  H.  Kennedy,  Walter 
Stauffer,  Cartwright  Eustis,  Henry  Ginder,  John  T.  Hardie,  R.  M.  Walmsley, 
and  Wm.  O.  Rogers : 

Gentlemen  A  resident  of  New  Orleans  for  many  years  of  my  active  life,  hav¬ 
ing  formed  many  friendships  and  associations  dear  to  me,  and  deeply  sympathiz¬ 
ing  with  its  people  in  whatever  misfortunes  or  disasters  may  have  befallen  them,  as 
well  as  being  sincerely  desirous  of  contributing  to  their  moral  and  intellectual 
welfare,  I  do  hereby  express  to  you  my  intention  to  donate  to  you  by  an  act  of 
donation  inter  vivos,  all  the  real  estate  I  own  and  am  possessed  of  in  thd'  said  city 
of  New  Orleans,  State  of  Louisiana,  for  the  promotion  and  encouragement  of  intel¬ 
lectual,  moral  and  industrial  education  among  the  white  young  persons  in  the 
city  of  New  Orleans,  State  of  Louisana,  and  for  the  advancement  of  learning  and 
letters,  the  arts  and  sciences  therein,  my  intention  being  that  the  benefits  shall  be 
applied  and  expended  in  the  city  of  New  Orleans. 

By  the  term  education,  I  mean  to  foster  such  a  course  of  intellectual  development 
as  shall  be  useful  and  of  solid  worth,  and  not  be  merely  ornamental  or  superficial. 
I  mean  you  should  adopt  the  course  which,  as  wise  and  good  men,  would  commend 
itself  to  you  as  being  conducive  to  immediate  practical  benefit,  rather  than  theoret¬ 
ical  possible  advantage.  I  wish  you  to  establish  or  foster  institutions  of  a  higher 
grade  of  learning  where  the  young  persons  to  be  benefited  shall,  upon  due  exami¬ 
nation,  be  found  competent  and  qualified  for  admission,  both  by  age  and  previous 
training,  to  receive  the  benefits  of  a  more  advanced  degree  of  educational  culture. 

Intellectual  advancement  should  be  unfettered  by  sectarianism,  but  the  profound 
reverence  I  entertain  for  the  Holy  Scriptures  leads  me  to  express  here  the  hope, 
that  the  educational  development  intended  by  this  gift,  should  never  antagonize, 
but  be  in  harmony  with  the  great  fundamental  principles  of  Christian  truth  con¬ 
tained  in  them.” 

Suggestions  as  to  securing  exemption  from  taxation  for  the  real 
estate  thus  devoted  to  the  promotion  of  education,  and  stipulations 
that  none  of  this  property  shall  be  sold,  or  mortgaged,  or,  in  any 
way,  incumbered  for  a  period  of  fifty  years,  follow.  He  also  sug¬ 
gests  that  his  “friend,  General  Randall  Lee  Gibson,  shall  be  the 
chairman  or  President  of  the  Board,  and  that  Judge  Charles  E. 
Fenner,  and  James  McConnell,  may  be  vice  presidents  or  vice  chair- 


TULANE  UNIVERSITY  OF  LOUISIANA,  AT  NEW  ORLEANS.  81 


men.”  The  Board  is  to  be  self  continuing;  vacancies  in  the  body 
being  filled  by  election.  If,  at  the  end  of  fifty  years,  the  Board 
desire  to  relinquish  this  trust,  they  are  authorized  then  to  distribute 
the  property  in  such  manner,  to  institutions  in  the  city  of  New  Or¬ 
leans,  as  to  best  promote  the  educational  purposes  of  the  Trust. 

*  *  *  “  With  devout  gratitude  to  our  Heavenly  Father  for  enabling  US  to  form 

these  plans  and  invoking  his  divine  blessing  upon  you  and  your  counsels,  and  upon 
the  good  work  proposed  among  the  present  and  future  generations  of  our  beloved 
Crescent  City. 

I  remain,  with  great  respect,  your  friend  and  humble  servant, 

Paul  Tulane.” 


AN  ADMIRABLE  PROVISION. 

This  letter,  which  resembles  in  its  benevolent  purposes  and  scope 
those  written  by  Peter  Cooper,  Ezra  Cornell,  and  Charles  Pratt, 
when  creating  the  several  institutions  founded  by  them,  is  very 
brief ;  leaving,  as  it  does,  the  general  plan  and  all  its  details  to  the 
judgment  of  the  Trustees.  After  the*,  statement  of  his  purpose  in 
creating  the  trust,  as  just  quoted,  the  letter  deals  only  with  plans 
for  preserving  the  property  intact,  and  places  its  management  and 
final  disposition  wholly  in  the  hands  of  the  Trustees  ;  who  are  thus 
empowered  to  meet  new  demands  as  they  may  arise  and  to  adapt 
their  institution  to  the  exigencies  of  the  future.  This  feature,  which 
was  the  notable  peculiarity  of  the  will  of  Miss  Sophia  Smith,  in 
founding  Smith  College,  at  Northampton,  Massachusetts,  is  in 
marked  contrast  'with  the  old  English  foundations,  where  the  obso¬ 
lete  customs  of  by-gone  centuries,  imposed  on  all  successors,  become 
hindrances  in  their  development  and  usefulness.  It  is  peculiarly 
desirable  that  educational  foundations  should  be  free  to  meet  as 
they  arise,  the  ever  changing  conditions  of  an  advancing  civilization. 

It  is  to  be  hoped  that  the  wise  precedents  thus  set  by  Miss  Smith, 
and  Mr.  Tulane,  may  be  generally  followed  by  those  leaving  legacies 
to  our  Colleges  and  Universities ;  since  such  gifts,  however  gener¬ 
ously  intended  by  the  givers,  are  often,  owing  to  onerous  conditions 
imposed,  burdens  rather  than  blessings. 

THE  CHOICE  OF  A  PRESIDENT  FOR  THE  NEW  UNIVERSITY. 

Col.  William  Preston  Johnston,  (eldest  son  of  the  late  General 
Albert  Sidney  Johnston,)  formerly  for  some  years  a  Professor  in 
Washington  and  Lee  University,  Virginia,  but  at  that  time  the 
President  of  the  Louisiana  State  University,  was  called  in  January 
1883,  to  the  Presidency  of  the  new  University. 

The  calling  of  this  thoroughly  equipped,  liberal-minded  scholar, 
author,  and  teacher,  to  the  direction  of  the  new  institution,  was,  in 
itself,  an  augury  of  success.  A  graduate  of  Yale,  having  had  expe¬ 
rience  as  a  Professor  for  some  years  in  a  classical  college  of  the  old 
ART — VOL  4 - 6 


82  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

regime,  and  having  been  President  of  one  of  the  modern  practical 
State  Colleges  of  Agriculture,  in  Louisiana  itself,  President  John¬ 
ston  was  well  fitted  to  direct  the  shaping  of  the  new  institution. 
Familiar  with  the  old  methods  and  well  abreast  of  the  new  move¬ 
ments  in  education,  he  was  ready  to  adapt  his  instrumentalities  to 
the  needs  of  the  community. 

UNION  EFFECTED  WITH  THE  STATE  UNIVERSITY. 

The  wisdom  wmch,  shortly  after  his  appointment,  effected  the 
union  of  the  professional  schools  of  Law  and  Medicine  of  the  Uni¬ 
versity  of  Louisiana, — each  having  had  a  long  and  honorable  his¬ 
tory, — with  the  new  foundation  ;  including  all  under  the  title  and 
headship  of  the  “Tulane  University  of  Louisiana,”  was  another 
piece  of  good  fortune;  while  the  generous  endowment  which  soon 
followed,  by  other  liberal  givers,  of  a  Womans’  College  to  be  a  part 
of  the  University,  rounded  out  and  fitly  completed  the  scheme. 

PRESIDENT  JOHNSTON  OUTLINES  THE  NEW  UNIVERSITY. 

Under  date  of  June  1883,  President  Johnston  addressed  a  letter  to 
the  Trustees,  outlining  the  needs,  province  and  methods  of  such  an 
institution  as,  in  his  judgment,  was,  in  view  of  the  surrounding  cir¬ 
cumstances  which  were  considered  at  length,  then  most  desirable. 
This  letter  fills  some  sixty  printed  pages  and  is  a  most  admirable 
statement  both  of  the  educational  needs  of  the  community  and  of 
the  best  methods  of  supplying  them.  Defining  the  province  of  a 
college,  and  a  university,  and  clearly  discriminating  between  their 
several  duties,  he  makes  a  strong  plea  for  Higher  Education,  and 
shows  how  essential  it  is  that  opportunities  for  obtaining  such  an 
education  be  provided;  but,  on  the  other  hand,  he  shows  the  need  of 
providing,  also,  facilities  for  giving  direct  practical  training  to  such 
as  cannot  avail  themselves  of  the  higher  courses.  The  institution 
therein  portrayed  included  opportunities  for  the  training  of  all 
classes  of  the  community,  just  as,  in  fact,  “  Tulane  ”  now  does. 
This  letter  is  well  worthy  the  consideration  of  all  who  are  called  on 
to  decide  similar  questions. 

COMPREHENSIVE  CHARACTER  OF  TULANE. 

This  new  University,  arising  in  the  last  decade,  and  blending  in 
its  catholicity  the  professional  schools  of  the  past  with  the  novel 
forms  of  education  which  have  been  called  forth  by  the  imperative 
needs  of  modern  civilization,  furnishes  a  most  interesting  object 
lesson;  linking,  as  it  does,  by  its  varied  activities,  the  simplest  ele¬ 
mentary  industrial  training  and  the  most  advanced  post  graduate 
educational  methods  and  instrumentalities. 

It  has  evening  schools  like  those  of  the  Maryland  Institute,  and 


THE  LATE  HON.  RANDALL  LEE  GIBSON,  U.  S.  SENATOR.  83 

Cooper  Union;  a  Manual  Training  School  like  the  Manual  Training 
Schools  of  St.  Louis,  Boston,  Philadelphia  and  Chicago;  instruction 
in  engineering  equal  to  the  engineering  courses  of  the  higher  Schools 
of  Science,  of  which  “Sheffield,  Yale,”  and  “The  Massachusetts  In¬ 
stitute  of  Technology,”  may  he  taken  as  types;  while  in  art  instruc¬ 
tion  it  claims  to  equal  both  the  Art  Training  given  in  the  Normal  Art 
Schools,  and  that  of  the  Art  Drawing  classes  of  the  several  High  Art 
Schools  and  Academies ;  in  addition  to  these  modern  innovations 
there  are  offered  in  the  same  Institution,  courses  of  study  in  accord¬ 
ance  with  the  strictly  classical  training  of  the  old  classical  colleges, 
as  well  as  those  of  the  higher  post  graduate  schools  of  the  Medical 
and  Legal  Professions;  while  the  inclusion  of  a  high  class  woman’s 
college  further  exemplifies  the  modernity  of  “Tulane;”  so  that  this 
composite  “University,”  stands  forth  as  a  comprehensive  typical 
American  Educational  Institution  of  the  last  quarter  of  the  Nine¬ 
teenth  Century. 

That  such  an  University,  rivalling  in  its  variety  of  schools  and 
courses  of  training,  its  purposes  and  equipment,  such  famous  modern 
Universities  of  the  North,  as  “  The  University  of  Michigan,”  at  Ann 
Ai’bor,  and  “Cornell,”  at  Ithaca,  should  have  been  founded  in  the 
far-away  Southern  City  of  New  Orleans,  is  both  a  pledge  that  the 
“New  South”  is* to  he  kept  fully  abreast  with  the  modern  educa¬ 
tional  movements  in  Europe  and  America,  and  is  a  worthy  memorial 
of  the  liberal  Founder,  whose  gifts  made  possible  its  creation.  It 
stands,  also,  in  evidence  of  the  practical  professional  skill  of  Presi¬ 
dent  Johnston,  and  his  energetic  Faculty;  and  of  the  far-reaching 
views  and  enlightened  intelligence  of  Senator  Gibson,  and  his  col¬ 
leagues. 


RANDALL  LEE  GIBSON. 

Alas!  between  the  time  of  sending  the  above  in  manuscript  to  the 
printer  and  the  return  of  the  “proof”  this  noble  hearted  man,  who 
had  been  chosen  by  Mr.  Tulane%to  carry  out  his  benevolent  pur¬ 
poses,  had  met  the  Shadowy  Form — 

“That  keeps  the  keys  of  all  the  creeds.” 

This  true  gentleman,  faithful  friend,  brave  soldier,  wise,  far- 
seeing  statesman,  sincere  patriot,  whose  whole  influence,  as  Member 
of  Congress  and  as  Senator,  was  exerted  to  promote  the  interests  of 
our  common  country;  and  who,  at  the  same  time,  while  seeking  to 
develop  the  material  and  intellectual  resources  of  his  own  State  of 
Louisiana,  has  linked  his  name  forever  with  the  national  efforts  for 
the  improvement  of  the  Mississippi  River,  and  with  the  founding 
and  development  of  the  Tulane  University  of  Louisiana,  has  passed 
from  among  men;  leaving  a  record  and  a  memory  which  cannot  fail 


84  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

to  inspire,  in  all  who  knew  him,  a  noble  ambition  to  emulate  his 
virtues.  * 

The  life  of  Senator  Gibson,  equally  with  that  of  the  late  Charles 
C.  Perkins,  of  Boston,  strikingly  illustrates  the  inestimable  value 
that  may  result  to  a  community  from  the  civic  devotion  of  a  single 
individual  public  spirited  citizen.  The  ruling  purpose  of  Senator 
Gibson,  for  the  few  last  years  of  his  life,  was  to  promote  the  fullest 
and  best  development  of  Tulane  University.  So  long  as  this  Insti¬ 
tution  endures  and  the  name  of  its  founder  is  remembered,  that  of 
Randall  Lee  Gibson  cannot  be  forgotten.  They  build  for  earthly 
immortality  who  inscribe  their  names  as  founders  of  our  great  Insti¬ 
tutions  of  Learning. 

WHY  THE  ACCOUNT  OF  TULANE  IS  GIVEN  IN  THE  PRESENT  VOLUME. 

As  the  Free  Evening  Drawing  Classes,  and  the  Manual  Training 
Instruction  given  in  this  University,  are  of  like  character  with  the 
schools  and  classes  whose  history  is  given  in  this  volume,  while  its 
manual  training  school  is  modelled  after  those  recorded  in  the  pre¬ 
vious  chapter,  this  account  of  Tulane  University  is  here  given. 

Strictly  classified,  only  these  two  features  of  the  University  would 
here  find  place;  but,  in  this  Report,  some  brief,  general  historical 
notice  of  the  Institution,  of  which  the  department,  or  school,  which 
happens  first  to  be  described  is  a  part,  has  usually  been  given  in  con¬ 
nection  with  such  department.  In  this  particular  instance  this  seems 
especially  desirable  for  the  purpose  of  showing  how  these  forms  of 
elementary  training,  which,  in  most  other  schools  of  their  class,  are 
only  seen  as  segregated  from  any  general  scheme  of  education,  are 
here  brought  into  relation  and  unison  with  those  studies  and  schools 
which  are  commonly  recognized  as  pertaining  only  to  Higher  Educa¬ 
tion,  and  are  shown  to  be  a  part  of  the  common  whole,  having  their 
legitimate  place  in  the  complete  plan. 

We  have  already  seen  in  the  pages  of  the  preceding  chapter  how 
the  Manual  Training  School  founded  by  the  Massachusetts  Institute 
of  Technology,  and  at  first  made  so  marked  a  feature,  has  gradually 
fallen  into  place  as  simply  an  elementary  adjunct  to  the  higher 
courses  of  Technical  Education  offered  by  the  Institute ;  Tulane,  in 
like  manner,  illustrates  this  wise  correlation  of  Educational  Forces. 
It  is,  because,  in  this  new  University  the  claim  of  “Drawing,”  both 
as  a  practical,  Technical,  and  Artistic  study,  has  been  so  fully 
recognized ;  and  that  the  true  value  and  relations  of  Manual  Train¬ 
ing  to  education,  both  in  its  elementary,  general  and  special  appli- 

*  The  Hon.  Randall  Lee  Gibson,  U.  S.  Senator  from  Louisiana,  and  President  of 
the  Board  of  Administrators  of  Tulane  University  of  Louisiana,  died  at  Hot  Springs, 
Arkansas,  December  15th,  1892,  and  was  buried  at  Lexington,  Kentucky,  by  the 
side  of  his  deceased  wife,  and  among  his  kindred,  December  19th,  1892. 


TULANE  UNIVERSITY  OF  LOUISIANA.  85 

cations  are  inculcated,  that  this  University  finds  mention  in  this 
Report. 

The  details  of  instruction  common  to  manual  training  schools 
have  been  so  fully  stated  in  the  several  accounts  of  the  Public  School 
Manual  Training  Schools  of  the  country  given  in  the  preceding  vol¬ 
ume  of  this  Report,  (Part  II.)  as  well  as  in  the  account  of  the 
Pioneer  Schools  of  this  class,  whose  history  is  given  in  the  previous 
chapter;  that  only  a  general  statement  of  the  equipment  of  the 
Manual  Training  School  attached  to  “  Tulane”  will  be  here  given. 

A  High  School  is  attached  to  the  University  for  fitting  pupils  for 
entrance  to  Tulane  College, — the  Academical  Department  of  the  Uni¬ 
versity,* — and  a  similar  preparatory  school  fits  girls  for  entrance  to  ' 
the  H.  Sophie  Newcomb  Memorial  College. 

Drawing  and  Manual  Training  are  both  included  among  the 
required  studies  in  the  boys  High  School,  and  are  required  studies 
throughout  the  “scientific”  and  “engineering”  courses  in  the  acad¬ 
emical  college.  Two  courses,  the  “Classical”  and  the  “Scientific” 
are  provided  in  the  High  School,  and  four  distinct  courses,  known 
respectively  as  The  “Classical,”  “Literary,”  “Scientific,”  and  “En¬ 
gineering,”  are  given  in  the  college.  In  the  girls  preparatory  school, 
“Industrial  Drawing”  is  taught;  “Art  Drawing,”  is  a  required 
study  throughout  the  Woman’s  College  course.  There  is,  also,  in 
the  woman’s  college,  a  Normal  course  of  “Art  Instruction.” 

Besides  these  varied  opportunities  for  the  regular  students  in  its 
schools  and  colleges,  Tulane  furnishes,  also,  by  means  of  the  free 
evening  drawing  school  which  it  sustains,  a  practical  instance  of 
University  extension  ;  reaching  out,  as  it  does,  to  offer  opportunities 
freely  to  all  classes  of  the  community. 

The  following  extracts  from  the  latest  catalogue  f  give  a  general 
view  of  the  University  as  a  whole,  with  its  varied  activities;  as  well 
as  of  the  special  facilities  for  instruction  in  Drawing  and  Manual 
Training,  both  in  the  preparatory  and  undergraduate  departments. 

As  already  stated,  the  general  account  of  the  Institutions,  some 
special  departments  of  which  come  within  the  province  of  this 
Report,  has  been  given  in  connection  with  that  school  or  department 
first  mentioned.  It  is  in  accordance  with  these  precedents,  that  a 
somewhat  extended  notice  of  this  University  here  follows  the  chapter 

*  While  these  pages  are  in  the  hands  of  the  Printer,  information  is  received  from 
President  Johnston  concerning  the  proposed  reorganization  of  the  University,  sub¬ 
stantially  in  accordance  with  expressed  desire  of  Senator  Gibson,  the  late  President 
of  the  Board  of  Administration.  The  High  School  is  to  be  discontinued  and  the 
post  graduate  department  of  the  University  to  be  developed.  The  Report  recom¬ 
mending  these  changes  was  adopted  January  9th,  1893,  and  will  be  given  in  full  at 
the  end  of  this  account  of  the  University.  See  pages  103-105. 

f Tulane  University  of  Louisiana.  Catalogue,  1891-92.  University,  College, 
High  School,  H.  Sophie  Newcomb  Memorial  College  for  Women,  and  Law  and 
Medical  Departments.  Announcement  for  1892-’93.  New  Orleans.  1892.  Pp.  132. 


86 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


describing  the  pioneer  Manual  Training  Schools ;  the  two  first  of 
which,  it  will  be  observed,  were,  in  like  manner,  founded  in  con¬ 
nection  with  Educational  Institutions  of  the  highest  class;  viz  :  The 
St.  Louis  School  attached  to  the  Washington  University,  and  the 
Boston  School  opened  by  the  Massachusetts  Institute  of  Technology. 

Accounts  of  the  Engineering  Courses;  the  Art  Courses  in  the 
Woman’s  College,  the  Art  Museum,  and  the  Evening  Free  Drawing 
Classes  of  Tulane  would,  however,  be  fitly  given  elsewhere  in  this 
Report  in  connection  with  others  of  their  class,  but  are  given  here 
partly  because  it  is  desirable  to  show  in  one  view  how  comprehensive 
in  its  courses,  and  how  well  provided  by  means  of  its  laboratories, 

'  apparatus,  libraries  and  museums  to  satisfy  modern  educational  de¬ 
mands,  is  this  new  Institution  of  the  South;  and,  partly,  because  in 
the  issuing  of  a  work  of  this  class,  comprised  in  several  volumes  and 
necessarily  extending  over  a  series  of  years  in  its  preparation  and 
publication,  it  has  always  to  be  borne  in  mind  that  unforeseen  and 
insuperable  obstacles  to  its  completion  may  arise.  It  has,  there¬ 
fore,  seemed  doubly  desirable  that  the  fact  that  an  institution  so 
fully  equipped  for  the  prosecution  of  scientific  research  and  special 
technical  training,  and  so  thoroughly  imbued  with  the  modern  edu¬ 
cational  spirit,  as  is  Tulane,  should  be  here  recorded  at  the  earliest 
opportunity.  The  equipment  of  the  Physical  Laboratory,  and  the 
prominence  given  to  the  science  of  Electricity  and  to  the  course  in 
Electrical  Engineering  under  the  direction  of  Professor  Brown 
Ayres,  evidences  that  the  claim  of  the  University  that  it  keeps  up 
with  the  advance  of  modern  science  is  well  founded.  The  fact  that 
in  creating  a  new  University,  these  industrial,  technical  and  artistic 
studies,  which  are  advocated  in  the  volumes  of  this  Report,  have 
been  made  so  prominent,  is  a  notable  example  of  their  importance 
and  fully  justifies  the  space  here  given  to  “  Tulane.” 

The  extracts  showing  the  general  features  of  the  University  will 
be  given  first.  Those  relating  to  the  Manual  Training  School  and 
the  Free  Drawing  Class  will  close  this  chapter. 

TULANE  UNIVERSITY. 

HISTORICAL  STATEMENT. 

The  Tulane  University  of  Louisiana,  founded  upon  an  endowment  of  the  late 
Paul  Tulane,  was  established  by  law  by  Act  No.  43  of  the  session  of  1884,  which 
was  ratified  by  a  constitutional  amendment  April  17,  1888.  By  virtue  of  this  legis¬ 
lation  the  administrators  of  the  Tulane  Educational  Fund  became  administrators 
in  perpetuity  of  the  University  of  Louisiana,  agreeing  to  devote  their  income  to  its 
development,  and  to  establish  thereon  the  Tulane  University  of  Louisiana. 
******* 

Col.  Wm.  Preston  Johnston  was  selected  in  January,  1883,  to  organize  an  institu¬ 
tion  of  learning  under  the  terms  of  Mr.  Tulane’s  donation.  The  acquisition  of  the 
University  of  Louisiana,  with  its  franchises  and  valuable  buildings,  in  1884,  gave  * 
practical  shape  to  the  purposes  of  the  Tulane  Board,  and  supplied  the  foundation 


OFFICIAL  HISTORICAL  STATEMENT  OF  TULANE. 


87 


on  which  to  establish  Tulane  University.  It  has  now  fourteen  chairs  in  the  Uni¬ 
versity  proper,  and  a  High  School  Faculty,  which,  with  its  head  master,  has  four¬ 
teen  professors,  assistant  professors,  and  instructors.  The  collection  of  scientific 
apparatus,  especially  for  instruction  in  physics  and  electricity,  is  quite  extensive 
and  of  very  high  grade.  The  teaching  is  in  great  part  by  laboratory  work,  and  the 
apparatus  is  better  adapted  to  this  method  of  instruction  than  any  other  in  the 
South.  There  is  a  practical  course  in  electrical  engineering  which  has  been  pursued 
with  marked  success.  The  collection  of  dynamo  machines  is  one  of  the  largest  in 
the  country.  The  chemical  laboratories  have  been  carefully  fitted  up  and  are  now 
in  a  fair  state  of  efficiency,  and  it  is  hoped  that  many  young  men  will  be  trained 
here  to  take  part  in  developing  the  industries  of  the  Southern  States.  The  biologi¬ 
cal  laboratory  is  well  supplied  with  microscopes  and  the  various  kinds  of  apparatus 
needed  for  investigation  as  well  as  for  ordinary  study. 

The  line  between  university  work  and  collegiate  and  academic  work  is  sharply 
drawn.  The  latter  is  embraced  in  a  series  of  equivalent  curricula  extending  through 
seven  years,  three  in  the  high  school  and  four  in  the  college,  all  leading  to  baccalau¬ 
reate  degrees,  with  or  without  distinction,  according  to  attainment.  The  former  is 
elective  and  of  the  most  advanced  character,  and  leads  to  the  Degrees  of  Master  of 
Arts,  of  Doctor  of  Philosophy,  and  to  the  Engineering  Degrees. 

A  manual  training  school  has  been  established.  It  is  considered  as  the  workshop 
or  laboratory  of  the  high  school  for  technical  training,  but  the  college  students  in 
the  engineering  and  scientific  courses  are  expected  to  take  a  considerable  amount 
of  workshop  practice.  It  is  not  intended  to  teach  trades  to  young  men,  but  to 
make  them  experts  in  the  principles  and  handicraft  of  wood-working,  iron  and 
metal-working  and  machine  construction.  The  appliances  are  as  nearly  perfect, 
and  the  scheme  of  instruction  as  thorough  as  in  any  institution  in  the  United  States. 
The  effort  is  made  to  dignify  and  elevate  labor  without  interfering  with  more  ab¬ 
stract  pursuits.  No  revolution  in  education  is  aimed  at,  but  rather  moral  expansion 
and  development  through  the  cultivation  of  recognized*  and  valuable  mental  and 
physical  functions  and  activities  ;  the  whole  system  constituting  a  rounded  and 
harmonious  evolution  of  the  student  as  man  and  citizen. 

The  libraries  of  the  University,  besides  the  State  library  of  twenty-six  thousand 
volumes,  contain  about  twenty-five  thousand  volumes,  with  a  certain  fund  for  in¬ 
crease  of  some  $2,000  per  annum.  The  largest  hospitality  is  extended  to  book-lovers 
and  readers. 

The  institution  is  Christian,  but  not  sectarian,  and  this  is  construed  as  extending 
the  largest  liberty  of  invitation  to  all  who  love  the  light  of  knowledge.  The  Tulane 
University  is  now  on  the  sound  basis  of  a  living  income,  with  a  corporation  secure 
in  its  tenure  of  office  and  consistent  in  its  plans  and  purposes,  and  with  the  prestige 
of  a  State  institution  and  popular  favor  to  aid  in  its  honorable  career. 

Important  changes  are  contemplated  in  the  location  of  the  collegiate  department 
of  the  university.  A  tract  of  land  has  been  purchased  fronting  St.  Charles  Avenue 
and  opposite  Audubon  park,  where  it  is  proposed  to  erect  the  necessary  college 
buildings,  laboratories,  manual  training  shops  and  other  annexes.  Plans  are  being 
perfected  and  the  work  of  construction  will  probably  begin  during  the  course  of  the 
summer. 

The  H.  Sophie  Newcomb  Memorial  College,  for  the  higher  education  of  white 
girls  and  young  women,  has  been  established  as  a  department  of  Tulane  University, 
through  the  munificence  of  Mrs.  Josephine  Louise  Newcomb,  widow  of  Warren 
Newcomb,  of  New  York  city.  Through  her  noble  liberality,  it  has  been  made  one 
of  the  best  endowed  institutions  in  the  Southern  States. 

Its  first  annual  session  was  opened  Thursday,  October  16,  1887.  Since  that  time, 
its  progress  has  been  steady,  the  number  of  students  has  been  increased,  the  faculty 
enlarged,  and  important  additions  made  to  the  apparatus  for  instruction.  Oppor- 


88 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


tunities  are  offered  for  a  full  collegiate  course  in  literature  and  science,  or  for  the 
special  training  of  advanced  students  in  ancient  and  modern  languages,  and  on  the 
lines  of  special  work.  Extensive  and  well  shaded  grounds  afford  opportunity  for 
open  air  exercise  and  recreation.  The  main  building  is  a  spacious  and  handsome 
structure.  The  libraries  and  laboratories  afford  valuable  aid.  The  laboratory  for 
physics  and  chemistry  is  a  new  brick  building,  well  equipped  with  apparatus;  and 
superior  facilities  are  offered  to  young  women  for  securing  a  practical  knowledge 
of  these  studies. 

In  various  branches  of  art  much  zeal  has  been  developed  and  satisfactory  progress 
made. 

There  is  a  preparatory  department,  of  high  school  grade,  which  fits  students  for 
admission  to  the  College. 

Occupying  an  entire  square  in  one  of  the  most  beautiful  and  cultivated  sections  of 
the  city,  Newcomb  College  aims  to  secure  the  objects  of  higher  female  education  — 
thorough  and  accurate  scholarship,  the  best  conditions  of  physical  culture,  the 
wisest  and  most  healthful  intellectual  and  moral  aspirations. 

The  Free  Drawing  School  has  been  in  successful  operation,  for  seven  years  past, 
under  the  auspices  of  the  university.  The  professors  engaged  in  the  work  have 
cheerfully  given  their  time  and  talents,  and  much  good  has  been  done  in  the  in¬ 
struction  of  the  students  for  technical  and  industrial  pursuits,  and  in  fostering  and 
diffusing  a  taste  for  art  in  the  community.  The  classes  are  mainly  attended  by 
those  who  wish  to  acquire  a  thorough  knowledge  of  the  fundamental  principles  of 
art,  and  by  those  who  find  a  knowledge  of  the  different  branches  of  drawing  useful 
in  their  daily  employment.  Though  not  strictly  university  work,  it  yet  has  the 
spirit  of  university  extension,  and  the  good  results  attained  from  year  to  year  have 
abundantly  justified  the  efforts  in  its  behalf. 

******* 

«  PLAN  OF  EDUCATION. 

Tulane  University  is  an  institution  for  the  higher  education  of  the  white  youth 
of  Louisiana.  The  administrators  of  Tulane  University,  recognizing  the  great  fact 
that  education  is  a  unit,  integral  from  its  very  nature,  and  looking  to  the  actual 
conditions  of  tilings  in  Louisiana,  find  themselves  obliged  to  embrace  in  their 
scheme  a  plan  broad  and  deep,  and  to  institute  for  the  successive  phases  of  educa¬ 
tional  development,  a  High  School,  a  College,  and  a  University  Department  of 
Philosophy  and  Science.  Taking  the  youth  on  the  threshold  of  the  higher  educa¬ 
tion,  this  plan  proposes,  through  judicious  instruction,  to  train  him  to  know,  to  do, 
and  to  be,  and  thus  to  develop  a  consistent  manhood  by  means  of  his  harmonious 
and  equable  evolution  of  body,  mind,  and  soul. 

Tulane  University  of  Louisiana  is  divided  into  the  University  Departmennt  of 
Philosophy  and  Science,  Tulane  College,  Tulane  High  School,  H.  Sophie  Newcomb 
Memorial  College  for  Young  Women,  the  Law  Department,  and  the  Medical 
Department. 


UNIVERSITY  DEPARTMENT  OF  PHILOSOPHY  AND  SCIENCE. 

If  the  student  in  a  college  should  feel  and  act  as  one  under  authority,  the  grad¬ 
uate  of  the  college  who  enters  upon  his  university  career  in  the  Department  of 
Philosophy  and  Science  should  recognize  that  he  is  called  to  a  higher  culture,  which 
does  not  simply  permit,  but  demands,  liberty  of  choice,  the  exercise  of  independ¬ 
ent  thought,  an  earnest  attempt  at  original  investigation  and  individual  conviction. 
Herein  he  must  receive  the  inspiration  of  the  scientific  spirit  and  pursue  his  studies 
by  the  scientific  method,  under  the  guidance,  but  not  under  the  authority,  of  £ 
professor. 


OFFICIAL  HISTORICAL  STATEMENT  OF  TULANE. 


Acting  upon  this  view,  we  differentiate  sharply  between  the  work  of  the  College 
and  the  work  of  the  University  in  its  higher  department. 

We  leave  to  the  College  the  disciplinary  work  of  education  to  be  pursued  by 
collegiate  or  gymnastic  methods.  We  reserve  for  the  students  in  the  Department 
of  Philosophy  and  Science  that  higher  culture  pursued  in  the  scientific  spirit,  which 
is  true  University  work.  If  few  in  number,  yet  these  University  students  must  be 
College  graduates,  not  merely  College  students  graded  as  University  students. 

We  admit  to  our  University,  as  candidates  for  degrees,  the  graduates  of  our  own 
and  other  colleges  with  fairly  equivalent  requirements,  and  such  other  persons  as 
shall  pass  a  satisfactory  examination  on  branches  of  knowledge  and  studies  fully 
equivalent. 

Degrees. — Graduates  of  Tulane  College  and  other  accepted  candidates  who  shall 
pursue  for  two  years  an  apppoved  course  of  study  in  three  branches,  one  major  and 
two  minor,  selected  by  the  student  and  approved  by  the  Faculty,  and  who  shall 
pass  a  satisfactory  examination  and  present  a  written  thesis  acceptable  to  the  Pres¬ 
ident  and  Faculty,  will  receive  the  degree  of  Master  of  Arts. 

The  degree  of  Doctor  of  Philosophy  will  be  given  for  a  further  prescribed,  or 
approved,  course  of  study  in  Tulane  University,  pursued  for  two  years  more  under 
like  conditions  and  with  such  excellence  and  superior  attainments  as  to  warrant  it. 
*  ****** 

Graduates  of  the  H.  Sophie  Newcomb  Memorial  College  or  female  graduates  of 
other  accredited  colleges  of  the  first  grade  who  have  received  the  degree  of  A.  B. 
or  B.  S.  may  be  admitted  to  the  privileges  of  University  instruction,  and  shall  be 
entitled  to  the  A.  M. ,  or  a  technical  degree,  upon  the  completion  of  a  course  of 
study  equivalent  to  that  required  of  male  graduates. 

All  University  courses  of  study  shall  be  assigned,  approved  and  conducted  by 
the  University  Faculty. 

The  University  Faculty  consists  of  the  President,  the  Secretary,  the  President  of 
the  H.  Sophie  Newcomb  College,  the  Director  of  the  Manual  Training  School,  the 
Head  Master  of  the  High  School,  and  the  Professors  filling  the  chairs  of  Metaphysics, 
Latin,  English,  and  Greek,  History  and  Rhetoric,  German,  French,  Mathematics, 
Physics,  Applied  Chemistry,  Chemistry  and  Geology,  Drawing,  Biology,  and  such 
others  as  may  from  time  to  time  be  added  by  the  Board  of  Administrators. 

TULANE  COLLEGE. 

Tulane  College  covers,  with  four  years  of  solid  collegiate  instruction  and  training, 
the  second  great  phase  of  liberal  education.  Its  purpose  is  to  train  and  discipline 
the  students  for  the  professions  or  for  leadership  in  the  superior  walks  of  the  man¬ 
ifold  and  ever  widening  spheres  of  active  life. 

To  attain  this  high  aim,  every  faculty  of  the  mind  must  be  disciplined  to  work 
efficiently  to  its  appointed  ends.  And  for  this  discipline  every  grand  division  of  the 
complete  sphere  of  human  knowledge  should  be  represented  in  a  rounded  plan  of 
academic  education.  Philosophy,  History,  Mathematics,  the  Physical  Sciences, 
Biology,  and  the  Languages,  which  are  the  expression  and  embodiment  of  human 
thought,  all  serve  as  necessary  agents  in  a  harmonious  evolution  of  intellect  and 
character,  and  should  all  be  represented  in  any  scheme  or  course  of  study  which 
pretends  to  give  a  complete  liberal  education.  To  assume,  however,  that  there  is 
only  one  course  which  shall  do  equally  well  for  all,  no  matter  what  their  intended 
careers  may  be,  is  a  mistake. 

Not  trusting  in  the  ability  of  immature  students,  or  even  of  parents  who  have 
seldom  duly  considered  the  subject,  Tulane  College  now  offers  four  courses  of  study , 
with  prescribed  branches,  each  leading  to  a  baccalaureate  degree.  These  courses, 
though  directed  to  different  pursuits  in  life,  are  parallel  and  almost  substantially 
equivalent  in  the  amount,  proportion  and  exactness  of  the  training  and  instruction 
afforded. 


90 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


In  the  grouping  and  succession  of  studies  in  these  courses,  while  opportunity  is 
afforded  for  information  in  all  the  great  realms  of  human  knowledge  adequate  to 
a  liberal  education,  still  greater  regard  is  had  to  that  rigorous  training  of  the  fac¬ 
ulties  which  develops  intellectual  energy  and  moral  power.  It  is  intended  that  the 
degrees  which  crown  these  four  courses  shall  be  an  honest  testimonal  to  solid 
acquirements  in  knowledge  and  intellectual  discipline. 

The  difference  in  the  courses  is  chiefly  in  the  amount  of  the  particular  branches 
pursued,  and  in  the  substitution  of  studies  nearly  equivalent  in  amount,  and  as 
nearly  so  as  possible  in  intrinsic  and  disciplinary  value  to  the  students. 

The  courses  are  denominated  respectively,  Classical,  Literary,  Scientific  and 
Engineering.  Each  has  four  classes,  which  retain  the  time-honored  names  of 
Freshman,  Sophomore,  Junior,  and  Senior.  In  each  course  of  study,  and  in  each 
year  of  that  course,  it  has  been  sought,  by  proper  and  logical  arrangement  of  studies, 
to  carry  forward  the  instruction  and  the  training  to  a  given  practical  end. 

The  degree  of  Bachelor  of  Arts  is  conferred  for  the  successful  accomplishment  of 
the  Classical  or  Literary  Course,  and  the  degree  of  Bachelor  of  Science,  for  the 
satisfactory  completion  of  the  Scientific  or  Engineering  Course,  and  students  of 
extraordinary  merit  may  have  added  to  this,  “  with  distinction.” 

Classical  Course. — In  the  Classical  Course  an  effort  is  made  to  preserve  the  foot¬ 
hold  of  the  ancient  languages,  Latin  and  Greek,  and  to  afford  to  the  student  willing 
to  submit  to  their  invaluable  and  unsurpassed  mental  discipline  the  opportunity  to 
obtain  a  solid  classical  education. 

This  course  is  specially  recommended  to  students  aiming  at  the  learned  pro¬ 
fessions. 

Literary  Course. — The  Literary  Course  differs  from  the  Classical  chiefly  in  the 
omission  of  Greek  and  the  substitution  of  fuller  courses  of  Latin,  German  and 
French. 

Scientific  Course. — In  the  Scientific  Course  the  instruction  in  English  and  Modern 
Languages,  and  in  Political  Science  and  Psychology,  is  very  similar  to  that  in  the 
Classical  and  Literary  Courses.  Instead  of  Latin  and  Greek  are  substituted  a  fuller 
course  in  Mathematics  and  an  extended  course  in  Physics,  Chemistry  and  Biology, 
with  two  years  laboratory  practice  in  each. 

This  course  is  especially  adapted  to  those  who  intend  to  study  medicine  or  phar¬ 
macy,  or  to  become  Analytical  Chemists,  or  who  intend  to  devote  their  lives  to  any 
more  purely  scientific  work. 

Engineering  Course. — The  Engineering  Course  differs  from  the  Scientific  in  the 
greater  prominence  given  to  the  industrial  applications  of  the  sciences,  to  manual 
training  and  drawing,  and  to  special  technical  work  in  the  direction  of  the  student’s 
inclination. 

This  course  is  adapted  to  the  needs  of  those  who  intend  to  become  Civil,  Mechani¬ 
cal,  Electrical,  Mining,  or  Chemical  Engineers,  or  Architects.  In  the  Senior  Year 
the  equivalent  of  eight  horns  a  week  of  class  work  may  be  selected  by  the  student, 
with  the  approval  of  the  faculty,  from  a  number  of  electives.  This  is  designated 
in  the  scheme  of  studies  as  “  Special  Technical  Work.”  The  subjects  from  which 
selection  may  be  made  are  Theory  of  Tools  and  Materials  of  Construction,  Chemi¬ 
cal  Laboratory,  Physical  Laboratory,  Applied  Electricity,  Applied  Chemistry,  and 
Civil  Engineering  and  Architecture. 

•  ******* 

DRAWING. 

Professor  Woodward. 

The  drawing  of  the  High  School  is  continued  in  the  Scientific  and  Engineering 
courses  of  the  College.  In  the  Freshman  year  the  studies  are  as  follows:  Sketch¬ 
ing,  measuring  and  drawing  machinery;  Isometric  drawings  with  shadows  in  line 


THE  MANUAL  TRAINING  SCHOOL  OF  TULANE.  91 

and  color;  freehand  studies  of  Historic  Ornament  in  line  and  color;  modeling  orna¬ 
ment  and  proportion  of  human  face  in  clay. 

In  the  Engineering  course,  the  Sophomore  class  study  Geometric  curves  and  form 
the  various  styles  of  gear  wheels  by  the  cycloidal  method,  draw  arrangements  of 
belting,  form  and  action  of  cams,  etc.  The  theory  and  practice  of  shadows  by 
orthographic  projection,  tracing  the  classic  orders  of  Architecture,  or  examples  of 
machine  drawing,  followed  by  making  blue  prints  of  the  same,  are  included  in  the 
work  of  the  second  term. 

Drawing  plans,  elevations,  and  perspectives  of  buildings  will  be  taught  to  students 
who  have  not  received  such  instructions  before  entering  the  College. 

Plotting  and  coloring  drawings  for  Civil  Engineering  are  provided  for. 

Sophomore  Scientific  students  spend  the  year  in  freehand  drawing  and  coloring 
from  natural  objects  of  interest. 

MECHANICAL  WORK. 

Professor  Ordway. 

In  the  Scientific  and  Engineering  courses  the  shop  work  of  the  High  School  is 
continued  through  the  Freshman  year.  In  the  Engineering  course  it  runs  through 
the  Freshman,  Sophomore,  and  Junior  years.  This  advanced  work  includes  forg¬ 
ing,  brazing,  chipping  and  filing  iron,  and  lathe  work.  In  the  Senior  year  the 
students  of  the  Engineering  course  attend  lectures  on  Tools,  Manufactures,  and 
Materials  of  Construction. 

For  those  who  are  looking  forward  to  the  profession  of  mechanical  engineering, 
opportunity  is  also  offered  for  experimental  work,  in  the  production,  managing, 
and  testing  of  steam,  and  in  the  use  of  the  steam  engine  indicator. 

The  shop  work,  drawing,  and  some  experimental  work  are  carried  on  in  the  well- 
lighted  and  ventilated  building  at  the  corner  of  Lafayette  and  Dryades  streets. 

The  carpenter  shop  is  furnished  with  thirty  independent  benches,  each  supplied 
with  a  set  of  all  the  tools  required.  The  wood-turning  room,  which  receives  power 
from  below,  is  provided  with  thirty  lathes  and  pattern-making  benches,  two  jig 
saws,  a  grindstone,  a  large  pattern-maker’s  lathe,  a  buzz  planer,  and  a  circular  saw. 
The  last  two  machines  the  students  are  not  allowed  to  use,  except  under  the  imme¬ 
diate  supervision  of  the  instructor. 

The  forge  room  contains  thirty  forges,  with  fan  blast  and  smoke-exhausting  ar¬ 
rangement.  The  machine  room  contains  the  steam  engine,  a  grindstone,  a  machine 
drill,  a  hand  drill,  an  iron  planer,  a  shaper,  an  emery  wheel,  and  a  buffing  wheel, 
six  engine  lathes,  six  speed  lathes,  and  fifteen  vise  benches.  The  wash  room,  in  the 
rear  of  the  dressing  room,  is  supplied  with  hot  and  cold  water. 

A  tinsmith’s  shop  has  been  annexed,  so  that  the  students,  during  the  warm 
months  of  the  school  year,  may  have  practice  in  soldering  and  brazing  instead  of 
the  heavier  work  of  forging. 

To  every  student  of  the  Engineering  course  is  given  a  liberal  hand  work  train¬ 
ing — that  is,  he  is  not  allowed  to  take  only  one  branch,  but  he  is  expected  to  work 
at  all  the  different  branches  in  succession ;  carpentry  and  joinery,  wood-turning 
and  pattern-making,  with  some  wood-carving,  forging,  chipping  and  filing  iron, 
soldering  and  bracing,  and  the  use  of  machine  tools  in  working  iron,  steel,  and  brass. 

Thus  the  student  not  only  learns  how  tools  are  used,  but  he  also  gains  a  practical 
understanding  of  the  nature  and  limitations  of  materials.  The  shop  work  affords 
intellectual  discipline,  as  it  requires  thought  in  planning  and  exactness  in  execu¬ 
tion.  It  furnishes  healthful  bodily  exercise  and  gives  one  confidence  in  his  own 
constructive  ability. 

Though,  from  the  educator’s  point  of  view,  the  utilitarian  or  economic  aspect  of 
hand  work  may  be  of  little  importance,  yet  no  study  or  school  exercise  can  be 
looked  on  as  any  the  worse  because  it  admits  of  application  to  matters  of  real  life. 
Work  shop  practice  is  really  a  highly  valuable  part  of  engineering  laboratory  work. 


92 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


H.  SOPHIE  NEWCOMB  MEMORIAL  COLLEGE. 

The  H.  Sophie  Newcomb  Memorial  College  is  devoted  to  the  higher  education  of 
young  Women.  It  was  founded  in  1856,  by  Mrs.  Josephine  Louise  Newcomb,  as  a 
memorial  to  her  daughter.  In  pursuance  of  the  design  of  its  founder,  it  has  adopted 
a  system  of  instruction  which  is  believed  to  be  liberal  and  thorough. 

The  location  in  the  city  of  New  Orleans  is  an  advantageous  one  on  account  of  its 
accessibility  from  all  parts  of  the  South,  the  educational  facilities  to  be  enjoyed  in 
its  libraries  and  museums,  and  the  mildness  of  its  climate  throughout  the  college 
year.  Erroneous  impressions  concerning  the  healthfulness  of  this  city  are  grad¬ 
ually  being  corrected,  and  each  succeeding  season  brings  from  the  North  and  East 
a  larger  number  of  winter  residents.  A  comparison  of  medical  records  discloses 
the  fact  that  the  health  of  New  Orleans  is  not  surpassed  by  any  other  large  city  in 
the  United  States;  it  has  had  only  two  epidemics  of  yellow  fever  in  the  past  thirty 
years,  both  occurring  in  the  vacation  months  ;  and  the  experience  of  the  past  four¬ 
teen  years  has  demonstrated  that  this  disease  can  be  effectually  excluded. 

The  climate  of  New  Orleans  offers  peculiar  inducements  to  those  who  find  it  dif¬ 
ficult  to  endure  the  severe  and  changeable  weather  of  the  Northern  States.  By 
reason  of  its  position,  which  is  practically  insular,  the  city  is  protected  alike  from 
the  extremes  of  cold  and  heat  that  occur  throughout  the  greater  part  of  the  Missis¬ 
sippi  and  Ohio  valley;  a  freezing  temperature  is  seldom  reached  in  winter,  and  the 
heats  of  summer  are  tempered  by  the  constant  Gulf  breezes;  life  in  the  open  air  is 
pleasant  throughout  the  college  year,  and  the  students  enjoy  an  immunity  from 
colds  and  many  pulmonary  and  nervous  ailments  which  are  caused  or  aggravated 
by  the  severity  of  Northern  winters. 


LOCATION. 

The  college  buildings  occupy  a  large  square,  several  acres  in  extent,  on  Washing¬ 
ton  avenue,  Camp,  Chestnut,  and  Sixth  streets,  in  the  choice  residence  section  of 
the  city.  The  beauty  of  its  situation  and  surroundings  is  unsurpassed  in  the  city. 
Its  extensive  grounds,  shaded  by  numerous  live  oaks,  palms,  and  other  trees  and 
shrubbery,  afford  ample  opportunity  for  open-air  recreation. 

Besides  the  various  class  and  study  rooms,  the  main  building  contains  a  chapel, 
a  memorial  room,  a  large  assembly  room  and  lecture  hall,  capable  of  seating  an 
audience  of  700  or  800,  and  numerous  art  studios.  The  physical,  chemical,  and  bio¬ 
logical  laboratories  are  placed  in  a  separate  building. 

Scholarships — Mrs.  Ida  A.  Richardson,  of  New  Orleans,  having  generously  donated 
the  sum  of  $1,500  for  the  endowment  of  a  scholarship  to  be  known  as  the  Cora  A. 
Slocomb  Scholarship  in  the  College,  to  be  filled  by  a  graduate  of  the  New  Orleans 
Public  High  Schools,  the  Board  of  Administrators  have  adopted  the  following  reg¬ 
ulations  upon  the  subject : 

1.  The  Cora  A.  Slocomb  Scholarship  in  the  H.  Sophie  Newcomb  Memorial  College 
is  offered  as  an  award  to  a  graduate  from  one  of  the  New  Orleans  Public  High 
Schools  on  the  following  conditions  : 

2.  The  scholarship  will  be  awarded  to  the  applicant  who  shall  make  the  highest 
record  in  a  competitive  examination  to  be  held  at  the  college  on  the  date  fixed  by 
its  catalogue  for  the  beginning  of  its  session. 

3.  Only  those  will  be  considered  eligible  who  are  qualified  for  admission  to  one  of 
the  regular  college  courses,  who  have  been  members  of  the  class  last  graduated 
from  one  of  the  High  Schools,  and  who  are  recommended  by  its  principal. 

4.  The  examination  shall  be  in  writing,  and  shall  be  conducted  by  the  faculty  of 
the  H.  Sophie  Newcomb  Memorial  College,  or  by  those  whom  'it  may  appoint  for 
the  purpose. 

The  first  appointment  to  this  scholarship  was  made  at  the  opening  of  the  session 


THE  WOMAN'S  COLLEGE  OF  TULANE.  93 

of  1891-92,  and  was  awarded  to  Miss  Isoline  Rodd,  graduate  of  the  McDonogh 
High  School  No.  2,  Class  of  1891. 

Mr.  B.  C.  Wetmore,  of  New  York  City,  has  donated  $1500  to  found  a  scholarship, 
subject  to  the  same  conditions  as  apply  to  the  Cora  A.  Slocomb  scholarship.  This 
is  to  be  known  as  the  B.  C.  Wetmore  Scholarship.  The  first  appointment  to  this 
will  be  made  at  the  opening  of  the  next  session,  October,  1892. 

******  * 

COLLEGE  COURSES  OF  STUDY. 

Student's  of  the  college  may  select  any  one  of  the  three  courses  of  study,  the 
Classical,  Scientific,  or  Modern  Languages,  each  of  which  presents  a  well  rounded 
curriculum,  and  leads  to  the  degree  of  Bachelor  of  Arts. 

The  satisfactory  completion  of  special  or  optional  studies  will  be  rewarded  with 
a  special  certificate,  setting  forth  the  amount  of  work  accomplished. 

On  examination  of  these  courses  of  study,  it  will  be  noticed  that  special  prom¬ 
inence  has  been  given  to  the  study  of  art,  which  is  required  in  certain  amount  of 
all  students  not  signally  disqualified.  No  extra  charge  is  made  for  this  study,  and 
it  may  be  continued  as  far  and  in  as  many  directions  as  the  time  and  inclination 
of  the  student  and  the  judgment  of  the  faculty  may  permit.  These  opportunities 
are  offered  in  the  conviction  that  the  advantages  to  be  derived  are  of  the  highest 
value  in  the  cultivation  of,  correct  taste,  at  the  same  time  that  it  offers  desirable 
relaxation  from  the  more  exacting  work  of  the  class  room. 

No  idea  can  be  more  mistaken  than  that  art  education  has  for  its  object  the  prep¬ 
aration  of  the  student  for  the  vocation  of  an  artist.  Its  successful  pursuit  does  not, 
therefore,  depend  upon  special  talent  any  more  than  in  the  case  of  mathematics  or 
the  languages ;  but,  like  them,  is  designed  to  develop  and  strengthen  faculties 
which  otherwise  might  not  be  discovered.  Simply  stated,  the  stucfj^Of  art  has  a 
twofold  purpose.  On  the  one  side  it  trains  the  eye  and  hand  and  develops  the 
sense  of  mastery  over  material ;  on  the  other  it  cultivates  an  intelligent  appreciation 
of  the  beautiful  through  the  study  and  imitation  of  masterpieces  of  art,  and  in 
original  design.  Attention  is  here  called  to  the  Normal  Art  Course,  which  is 
believed  to  offer  advantages  of  opportunity  and  instruction  unequaled  in  the  South 
and  unsurpassed  in  the  United  States. 

SPECIAL  STUDENTS. 

Although  students  are  strongly  urged  to  take  one  of  the  regular  courses,  it  may 
nevertheless  occur  that,  for  various  reasons,  some  will  decide  to  pursue  a  partial 
course,  or  confine  their  work  to  a  single  branch.  For  such  special  students  provi¬ 
sion  will  be  made,  and  each  one  who  shall  complete  with  credit  the  work  prescribed 
in  any  study  shall  be  entitled  to  a  certificate  of  excellence.  These  special  courses 
will  be  of  value  to  those  who  intend  to  prepare  themselves  for  teaching  some  par¬ 
ticular  branch,  or  those  who,  having  completed  their  school  or  college  career, 
nevertheless  are  unwilling  to  abandon  further  intellectual  pursuits,  and  desire  to 
devote  a  part  of  their  time  to  the  prosecution  of  some  favorite  study  In  addition 
to  the  special  courses  in  Language,  Chemical  and  Physical  Laboratory  and  Art, 
Lecture  Courses  in  French  and  English  Literature,  in  History,  and  in  Psychology 
will  be  given  during  the  second  and  third  quarters  of  the  coming  session. 

******* 

Art  in  College  Courses. 

Freshman  Year:  Constructive  and  Geometrical  Drawing  ;  Freehand  Perspective; 
Elements  of  Design — Study  of  Plant  Forms. 

Sophomore  Year:  Drawing  from  Casts  and  Models.  Projection  of  Solids  and 
Shadows ;  Decorative  Design  ;  Mechanical  Perspective. 


94  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Junior  Year:  Mechanical  Perspective ;  Shadows  and  Reflections ;  Decorative 
Design ;  Cast  Drawing ;  Sketching ;  Drawing  from  Life ;  History  of  Art. 

[For  optional  study  in  art  see  Normal  Art  Course.] 
******  * 

SPECIAL  NORMAL  ART. 

A  course  in  normal  art  is  provided,  designed  to  prepare  teachers.  It  unites  the 
study  of  fine  and  industrial  art,  and  gives  special  attention  to  methods  of  public 
school  art  instruction.  It  extends  over  four  years.  Applicants  for  advanced  stand¬ 
ing  should  be  thoroughly  qualified  by  previous  study  and  training  for  entering  the 
desired  grade. 

A  certificate  is  given  at  the  close  of  each  year. 

Although  this  course  is  designed  to  prepare  teachers,  it  is  calculated,  with  the 
omission  of  a  few  subjects,  for  any  student  desiring  a  systematic  training  and  prep¬ 
aration  for  the  pursuit  of  fine  art.  Too  much  can  not  be  urged  in  favor  of  the 
superiority  of  graded  instruction  over  the  desultory  pursuit  of  special  subjects. 
This  fact,  so  easily  admitted  in  academic  studies,  is  too  often  disregarded  in  the 
study  of  art. 

First  Year.  Study  of  form  with  Line  and  Clay,  Cast  Drawing,  Freehand  Per¬ 
spective,  Drawing  from  Plants,  Elements  of  Design,  Elements  of  Shading  in  Char¬ 
coal,  Geometry-Plane,  Constructive  Drawing. 

Second  Year. — Mechanical  and  Freehand  Perspective,  Sketching,  Shading  from 
Casts  and  Models,  Drawing  from  Plants,  History  of  Ornaments,  Elements  of  Deco¬ 
rative  Designs,  Plane  Geometry,  Projection  of  Solids,  Systems  of  Public  School 
Drawing,  Shading  in  Wash. 

Third  Year. — Mechanical  and  Freehand  Perspective,  Shading  Casts  in  Charcoal, 
Water  Color,  Harmony  and  Chemistry  of  Color,  Color  Design,  Drawing  from 
Life,  Constructive  Design,  Projection  of  Shadows,  History  of  Sculpture. 

Senior. — Anatomy  of  Human  Figure,  Oil  Painting,  Drawing  and  Painting  from 
Life,  Modeling  in  Clay,  Casting,  Design  for  Reliefs,  Wood  Carving,  Pen  Drawing 
and  Etching,  History  of  Painting,  Practice  in  Teaching. 

ELECTIVE  ART  WORK. 

In  speeial  art  the  studies  are  elective.  A  separate  studio,  equipped  with  all 
necessary  fittings,  is  provided  for  each  study. 

Perspective  and  Model  Drawing — These  studies  are  fundamental,  and  form  a 
part  of  all  courses  except  those  directed  exclusively  to  design. 

Cast  Drawing — The  cast  drawing  and  light  and  shade  room  is  completely  fur¬ 
nished  with  selected  plaster  copies  of  antique  statuary  and  reliefs. 

Water-Color  Painting — Every  facility  is  given  for  still  life  and  figure  painting, 
according  to  the  best  methods  for  securing  independent  results  and  a  broad  style  of 
handling. 

Oil  Painting  is  conducted  by  study  from  composed  groups,  and  from  life. 

Design — As  the  most  important  study  in  the  useful  arts,  careful  attention  is 
given  to  design.  After  the  study  of  the  theory  has  been  mastered,  efforts  are 
directed  to  its  practical  application. 

Modeling  and  Casting — Exceptional  opportunities  are  offered  for  the  practical 
study  of  terra  cotta  modeling.  The  practice  of  plaster  casting  is  also  provided  for. 

Wood  Carving. — Wood  carving  and  clay  modeling,  as  means  of  training  the  hand 
to  strength  and  deftness,  are  invaluable.  Applications  of  carved  designs  to  useful 
articles  are  made  as  soon  as  sufficient  excellence  is  obtained. 

Life  Draining — Head  and  Draped  figure. 

It  is  believed  that  drawin  g  from  life  should  begin  as  soon  as  a  fair  proficiency  is 
attained  in  elementary  work.  Efforts  are  directed  toward  a  serious,  strong  and 


TULANE  UNIVERSITY  LIBRARIES  AND  MUSEUMS. 


95 


accurate  style  of  drawing  and  painting,  and  a  knowledge  of  anatomical  structure. 
The  grounds  about  the  college  afford  excellent  opportunities  for  sketching  from 

nature. 

THE  LIBRARIES. 

Three  distinct  Libraries  are  under  the  charge  of  the  University, 
First:  The  Tulane  Library,  comprising  about  14,000  volumes  and 
constantly  added  to,  both  by  purchase  and,  also,  as  it  is  the  authorized 
depository  of  United  States  public  documents. 

The  Medical  Section  numbers  about  2,700  volumes,  and  there  are 
about  5,000  volumes  of  Public  Documents. 

The  Fisk  Library  contains  12,500  volumes,  and  is  growing  at  the 
rate  of  500  volumes  a  year.  This  is  a  library  of  general  literature 
and  has  a  public  reading  room  open  during  the  day. 

The  State  Library,  of  26,000  volumes,  is  deposited  in  the  Law 
Building  of  the  University  and  students  have  free  access  to  it.  This 
is  largely  a  law  library. 

MUSEUMS. 

The  University  Museum  comprises  departments  of  Mineralogy, 
Geology  and  Lithology,  Botany,  Zoology,  Anthropology. — A  small 
collection  of  curios,  and  two  mummies;  and  an  Educational  and 
Economical  Department.  The  collections  in  Botany  and  Mineralogy 
are  very  full — the  other  departments  are  incomplete. 

ART  MUSEUM. 

Professor  William  Woodward,  Art  Director. 

LINTON-SURGET  HALL. 

The  cherished  desire  of  the  Administrators  of  Tulane  University  for  the  inau¬ 
guration  of  a  Museum  of  Fine  Arts  has  been  gratified  by  the  auspicious  donation  of 
the  late  Mrs.  Eustace  Surget,  of  Bordeaux,  France.  Mrs.  Surget,  nee  Mary  Linton, 
was  a  native  of  this  city,  and  passed  much  of  her  early  life  here.  In  her  last  will 
she  expressed  the  wish  to  her  sister,  Mrs.  C.  B.  Surget,  widow  of  Francis  Surget, 
that  her  books,  statuary,  paintings  and  objects  d’art  should  be  donated  to  the  city 
of  New  Orleans,  on  certain  terms  and  conditions.  At  the  request  of  Mrs.  C.  B. 
Surget,  the  Mayor  and  Council  of  the  city  of  New  Orleans,  by  an  ordinance,  approved 
May  18,  1889,  made  Tulane  University  the  perpetual  depository  for  the  care  and 
custody  of  the  donation  under  the  terms  of  the  bequest,  provided  that  the  city 
should  be  put  to  no  expense  and  made  liable  to  no  costs.  Therefore,  under  the 
conditions  of  the  bequest,  two  rooms  have  been  set  apart  in  Tulane  University,  to 
be  designated  and  known  as  the  “  Linton-Surget  Hall,”  for  the  care  and  custody  of 
this  donation,  which  embraces  about  1000  volumes,  principally  works  on  art;  two 
statues,  and  forty-five  valuable  paintings. 

******* 

Mrs.  C.  B.  Surget,  of  Bordeaux,  France,  has  added  to  the  above  collection  two 
valuable  statues  by  Crawford  and  the  seven  valuable  historical  portraits  of  distin¬ 
guished  Americans.  *  *  * 

Mrs.  V.  C.  Montgomery  of  New  York,  the  widow  of  Mr.  R.  W,  Montgomery,  a 


96 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


much  esteemed  citizen  of  New  Orleans,  has  given  to  the  Tulane  Art  Museum  a 
marble  group  of  great  beauty  and  value  as  a  memorial  of  her  husband.” 

The  permanent  collections  receive  additions  hy  gift  from  year  to 
year.  Loan  collections  are  also  exhibited;  and  twice  a  year, — at  the 
Carnival  Season,  and  at  close  of  June  session,  a  public  exhibition  is 
opened  of  the  University  collections,  and  of  works  of  artists  and 

amateurs  who  may  wish  to  contribute. 

*  *****  * 

UNIVERSITY  EXTENSION. 

The  principles  of  University  Extension  have  been  in  active  operation  in  Tulane 
University  for  several  years  past.  During  the  seven  annual  sessions  of  the  Free 
Drawing  School  nearly  four  thousand  students,  male  and  female,  have  received 
systematic  and  continuous  instruction  in  various  branches  of  drawing  from  the 
professors  of  the  University.  In  seven  years  past,  there  have  been  public  lectures, 
singly  or  by  series,  on  various  literary  and  scientific  subjects,  the  lecturers  being 
members  of  the  Tulane  Faculty,  or  eminent  scholars  and  educators  invited  from  other 
places  for  the  purpose.  During  the  past  session  the  work  has  been  pushed  forward 
and  broadened  in  different  directions  of  study.  The  popular  call  for  a  movement 
which  should  be  more  technically  in  the  line  of  University  Extension  was  cheerfully 
met  by  the  Faculty  of  Tulane,  and  six  courses  were  offered  to  the  public  and  accepted 
by  classes  sufficiently  large  to  encourage  the  lecturers  and  guarantee  the  success  of 
the  movement.  About  380  persons  were  registered  for  all  the  courses,  and  notwith¬ 
standing  the  difficulty  of  controlling  time  in  the  crowded  engagements  and  pressing 
actualities  of  city  life,  the  interest  was  retained  and  the  audiences  continued  in 
good  numbers  until  the  close.  In  addition  to  the  work  of  the  Tulane  Faculty  in 
this  direction  a  lecture  was  given  by  Professor  Thomas  Fitz-Hugh,  of  the  Univer¬ 
sity  of  Texas,  on  “  Cicero  and  His  Murderers.” 

*  #  *  #  *  »  * 

For  the  season  of  1892-93  the  following  courses  are  proposed: 

Six  lectures  on  The  Last  Century  of  the  Roman  Republic,  by  Prof.  Dillard. 

Six  lectures  on  Certain  French  Writers  of  the  Nineteenth  Century,  by  Prof. 
Fortier. 

Six  lectures  on  German  Literature,  in  German,  by  Prof.  Deiler. 

Six  lectures  on  the  history  of  Chemical  Theory,  by  Prof.  Caldwell. 

Six  lectures  on  Biology,  by  Prof.  Orr. 

Six  lectures  on  Food,  by  Prof.  Ordway. 

Additions  may  be  made  hereafter  to  the  above  list. 

It  is  but  just  to  say  that  the  Faculty  of  Tulane  University  have  entered  fully  into 
the  spirit  of  literary  and  scientific  activity  which  is  a  prominent  characteristic  of 
the  present  age.  The  Louisiana  Folk  Lore  Association,  a  branch  of  the  American 
Folk  Lore  Society,  has  a  large  and  zealous  membership  and  holds  its  meetings  in 
the  College  buildings.  The  New  Orleans  Academy  of  Sciences,  founded  in  1853, 
has  been  closely  allied,  for  several  years  past,  with  the  scientific  work  of  the  Uni¬ 
versity.  Its  place  of  meeting  and  the  depository  of  its  archives,  books,  periodicals, 
and  scientific  collection  are  in  the  University  building.  The  Athenee  Louisianaise, 
a  society  formed  to  promote  the'study  of  the  French  language  and  literature  has 
its  library  in  a  room  of  the  College  building.  For  two  years  a  club  has  held  weekly 
meetings,  in  the  College  buildings,  during  the  winter  months,  for  the  critical  study 
of  Robert  Browning’s  works.  A  club  prosecuting  physiological  and  psychological 
studies  meets,  from  time  to  time,  in  the  Biological  Laboratory  of  the  College. 


LIST  OF  FACULTY  AND  INSTRUCTORS  OF  TULANE,  1892.  97 


LOCATION. 

The  buildings,  which  belonged  to  the  University  of  Louisiana  and  which  subse¬ 
quently  became  the  property  of  the  Tulane  University,  are  large  and  commodious, 
on  the  square  bounded  by  Canal  street,  Tulane  avenue,  University  Place  and 
Baronne  street.  Of  these  four  buildings,  two  are  occupied  respectively  by  the 
Academical  Departments,  one  by  the  Medical  College,  and  the  fourth  by  the  Law 
School  and  by  the  State  Library. 

The  Manual  Training  School  is  conveniently  located  in  the  building  comer  of 
Lafayette  and  Dryades  streets,  and  was  purchased  by  the  Administrators  of  the 
Tulane  Fund  for  the  convenience  of  this  branch  of  instruction. 

The  liberal  endowment  of  the  H.  Sophie  Newcomb  Memorial  College  by  Mrs. 
Newcomb  has  been  augmented  by  her  purchase  of  the  beautiful  property  known  as 
the  “Burnside  Place,”  as  a  permanent  location  for  the  College.  In  many  impor¬ 
tant  particulars  the  property  is  unexcelled.  The  grounds  cover  an  entire  square, 
embracing  some  four  acres,  on  Washington  street,  between  Chestnut  and  Camp, 
and  are  convenient  of  access  by  several  lines  of  cars  and  in  the  midst  of  choice 
residences,  with  the  surroundings  favorable  for  school  work.  The  beauty  and  at¬ 
tractiveness  of  the  property  are  well  known.  This  generous  act  of  Mrs.  Newcomb 
places  the  College  for  women  upon  a  secure  foundation  with  brilliant  prospects  for 
the  future. 

The  wisdom  of  founding  seats  of  learning  in  centres  of  population  is  beyond  dis¬ 
pute.  The  Tulane  University  of  Louisiana  is  located  at  the  doors  of  nearly  250,000 
people — almost  the  third  of  the  population  of  the  State ;  and  the  rapid  increase  in 
the  railroad  and  other  transportation  facilities  of  New  Ox-leans  is  making  it  every 
day  more  and  more  accessible  from  all  quarters. 

Notwithstanding  the  occasional  outbreaks  of  yellow  fever,  the  last  of  which  oc¬ 
curred  in  1878,  New  Orleans  is  perhaps  the  healthiest  city  of  its  size  in  the  United 
States.  Epidemics  have  visited  it  oixly  at  intervals  of  years,  and  then  only  in  the 
summer  vacations,  and,  possibly,  in  the  month  of  October.  They  can  scarcely  in¬ 
terfere,  therefore,  with  the  pi-actical  working  of  the  University. 

ATTENDANCE. 

During  the  session  of  1891-92  the  attendance  in  the  different  departments  of  the 


University  was  as  follows : 

High  School . 191 

University  and  College .  . % . . .  118 

H.  Sophie  Newcomb  Memorial  College .  178 

Free  Drawing  School .  333 

Law  Department .  49 

Medical  Department .  415 


Total .  1284 


The  following  is  a  list  of  the  Faculty  and  Instructors  of  the  Uni¬ 
versity  in  1891-1892,  who  have  special  charge  of  the  courses  in 
Physics,  Drawing,  Manual  Training  and  Art  in  the  two  colleges. 

Wm.  Preston  Johnston,  LL.  D.,  President  of  the  University. 

Brown  Ayres,  B.  Sc.,  Ph.  D.  (Stevens  Institute),  Professor  of  Physics  and 
Astronomy. 

John  M.  Ordway,  A.  M.  (Dartmouth),  Professor  of  Applied  Chemistry  and  Director 
of  Manual  Training  School. 

Ellsworth  Woodward  (Massachusetts  Normal  Art  School),  Professor  of  Drawing. 
Newcomb  College. 

ART — VOL  4 - 7 


98 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Evelyn  W.  Ordway,  B.  S.  (Massachusetts  Institute  of  Technology),  Professor  of 
Chemistry  and  Physics.  Newcomb  College. 

Gertrude  Roberts,  Assistant  Professor  of  Drawing  and  Painting.  Newcomb 
College. 

Frederick  O.  Sylvester,  Assistant  Professor  of  Drawing.  Newcomb  College. 
Allison  Owen,  Assistant  Professor  of  Drawing. 

Otis  Atherton,  Instructor  in  Iron-Working. 

Julius  Porbes,  Instructor  in  Wood-Working. 

Wm.  Woodward  (Massachusetts  Normal  Art  School),  Professor  of  Drawing. 

Henry  Porbes,  Instructor  in  Wood-Working. 

William  von  Phul,  B.  S.,  Instructor  in  Physics. 

Tudor  T.  Hall,  Mechanician  in  Department  of  Physics. 

SUMMARY— FACULTY  AND  INSTRUCTORS. 


President  and  Professors .  38 

Assistant  Pro fessors .  6 

Lecturers  and  Instructors .  31 

Mechanician .  1 


Total .  76 

*  *  *  *  *  *  * 


H.  SOPHIE  NEWCOMB  MEMORIAL  COLLEGE. 
ATTENDANCE  FOR  1891-92. 


Post  Graduates .  7 

College : 

Seniors . 5 

Juniors .  16 

Sophomore . 14 

Freshman .  30 

Preparatory  Classes . 59 

Special  Courses: 

Literary  .  24 

Art .  30 

Total .  185 

Less  names  duplicated .  7 

Number  of  Students .  178 


The  Faculty  of  the  H.  Sophie  Newcomb  Memorial  College,  con¬ 
sists  of  nineteen  Professors  and  Instructors,  the  names  of  the  Pres¬ 
ident  and  of  the  Professors  having  special  charge  of  the  courses 
herein  referred  to  are  given. 

Brandt  V.  B.  Dixon,  A.  M. ,  President  and  Professor  of  Mental  Science. 

Ellsworth  Woodward,  Professor  of  Drawing  and  Painting,  and  Director  of  Art 
Instruction. 

Gertrude  Roberts,  Associate  Professor  of  Drawing  and  Painting. 

F.  O.  Sylvester,  Assistant  Professor  Drawing  and  Painting. 

The  Manual  Training  Instruction  is  given  in  connection  with  the 
High  School  and  is  a  part  of  its  course.  Some  of  the  catalogues 


THE  PREPARATORY  DEPARTMENT  OF  TTJLANE. 


99 


have  contained  illustrations  of  tlie  Manual  Training  and  Wood 
Carving  rooms,  which  will  he  given  here  if  the  plates  can  be  obtained 
for  use  in  this  Report.  They  are  well  and  fully  equipped. 

TULANE  HIGH  SCHOOL. 

Three  years  are  allotted  to  the  academic  life  of  the  High  School,  which  should  fit 
the  pupil  for  the  College,  or  for  an  ordinary  practical  business  career.  Throughout 
the  High  School  the  attempt  will  be  made  toward  a  normal  adjustment  of  that  phys¬ 
ical,  mental,  and  moral  training  which  is  so  much  praised  and  so  little  practised. 
The  hand,  the  eye,  and  the  muscles  are  trained  by  handwork  in  wood,  which  is  now 
admitted  to  be  the  true  basis  of  the  best  mechanical  education,  and  is  claimed  to 
confer  so  many  other  benefits.  We  recognize  in  it  a  most  useful  adjunct  in  all 
efforts  for  a  harmonious  human  evolution,  and  that  it  has  its  place  in  all  thoroughly 
coordinated  schemes  of  education. 

The  purpose  throughout  is  training ;  the  means  employed  are  those  branches  best 
adapted  to  considerable  bodies  of  students.  But  we  do  not  expect  or  desire  manual 
training  to  supersede,  or  to  be  substituted  for,  other  well  established  courses  of 
training  sanctioned  by  the  experience  of  wise  and  conservative  men.  Our  motto 
is,  “  Evolution,  not  Revolution.” 

Hence  the  Manual  Training  School  is  not  a  separate  department  of  Tulane  Uni¬ 
versity,  but  the  laboratory  in  wood  and  iron,  where  instruction  and  practice  render 
the  student  quick,  observant  and  accurate  with  the  eye,  ready,  skilful  and  exact 
with  the  hand,  and  able  to  think  in  things  as  well  as  about  them,  and  to  execute  as 
well  as  to  describe. 

In  this  physical  and  mechanical  training,  drawing  is  considered  fundamental,  and 
enters  into  every  course.  All  students  who  enter  the  High  School  learn  to  draw  as 
a  matter  of  general  instruction,  while  those  who  propose  to  follow  a  mechanical 
or  engineering  career  must  necessarily  study  with  reference  to  its  practical  appli¬ 
cation — carry  it  to  its  last  results  in  the  applied  arts. 

Penmanship  and  Accounts  are  also  taught  as  practical  studies. 

Another  branch  of  knowledge  which  every  student  is  taught  is  Physiology  and 
Hygiene.  It  is  taught  by  lectures  especially  adapted  to  the  age  and  advancement 
of  young  students,  and  by  examination  on  suitable  text-books,  and  it  is  believed 
that  this  instruction  will  result  in  incalculable  good. 

Instruction  in  the  High  School  is  given  in  two  parallel  and  equivalent  courses  of 
study,  to- wit:  1st,  Classical;  2d,  Literary  and  Scientific. 

The  studies  to  be  pursued  in  each  course  are  contained  in  the  schedule  hereto 
annexed. 

The  High  School  proposes  to  give  an  education  which  shall  be  exact  and  thor¬ 
ough,  and  shall  fit  the  pupil  for  a  further  College  Course,  or  for  an  entry  on  the 
apprenticeship  of  a  practical  career. 

There  are  three  classes,  which  are  termed  Preparatory,  Intermediate,  and  Sub- 
Freshman.  To  enter  the  High  School  there  is  required  a  good  elementary  educa¬ 
tion  in  Reading,  Writing,  and  Arithmetic,  including  percentage  and  its  applications, 
with  the  ordinary  school  knowledge  of  Geography  and  History,  and  the  elementary 
principles  of  English  Grammar. 

In  the  Preparatory  Class  all  the  students  have  the  same  studies,  which  diverge 
slightly  in  the  Intermediate  Class,  where  French  is  substituted  for  Greek,  as  will  be 
observed  by  referring  to  the  Schedule  of  Courses  of  Studies.  But  in  both  the  courses, 
except  in  the  Preparatory  Class,  English  and  two  other  languages,  Mathematics, 
some  elementary  Natural  Science,  Drawing  and  Wood- Working  are  required. 

More  than  three  hours  are  given  to  recitations,  and  an  hour  and  a  half  to  Manual 
Training  or  Drawing,  daily,  except  Saturdays.  Studies  will  be  carried  on  in  study 


100  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


rooms  under  the  supervision  of  competent  instructors.  The  exercises  open  at  9 
a.  m.  and  close  at  4  p.  m. 

No  student  can  enter  any  class,  or  pass  to  a  higher  one,  without  being  fully  pre¬ 
pared  for  it,  and  without  evincing  this  preparation  by  a  satisfactory  examination. 

The  student  who  finishes  either  one  of  the  regular  courses  of  the  High  School 
will  be  entitled  to  a  Diploma;  and,  if  he  has  attained  superior  excellence,  he  will 
be  granted  a  Diploma  with  Distinction. 

The  High  School  Faculty  includes  several  of  the  Professors  of  the  College,  who 
are  thus  able  to  prosecute  a  continuous  course  of  instruction  in  the  branches  with 
which  they  are  most  familiar  and  to  secure  the  best  preparation  for  higher  work. 

The  other  courses  are  similar  to  those  in  the  best  High  Schools. 
The  following  extracts  contain  all  that  is  said  in  this  catalogue  of 
the  courses  in  Manual  Training  and  Drawing: 

MANUAL  TRAINING. 

As  Manual  Training  is  found  to  be  a  valuable  adjunct  to  intellectual  cultivation, 
a  considerable  amount  of  practice  in  wood- working  is  required  even  in  the  Classical 
Course  of  the  High  School.  The  work  proceeds  step  by  step  from  the  easier  to  the 
more  difficult  operations,  and  is  calculated  to  impart  a  fair  degree  of  skill  and  a 
general  practical  knowledge  of  tools,  materials,  methods,  and  principles,  rather 
than  that  nicety  of  execution  which  can  be  acquired  only  by  long,  time-consuming 
practice  within  a  limited  range. 

The  exercises  are  selected  with  reference  to  healthy  muscular  development,  and 
by  a  suitable  alternation  of  shop- work  with  classroom  studies,  the  pupil  is  enabled 
to  make  more  real  progress  in  intellectual  growth  within  the  school  years  than  can 
be  gained  by  fatiguing  devotion  to  study  alone.  The  interest  of  the  student  is 
stimulated  by  keeping  in  view  utility  or  beauty  in  the  objects  constructed.  The 
workshop  manipulations  constitute  an  excellent  preparation  for  subsequent  labo¬ 
ratory  practice  of  all  kinds.  And,  should  the  student  be  obliged  to  terminate  his 
training  with  a  high  school  course,  the  manual  training  will  be  of  great  advantage 
in  fitting  him  for  his  life-work  in  whatever  occupation  he  may  engage.  Education 
in  which  the  manual  element  has  a  share  is  particularly  suitable  for  those  who  are 
to  assist  in  developing  the  industrial  resources  of  the  country. 

DRAWING. 

Drawing  is  considered  as  a  language  or  mode  of  expressing  ideas,  and,  therefore, 
not  less  important  than  linguistic  study,  on  account  of  its  disciplinary  as  well  as  its 
direct  practical  value.  High  School  pupils  are  taught  more  or  less  of  free  hand  or 
mechanical  drawing  and  design,  according  to  the  needs  of  the  two  courses.  While 
the  artistic  side  is  not  altogether  neglected,  attention  is  directed  mainly  to  the  in¬ 
dustrial  aspects  of  the  subject.  The  exercises  consist  mostly  in  drawing  directly 
from  the  objects,  while  the  pupil  is  also  instructed  in  the  various  auxiliary  geo¬ 
metrical  problems  and  the  conventional  devices  which  facilitate  clear  expression. 
The  student  is  expected  to  observe  constantly  the  relation  of  the  object  to  the  mode 
of  its  representation  and  to  become  self-directing  without  wasting  time  in  copying 
the  delineations  of  others.  As  the  work  advances  the  imagination  is  cultivated  by 
the  consideration  of  projections  and  shadows,  and  by  drawing  ideal  sections,  by 
sketching  from  memory,  and  by  making  original  designs. 

For  the  mechanical  drawing  each  one  must  provide  himself  with  a  set  of  draw¬ 
ing  instruments  and  other  materials. 

*  *  *  *  *  *  * 


THE  FREE  DRAWING  SCHOOLS  OF  TtTLANE  UNIVERSITY.  101 
Tulane  High  School  Faculty,  1892-1893. 

Ashley  D.  Hurt,  A.  M.,  Head  Master  of  High  School  and  Professor  of  Latin. 

John  M.  Ordway,  A.  M.,  Director  of  Manual  Training  School. 

Lyman  C.  Reed,  A.  M.,  Professor  of  English. 

John  R.  Ficklen,  B.  Let. ,  Professor  of  History. 

William  Woodward,  Professor  of  Drawing. 

George  Gessner,  A.  M. ,  Professor  of  Greek. 

J.  W.  Pearce,  A.  M.,Ph.  D.,  Professor  of  English  and  Mathematics. 

Edward  Dessommes,  Assistant  Professor  of  French. 

D.  R.  Buchanan,  Assistant  Professor  of  Book  Keeping  and  Penmanship. 

Henry  E.  Chambers,  Assistant  Professor  of  Mathematics  and  Natural  Sciences. 

Allison  Owen,  Assistant  Professor  of  Drawing. 

Julius  Porbes,  Instructor  in  Wood-Working. 

Henry  Porbes,  Instructor  in  Wood-Working. 

It  is  in  the  Free  Drawing  School  that  the  Tulane  University,  of 
Louisiana,  falls  into  line  with  those  benevolent  institutions  of  the 
North  already  recorded  in  this  volume,  and  ranks,  in  its  usefulness 
to  the  community,  with  Cooper  Union,  the  Pratt  Institute,  Drexel 
Institute,  and  the  Maryland  Institute,  as  well  as  with  the  several 
City  “Mechanics  Institutes  thereby  proving  itself  to  be,  in  fact,  a 
“  Peoples  University.” 

FREE  DRAWING  SCHOOL. 

-  Corps  of  Teachers,  1891-1892. 

Professor  Wm.  Woodward.  Assistant  Professor  Allison  Owen.  Instructor  Wm. 
G.  Trimble. 

The  Free  Drawing  School  of  Tulane  University  has  now  completed  the  seventh 
year  of  its  work.  It  is  believed  that  its  success  has  justified  its  establishment. 
While  it  has  been  somewhat  apart  from  the  strict  line  of  University  work,  the  imme¬ 
diate  benefits  it  has  conferred  upon  the  general  public  in  the  elevation  of  popular 
intelligence,  and  in  the  special  training  of  individuals  in  both  practical  and  aesthetic 
matters,  in  industrial  drawing  and  the  fine  arts,  can  not  be  overlooked.  Nearly 
four  thousand  students  appear  upon  its  rolls,  and,  alio  whig  for  double  counting 
more  than  2500  different  persons  have  received  gratuitous  instruction  in  these 
classes.  So  far  no  one  has  been  denied  admission  to  the  classes  who  came  within 
the  definition  of  bread-winner,  and  indeed  the  only  restriction  placed  upon  entrance 
has  been  immaturity  in  age,  or  incompatible  duties.  In  addition  to  the  fundamental 
instruction  in  Drawing,  higher  grades  of  work  have  been  pursued  in  Mechanical 
and  Architectural  Drawing,  Drawing  from  Nature,  Free  Hand  Drawing,  Drawing 
from  Casts  and  Design. 

The  following  is  the  report  of  the  Classes  for  1891-92: 

SATURDAY  CLASSES  FOR  WOMEN. 


Drawing,  Advanced  Perspective .  13 

Drawing,  Elementary  Perspective .  51 

Mechanical  Drawing,  Elementary  .  5 

Mechanical  Drawing,  Advanced .  3 

Architectural  Drawing .  3 

Design .  7 

Historic  Ornament .  23 

Sketch  Class .  18 


123 


102  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

EVENING  CLASS  FOR  MEN. 


Sketch .  4 

Free  Hand,  Senior .  2 

Free  Hand,  Junior . 8 

Free  Hand,  Elementary .  21 

Mechanical,  Junior .  5 

Mechanical,  Elementary .  48 

Architectural  Drawing,  Junior  12,  Senior  4 .  16 

Preparatory  Class,  Men .  61 

Preparatory  Class,  Boys .  45 


210 

Total  admission  for  session  1891-92  .  333 

Total  admission  for  seven  annual  sessions .  3887 

Total  number  of  students  finishing  their  classes .  .  1330 


For  the  session  of  1891-92,  ninety  certificates  have  been  issued,  as  follows  :  Dis¬ 
tinguished  36,  Meritorious  48,  Satisfactory  6.  No  certificates  are  issued  for  work 
done  in  the  Preparatory  classes. 

The  Free  Drawing  School  will  hold  its  next  session  at  the  Tulane  Manual  Train¬ 
ing  School,  from  Saturday,  October  29,  1892,  till  May  13,  1893,  four  nights  in  the 
week  and  on  Saturdays.  There  are  night  classes  for  men  and  youths,  employed 
during  the  day  with  their  regular  work,  trades  or  business.  Each  of  these  classes 
will  meet  two  evenings  in  the  week  and  will  be  occupied  from  7 :30  to  9  o’clock 
p.  M. 

Beginners  enter  the  Preparatory  Class,  in  which  both  free  hand  and  mechanical 
drawing  are  taught.  Having  completed  the  work  of  this  class,  the  students  may 
choose  between  the  Free  Hand  and  Mechanical  Drawing  courses,  or  may  attend 
both. 


THE  MECHANICAL  COURSE 

is  intended  to  aid  mechanics  who  are  striving  to  improve  in  their  work.  It  has 
three  classes,  Elementary,  Junior,  and  Senior.  Students  of  those  classes  have 
gratefully  acknowledged  the  benefits  of  their  instruction,  as  evinced  in  larger  views, 
better  wages,  and  new  avenues  to  employment. 

Students  who  have  finished  the  Elementary  Mechanical  Class  in  Drawing  may 
enter  the  Architectural  Course,  which  embraces  two  years,  Junior  and  Senior. 

Some  of  the  students  of  these  classes  have  obtained  remunerative  positions  as 
draughtsmen  or  as  teachers  in  good  institutions,  the  result  of  their  success  in  these 
classes. 

FREE  HAND  COURSE. 

This  course  has  three  classes,  Elementary,  Junior,  and  Senior.  Students  who 
have  completed  the  Preparatory  may  enter  the  Elementary  Free  Hand  Class,  if 
they  so  select.  In  this  course  the  elements  of  perspective  and  shading,  practice 
from  casts  and  natural  objects,  and  the  anatomy  of  the  human  figure  are  studied, 
and  much  attention  is  given  to  the  careful  study  of  form  in  general  and  the  human 
form  in  particular.  The  history  of  the  leading  styles  of  ornament  is  also  pursued. 

This  course  thus  prepares  students  for  illustrators  and  designers,  and  lays  a  foun¬ 
dation  for  future  art  studies.  A  thesis  on  the  History  of  Architecture  and  Orna¬ 
ment  is  required  in  the  Juuior  Year,  and  one  on  the  History  of  Sculpture  and 
Painting  in  the  Senior  Year. 

The  Senior  Free  Hand  Class  devotes  its  attention  mainly  to  the  analysis  of  the 
human  form.  Modeling  the  various  parts  in  clay  is  also  employed  as  a  valuable 


REPORT  BY  TULANE  COMMITTEE  ON  EDUCATION,  1893.  103 


aid  for  the  artist  or  figure  designer,  and  as  tending  to  develop  a  latent  taste  for 
sculpture. 


SATURDAY  CLASSES. 

These  classes  have  been  largely  attended  by  both  .women  and  men,  chiefly  by 
women.  They  were  at  first  intended  principally  to  aid  the  teachers  of  the  public 
schools,  but  their  scope  has  been  enlarged,  and  they  now  lead  both  to  the  Fine  Arts 
and  the  practical  uses  of  the  Industrial  Arts. 

It  is  intended  in  these  classes  to  lay  a  solid  foundation  for  both  the  Fine  and  In¬ 
dustrial  Arts,  by  correct  instruction  and  practice  in  Drawing  and  the  immediate 
cognate  arts  resting  on  Design,  Color,  and  Ornament. 

Students  may  enter  the  Elementary  Perspective,  Elementary  Design,  Elementary 
Mechanical  Classes,  or  may  attend  two  of  these  classes  if  they  desire. 

A  two  years’  course  is  offered  in  any  of  the  above  classes.  The  advanced,  or 
second  year,  classes,  continue  the  studies  indicated  by  the  name  of  the  class. 

The  following  is  the  Report  embodying  the  proposed  changes  in 
the  organization  of  the  University,  to  which  reference  is  made  on 
page  767.  It  was  at  first  designed  to  give  in  this  account  of  Tulane 
illustrations  of  the  several  buildings  of  the  University,  but,  in  view 
of  the  proposed  architectural  reorganization  of  the  Institution,  it  is 
not  thought  expedient. 

REPORT  TO  THE  BOARD  OF  ADMINISTRATORS  OF  THE  TULANE  EDU¬ 
CATIONAL  FUND* 

The  Committee  on  Education,  to  which  was  referred  the  communication  of  the 
late  lamented  President,  Hon.  R.  L.  Gibson,  on  the  subject  of  reorganization  of  the 
University,  has  the  honor  to  report  that  it  approves  the  wisdom  of  the  general  plan 
recommended  by  our  late  President,  and  advises  that  it  should  be  accepted  as  mark¬ 
ing  out  the  lines  along  which  the  future  development  of  the  University  should  be 
conducted;  but  considers  that  some  of  the  details  of  organization  suggested  by  him 
are  too  complex  and  elaborate  to  be  adapted  to  the  present  means  and  strength  of 
the  University,  and  that  a  simpler  organization  would  operate  better  for  the  pres¬ 
ent,  leaving  the  more  complex  details  to  be  developed  with  the  growth  of  the  insti¬ 
tution  and  under  the  light  of  experience. 

The  committee,  however,  recommend  the  adoption  of  the  following  Resolutions 
which  embody  the  dominant  principles  of  President  Gibson’s  plan. 

1.  The  Constitutional  contract  between  the  State  and  this  Board  of  Administra¬ 
tors  emphasizes,  as  its  main  purpose  and  object,  the  duty  of  this  Board  to  “create 
and  develop  a  great  University  in  the  City  of  New  Orleans;”  and  in  accordance 
therewith,  as  well  as  with  the  known  wishes  of  Paul  Tulane,  this  Board  now  recog¬ 
nizes  and  announces  the  creation  and  development  of  such  an  University  as  the 
proper  field  and  object  of  its  future  action. 

THE  HIGH  SCHOOL  TO  BE  DISCONTINUED. 

2.  Grammar  school  instruction  is  not  embraced  within  the  functions  of  an  Uni¬ 
versity,  and  the  Tulane  High  School,  which,  up  to  this  time,  has  rendered  necessary 
and  invaluable  service,  should  now  be  discontinued,  and,  accordingly,  the  Board 
announces  that  the  same  will  he  discontinued  after  the  end  of  the  next  ensuing 

*  Tulane  University  of  Louisiana.  Report  of  the  Committee  on  Education,  adopted 
at  the  meeting  of  the  Board  of  Administrators  of  the  Tulane  Educational  Fund. 
January  9, 1893.  New  Orleans:  L.  Graham  &  Son,  44  and  46  Baronne  Street.  1893. 


104  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


session  thereof  terminating  in  June,  1894.  After  the  present  session  no  students 
will  be  admitted  below  the  Intermediate  grade.  Scholarships  thereafter  granted 
under  the  law  or  by  this  Board  will  not  entitle  the  holders  to  admission  below  the 
Intermediate  grade.  Provision  should  be  made  to  complete  the  High  School  instruc¬ 
tion  of  all  students  on  the  rolls  in  June,  1894,  who  shall  then  have  successfully 
passed  examinations  for  admission  to  the  Sub-Freshman  Class. 

3.  In  the  meantime,  the  President  of  the  University  is  requested  to  devote  his 
attention  to  a  consideration  of  the  best  means  to  secure  the  establishment  of  Gram¬ 
mar  Schools,  Public  and  Private,  in  different  parts  of  the  city  and  State,  having 
competent  teachers  and  a  uniform  course  of  studies,  selected  and  adapted  to  pre¬ 
pare  students  for  admission  to  the  Colleges  of  the  University;  and  to  formulate  and 
recommend  to  the  Board  such  plan  for  encouraging  such  Grammar  Schools  as,  after 
examination,  he  concludes  will  be  most  effective. 

THE  COLLEGES  OF  THE  UNIVERSITY. 

4.  The  University  shall  comprise  the  following  Colleges,  viz. :  1st,  a  College  of 
Medicine;  2d,  a  College  of  Law;  3d,  a  College  for  the  higher  education  of  women; 
4th,  a  College  of  Arts  and  Sciences;  5th,  a  College  of  Technology;  and  such  other 
colleges  as  may  hereafter  be  established.  The  first  three  Colleges  above  named 
shall  consist  of  the  existing  Medical  Department,  the  Law  Department  and  the  H. 
Sophie  Newcomb  Memorial  College;  and,  while  the  Board  reserves  their  existing 
organizations  as  subjects  for  future  consideration  and  action,  it  is  not  deemed  advis¬ 
able,  for  the  present,  to  interfere  with  them. 

5.  The  present  system  of  instruction  and  organization  of  Tulane  College  shall 
continue  until  the  end  of  the  session  of  1893-94,  subject  to  such  modifications  as 
may  be  deemed  proper  to  prepare  the  way  for  the  transition  to  the  system  provided 
in  the  following  resolutions. 

THE  PROPOSED  UNDERGRADUATE  COLLEGES. 

6.  There  shall  be  established,  to  take  effect  at  the  commencement  of  the  session 
of  1894-95,  two  distinct  colleges,  viz. :  1st.  A  College  of  Arts  and  Sciences  devoted 
specially  to  training  in  the  studies  appropriate  to  a  liberal  education  and  generally 
embraced  within  the  Classical,  Literary  and  Scientific  courses  now  in  force  in  Tu¬ 
lane  College.  2d.  A  College  of  Technology  devoted  specially  to  training  in  the 
application  of  science  to  the  Mechanical  and  other  Arts,  and,  generally,  in  the 
studies  now  embraced  within  the  existing  Engineering  course,  and  in  others  sim¬ 
ilar  and  cognate.  Each  of  these  colleges  shall  have  a  separate  faculty  and  organi¬ 
zation,  and  shall  pursue  courses  of  study  to  be  prescribed  by  the  combined  Faculty 
of  the  two  Colleges  and  the  University  Faculty  proper.  Until  otherwise  ordained 
the  President  of  the  University  shall  be,  ex  officio,  a  member  and  the  President  of 
the  Faculty  of  each  of  said  colleges.  The  same  person  may  be  a  member  of  each 
Faculty,  and  the  students  of  both  Colleges  may  be  grouped  in  common  classes  for 
instruction  required  in  both  courses,  but,  as  rapidly  as  means  admit  and  number 
of  students  requires,  the  distinctness  of  the  two  Colleges  shall  be  progressively 
increased. 


THE  UNIVERSITY  FACULTY. 

7.  There  shall  be  also  a  University  Faculty  proper,  over  which  the  President  of 
the  University  shall  preside,  composed  of  members,  who  may  also  belong  to  the 
College  Faculties,  engaged  in  postgraduate  instruction  which  shall  furnish  instruc¬ 
tion  to  graduates  of  the  Colleges  and  of  other  institutions  of  like  grade,  in  advanced 
courses  to  be  prescribed  by  said  University  Faculty. 


PROPOSED  CHANGES  IN  ORGANIZATION. 


105 


NEW  BUILDINGS  PROPOSED. 


8.  Steps  shall  be  at  once  taken  to  provide  necessary  and  proper  buildings  and 
improvements  on  the  grounds  opposite  Audubon  Park,  to  which  the  Academical 
departments  of  the  University  should  remove  as  soon  as  completed  and  not  later 
than  the  beginning  of  the  session  of  1894-95. 

9.  Considering  the  changes  now  made  in  the  University  organization,  it  is  deemed 
advisable  that,  instead  of  the  single  building  heretofore  proposed,  two  separate 
buildings  or  groups  of  buildings  should  be  erected,  one  for  each  of  the  two  Colleges 
above  referred  to,  in  which,  for  the  present,  University  instruction  may  also  be 
given — reserving  for  future  consideration  the  erection  of  such  central  University 
buildings  and  others  which  may  be  required. 

Other  minor  buildings  for  laboratories,  and  other  purposes,  may  be  immediately 
required. 

This  whole  matter,  with  all  its  co-ordinates,  is  referred  to  the  Special  Committee 
on  Building  and  Grounds  already  constituted,  who  are  requested,  in  co-operation 
with  the  President  of  the  University  and  such  Committee  of  the  Faculty  as  he  may 
select,  to  formulate  a  general  scheme  for  the  laying  out  of  the  grounds  and  the 
location  of  buildings,  adapted,  as  far  as  possible,  to  present  and  future  require¬ 
ments,  and  also  to  recommend  the  kind,  style,  size  and  accommodations  required 
for  the  buildings  to  be  immediately  erected,  which,  when  approved  by  the  Board, 
may  furnish  a  guide  and  basis  for  further  action. 

10.  The  Real  Estate  Committee,  in  view  of  the  prospective  vacation  of  the  grounds 
now  occupied  by  the  University,  is  requested  to  give  its  constant  consideration  to 
the  best  means  of  disposing  of  the  same,  or  of  improving  it  for  renting  purposes, 
keeping  in  mind  the  necessity  of  reserving  proper  accommodations  for  the  Law 
Department,  and  perhaps  for  other  University  purposes  requiring  a  central  location. 

Respectfully  submitted, 


Chas.  E.  Fenner, 
Chairman  Education  Committee. 


New  Orleans,  January  9,  1893. 


TULANE  UNIVERSITY  OF  LOUISIANA. 


Board  of  Administrators,  1892-93.* 


Randall  Lee  Gibson  (U.  S.  Senator),  President. 

Charles  Erasmus  Fenner,  Associate  Justice  Supreme  Court  of  Louisiana,  First 
Vice  President. 

James  McConnell,  Second  Vice  President. 


Tobias  Gibson  Richardson,  M.  D. 
Edward  Douglas  White  (U.  S.  Senator). 
Edgar  Howard  Farrar. 

Benjamin  M.  Palmer,  D.D.,  LL.D. 
Samuel  Horton  Kennedy. 

Walter  Robinson  Stauffer. 

Cartwright  Eustis. 


Henry  Ginder. 

John  Timmons  Hardie. 
Robert  Miller  Walmsley. 
Joseph  C.  Morris. 

George  Quintard  Whitney. 
Leonard  Matthews  Finley. 
John  B.  Levert. 


*  The  decease,  during  the  academical  year,  of  both  General  Gibson,  the  President, 
and  Dr.  Richardson,  a  member,  made  necessary  certain  changes  in  the  organization 
of  the  Board.  Justice  Fenner,  was  made  President;  Mr.  McConnell,  First  Vice 
President ;  and  U.  S.  Senator  White,  Second  Vice  President.  Messrs.  Warren  S. 
Bickham,  and  Walter  C.  Flower,  were  chosen  as  the  new  members  of  the  Board. 


106  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


EX-OFFICIO. 

Hon.  Murphy  J.  Foster,  Governor  of  Hon.  A.  D.  Lafargue,  State  Superintend- 
Louisiana.  ent  of  Public  Education. 

Hon.  John  Fitzpatrick,  Mayor  of  New 
Orleans. 


OFFICERS. 


Wm.  Preston  Johnston,  LL.D. ,  President 
of  the  University. 

Wm.  O.  Rogers,  LL.  D. ,  Secretary  of  the 
University. 


Joseph  A.  Hincks,  Treasurer  and  Secre¬ 
tary  of  Board. 

Charles  G.  Gill,  Ph.  D.,  Librarian. 
Richard  K.  Bruff,  Assistant  Secretary. 


CHAPTER  IV. 

SPECIAL  TECHNICAL  TRADE  SCHOOLS. 

The  two  schools  grouped  with  the  Art  Schools  of,  and,  in  1884,  under  the  general 
supervision  of  the  Trustees  of  the  Metropolitan  Museum  of  Art,  in  New  York 
City. — The  Apprentice  School,  for  Masons  and  Plumbers,  founded  by  Col.  Auch- 
muty. — The  Technical  School  for  Carriage  Draftsmen  and  Mechanics,  founded  in 
1880,  by  the  Carriage  Builders’  National  Association. — Report  on  the  School  made 
by  the  Committee  to  the  Convention  in  New  Haven,  in  October,  1883. — The  Cha- 
tauqua  plan  of  teaching  by  correspondence,  then  adopted. — The  plan  announced 
and  explained  by  circular  of  the  committee  in  November,  1883. — Prospectus  of 
School  for  its  fourth  year. — Conditions  of  award  of  Diplomas  and  of  the  Grand 
Prize  of  a  residence  for  study  in  Paris. — The  School  removes  to  the  rooms  in  the 
building  of  the  Young  Men’s  Institute,  222  Bowery,  New  York. — Prospectus  for 
1893-94. — The  Educational  discussion  at  the  National  Convention  at  New  Haven, 
Connecticut,  in  1883. — Able  report  by  the  Committee  on  Technical  Education. — 
Discussion  on  the  training  given  in  public  schools. 

The  Technical  Schools  of  The  Metropolitan  Museum  of 

Art. 

As  stated  in  the  opening  paragraph  of  Chapter  VIII,  the  only- 
schools  of  this  class  existing  in  1884,  were  those  at  that  time  occu¬ 
pying  a  part  of  the  rooms  used  for  the  Art  Schools  of  the  Metropoli¬ 
tan  Museum  of  Fine  Arts,  and  were  known  as  the  Technical  Schools 
of  the  Metropolitan  Museum,  and  the  Technical  Schools  for  Car¬ 
riage  Draftsmen  and  Mechanics.  The  Art  Schools  of  the  Museum 
were  then  under  the  special  direction  of  Professors  Goodyear  and 
Stimson.  The  latter,  an  enthusiastic  artist  and  art  teacher,  who 
thoroughly  believes  in  the  application  of  art  to  industries,  shortly 
after,  having  resigned  his  position  in  the  schools  of  the  Museum, 
opened  the  still  flourishing  “Institute  for  Art  Artisans”  where  art 
ideals  are  cherished. 

The  practical  “  Trade  Schools,”  for  the  teaching  of  brick  laying 
and  plumbing,  founded  by  the  efforts  of  the  late  Colonel  Auchm  uty, 
whose  recent  decease  is  mourned  by  all,  were  at  that  time  housed  in 
the  same  building  and  were,  also,  included  under  the  general  term  of 
the  Technical  Schools  of  the  Metropolitan  Museum  of  Art.  These 
:  schools,  opened  for  the  training  in  these  practical  trades  of  American 
boys,  shut  out  from  other  opportunities  to  learn  trades,  through  the 
restrictions  imposed  by  Labor  Organizations,  wei'e  “Apprentice 
schools/'  pure  and  simple,  and  as  they  dealt  mostly  with  the  mechani¬ 
cal  work  of  the  mason,  and  the  plumber,  and  very  little,  if  at  all, 

107 


108  EDUCATION-  IN-  THE  INDUSTRIAL  AND  FINE  ARTS. 


with  instruction  in  drawing,  or  in  any  applications  of  art,  are  not  in¬ 
cluded  in  the  category  of  this  Report. 

The  experiment  of  Colonel  Auchmuty  was  directed  to  meet  a  cry¬ 
ing  heed.  To  admit  without  restriction,  foreigners  skilled  in  trades, 
to  our  industries;  while  suffering  our  own  children  to  he  shut  out, 
by  the  organizations  open  to  these  very  foreigners,  from  any  oppor¬ 
tunities  to  acquire  such  skill,  would  seem  an  incredible  folly;  were  it 
not  that  it  exists.  Col.  Auchmuty  has  here  furnished  one  solution 
of  the  problem  for  American  communities. 

These  schools  are  commended  to  the  examination  of  all  interested 
in  the  promotion  of  American  industries,  and  in  the  welfare  of  Amer¬ 
ican  boys.  Whether  our  towns  and  cities,  shall  contribute  “hood¬ 
lums,”  or  “  artisans,”  to  the  body  politic,  is  a  vital  question.  The 
introduction  of  Drawing,  and  Manual  Training,  in  public  schools,  are 
elementary  steps  towards  its  solution.  Special  Technical  Trade 
Schools,  supplementary  to  our  present  system  of  public  schools,  and 
supported  by  private  effort,  or  by  the  public,  are  in  logical  sequence. 

The  schools  of  bricklaying  and  plumbing,  which  are  still  in  active 
operation,  were  removed  after  a  year  or  two,  from  their  connection 
with  the  Museum  schools  and  established  in  their  own  premises. 

Technical  School  For  Carriage  Draftsmen  And  Mechanics, 

New  York,  N.  Y. 

This  school  established  by  the  Carriage  Builders’  National  Asso¬ 
ciation,  is  held  by  arrangement  with  the  Trustees  of  the  Metropolitan 
Museum  in  connection  with  the  Schools  of  that  Museum,  at  present, 
(1884,)  occupying  the  premises  No.  214  East  Thirty-fourth  Street, 
New  York  City.  It  is  a  special  department  of  the  schools  and  is 
in  charge  of  a  committee  on  technical  education  appointed  by  the 
Carriage  Builders’  Association  and  acting  in  concert  with  the  Mu¬ 
seum  Trustees. 

This  committee,  consisting  of  seven  members,  was  first  appointed 
at  the  annual  convention  held  in  Chicago,  in  1880,  at  which  time  a 
fund  of  several  thousand  dollars  was  subscribed  for  the  establish¬ 
ment  and  support  of  such  a  school.  The  members  of  this  committee 
were  appointed  for  the  term  of  three  years.  At  New  Haven,  in 
1883,  the  convention,  after  receiving  and  discussing  the  report  of 
this  committee,  reappointed  them  for  another  term  of  three  years, 
and  contributed  a  sufficient  fund  to  insure  the  continuance  of  the 
School  for  that  time. 

The  class  was  first  begun  in  the  winter  of  1880-81,  it  opened  with 
21  pupils,  and  had  an  average  attendance  of  16. 

The  following  is  the  Report  of  the  committee  just  referred  to, 
which  gives  an  account  of  the  school  in  detail,  for  its  third  year, 
and  incidentally  mentions  the  attendance  for  the  year  previous. 


8CH00L  FOE  CARRIAGE  DRAFTSMEN  AND  MECHANICS.  109 


THE  TECHNICAL  SCHOOL. 

Mr.  McLear  (President):  The  report  of  the  Committee  on  Technical  Education 
will  now  be  read  by  Mr.  Houghton. 

To  the  Members  of  the  Carriage-Builders'  National  Association — 

Gentlemen  :  It  is  with  pleasure  that  your  Committee  on  Technical  Education 
report  the  successful  continuance  during  the  past  year  of  the  trade  school  estab¬ 
lished  and  maintained  by  you,  having  for  its  purpose  the  instruction  of  carriage 
draftsmen  and  mechanics. 

This  school  is  still  carried  on  in  connection  with  the  trade  schools  of  the  Metro¬ 
politan  Museum  of  Art,  in  New  York  city,  forming  a  special  department  in  that 
institution,  which  department  is  again  subdivided  into  several  classes,  under  the 
instruction  of  teachers  chosen  by  your  committee. 

Its  progress  since  the  presentation  of  our  last  annual  report  may  be  briefly  stated 
as  follows  : 

The  third  term  for  the  season  of  1882-83  opened  on  the  evening  of  October  9th, 
1882,  with  28  pupils  on  the  roll,  as  compared  with  26  at  the  beginning  of  the  second 
season;  and  before  the  close  of  the  term,  on  May  25  last,  this  number  was  increased 
to  44,  as  compared  with  49  at  the  close  of  the  preceding  season.  The  pupils  were 
divided  among  the  different  mechanical  departments  as  follows :  29  wood-workers, 
7  blacksmiths,  1  trimmer,  1  painter,  and  6  office  men.  As  to  locality,  their  resi¬ 
dences  were  distributed  as  follows  :  New  York  city,  22  ;  Brooklyn,  N.  Y.,  6  ;  Long 
Island  City,  N.  Y. ,  4 ;  Canada,  2 ;  Newburg,  N.  Y. ,  1 ;  Westchester  Village,  N.  Y. ,  1 ; 
Portland,  Me.,  1;  Merrimac, Mass. ,  1 ;  Cornwall,  N.  Y.,1;  New  Haven,  Conn.,  1; 
Cleveland, O.,  1 ;  Wilmington, Del.,  1 ;  Pennsylvania,  1 ;  and  San  Francisco, Cal.,  1. 

Three  sessions  per  week,  namely,  each  Monday,  Wednesday,  and  Friday,  were 
held  during  the  period  beginning.  October  9,  1882,  and  closing  May  25,  1883,  or  a 
total  of  94  class  nights;  and  the  attendance  averaged  as  follows:  During  October, 
26;  November,  26;  December,  24:  January,  22;  February,  25;  March,  23;  April,  21; 
and  May,  24.  Two  of  the  pupils  were  never  once  absent.  In  view  of  the  stormy 
weather  and  the  long  distances  which  many  of  the  pupils  had  to  come,  we  can  not 
but  think  this  showing  of  the  average  attendance  a  fair  one,  though  we  confidently 
expect  it  will  be  largely  increased  during  the  current  season. 

“  Teachers’  certificates  of  progress  ”  were  awarded  to  24  of  the  pupils  above  alluded 
to,  and  cash  prizes  to  the  amount  of  $38  were  distributed  among  those  showing  the 
best  records  as  to  attendance,  progress  in  drawing,  and  correctness  in  written 
examinations. 

BEGINNING  A  NEW  SCHOOL  YEAR. 

The  term  for  the  season  of  1883-84  was  duly  opened  on  Monday  evening  of  last 
week  (October  8),  and  it  is  too  early  yet  to  do  more  than  forecast  the  future;  but 
your  committee  have  made  ample  arrangements  for  a  wide  field  of  study,  and  there 
is  every  prospect  that  this  fourth  season  will  show  an  increased  number  of  scholars, 
and  give  evidences  of  still  more  decided  progress.  Three  competent  teachers  have 
been  employed  and  are  now  earnestly  engaged  in  the  work,  namely:  Mr.  John  D. 
Gribbon,  instructor-in-chief;  Mr.  John  C.  Konrad,  assistant  instructor;  and  Mr.  J. 
Polya,  special  instructor  in  the  principles  of  the  “French  rule”  of  carriage  draft¬ 
ing  and  their  application  to  the  needs  of  body-makers;  and  32  pupils  have  already 
been  enrolled,  against  28  at  the  beginning  of  last  term.  Most  of  these  are  former 
pupils  who  will  be  able  to  enter  advanced  classes,  and  it  is  hoped  and  believed  that 
all  the  classes  will  be  filled  as  soon  as  the  season  fairly  opens  and  the  present  in¬ 
creased  facilities  for  instruction  are  understood  by  the  trade. 

The  course  of  intsruction — this  term,  as  previously — will  depend  somewhat  on 
the  proficiency  and  requirements  of  the  pupils,  who  are  divided  into  three  distinct 
classes,  namely,  the  “introductory  class,”  the  “class  for  body-makers,”  and  the 


110  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


“  class  for  full-size  working  drawings;  ”  but  the  following  gives  a  general  outline 
of  the  proposed  studies:  1,  Linear  designing,  including  scale  and  full-size  drawing; 
2,  geometry  applied  to  carriage  construction,  including  the  principles  of  the  “  French 
rule;”  3,  carriage-body  making;  4, construction  of  carriage  gearings;  5,  wheel¬ 
making;  and  6,  principles  involved  in  the  suspension  of  carriages. 

The  competition  for  the  “  grand  prize,”  which  will  probably  be  awarded  at  the 
close  of  the  present  term,  promises  to  make  this  season  unusually  interesting,  as 
several  of  the  older  pupils  have  already  expressed  a  determination  to  prepare  them¬ 
selves  for  the  necessary  examination.  This  “grand  prize”  consists  of  a  three 
months’  residence  in  Paris,  and  tuition  during  that  period  in  the  celebrated  Dupont 
School  of  Carriage-Drafting,  all  expenses  of  such  residence,  tuition  and  traveling 
to  be  defrayed  from  a  fund  specially  raised  for  that  purpose  at  the  Cincinnati  Con¬ 
vention  in  1881. 

LECTURES  BY  SPECIALISTS. 

During  the  winter  of  1882-83,  as  previously,  the  School  was  addressed  by  six  spe¬ 
cialists,  on  various  practical  subjects  connected  with  carriage  mechanics.  It  is 
proposed  to  continue  the  custom  this  year,  and  notice  is  hereby  given  that  any 
member  of  the  Association  feeling  competent  and  willing  to  give  an  informal  address 
before  the  School,  on  any  technical  subject  connected  with  carriage-building,  will 
confer  a  favor  by  addressing  the  secretary,  stating  subject,  etc.  These  lectures  are 
free  to  pupils,  who  are  expected  to  attend  and  to  make  careful  notes,  as  written 
examinations  generally  follow. 

Regarding  the  arrangements  which  your  committee  have  made  with  the  trustees 
of  the  Metropolitan  Museum  of  Art  relative  to  the  rent  of  class-rooms,  lighting, 
heating,  See.,  that  of  last  season,  as  detailed  in  our  last  annual  report,  has  been 
renewed  for  the  current  year,  namely  $1,200  in  addition  to  the  fees  received  from 
pupils  ($5  each),  which  sum  also  includes  the  salary  of  the  instructor-in-chief,  while 
the  two  assistant  teachers  are  paid  extra  from  the  school  fund  contributed  by  mem¬ 
bers  of  your  Association. 

Your  school  fund,  as  will  be  shown  by  the  report  of  the  treasurer  of  this  com¬ 
mittee,  though  ample  for  present  needs,  requires  to  be  increased  during  the  present 
year,  in  order  that  your  committee  may  not  only  be  unembarrassed  as  to  the  devel¬ 
opment  of  present  plans,  but  may  proceed  with  a  feeling  of  assurance  as  to  the 
future  of  the  School;  and  it  is  hoped  that  contributions  will  be  made  during  the 
present  Convention  sufficient  at  least  to  cover  the  expenses  of  the  past  year. 

Your  committee  also  desire  to  invite  contributions  to  the  “  technical  library,” 
“museum  of  models,”  and  “collection  of  carriage  drawings,”  which  now  form 
important  adjuncts  to  the  working  facilities  of  the  School.  These  collections,  if 
gradually  augmented  by  the  gifts  of  friends  and  occasional  purchases,  promise  in 
time  to  become  of  great  value,  not  only  to  the  pupils,  but  to  the  carriage  trade  at 
large.  With  this  end  in  view,  we  beg  to  suggest  that  any  of  the  models  or  parts  of 
carriages  exhibited  by  members  of  this  Convention  which  the  members  may  feel 
disposed  to  contribute,  will  be  gratefully  received  and  cared  for,  upon  notice  being 
given  to  either  member  of  the  committee,  or  to  Mr.  John  D.  Gribbon,  the  instructor 
of  the  school. 

Respectfully  submitted. 

Signed  by  the  Committee  on  Technical  Education. 

Jno.  W.  Britton,  Chav-man; 
Wilder  H.  Pray,  Treasurer, 

Wm.  D.  Rogers, 

Lowe  Emerson, 

Chauncy  Thomas, 

Wn.  N.  Fitz-Gerald, 

Geo.  W.  W.  Houghton,  Secretary. 


TECHNICAL  SCHOOL  FOE  CAREIAGE  DRAFTSMEN. 


Ill 


The  reading  of  the  report  was  followed  by  a  statement  by  the 
chairman,  Mr.  Britton,  who  made  an  appeal  for  the  continued  sup¬ 
port  of  the  school  and  stated  further  the  plans  of  the  committee  for 
extending  the  usefulness  of  the  school  by  adopting  what  is  known 
as  the  Chautauqua  plan.  The  following  brief  extract  from  this  dis¬ 
cussion  explains  the  plan  proposed,  for  which  special  purpose  the 
chairman  announced  that  one  gentleman,  Mr.  Lawson  Valentine,  of 
New  York,  had  already  given  one  thousand  dollars. 

Mr.  Studebaker:  Under  the  system  as  now  proposed,  there  will  not  be  a  town  or 
city  of  any  importance  in  the  country  that  will  not  have  many  advantages.  There 
is  no  carriage  manufacturer  but  needs  a  good  draftsman.  These  can  obtain  instruc¬ 
tion  from  this  school  and  so  improve  themselves. 

Mr.  McLear  (President):  If  a  draftsman  wishes  to  obtain  instruction,  he  need 
merely  send  his  drawings  on  to  New  York,  have  them  criticized,  and  returned  to 
him,  continuing  the  matter  just  as  long  as  he  pleases,  and  with  the  same  result  as 
if  he  were  present  at  the  school. 

Mr.  Britton  :  The  committee  believe  that  what  a  boy  gets  for  nothing  is  not 
appreciated,  and  we  shall  probably  ask  an  annual  subscription — say  $1  for  appren¬ 
tices,  $2  for  journeymen — for  corresponding  members.  We  have  not  fixed  upon 
that  plan  yet;  but  I  think  that  will  be  the  result.  If  there  is  any  gentleman  here 
who  thinks  that  the  instruction  should  be  free,  I  should  be  glad  to  hear  from  him. 
But  my  experience  is  that  things  that  are  got  for  nothing  are  not  appreciated. 

Mr.  Fitz-Gerald:  I  wish  to  say  a  word.  These  lesson  papers  commence  with 
those  of  the  primary  class,  working  up  until  the  workman  becomes  a  competent 
draftsman.  These  drawings  that  you  see  here  are  specimens  from  the  primary 
charts  up  to  the  most  elaborate.  We  take  these  lessons  and  distribute  them  to  any 
scholar  whose  employer  may  recommend.  He  can  work  on  these  lessons  and  send 
them  to  us,  and  our  teachers  will  examine  them  and  return  them  with  such  instruc¬ 
tions  as  may  be  necessary. 

In  response  to  tbe  appeal  for  subscriptions,  the  sum  of  $7,210  was 
then  added  to  the  Technical  School  fund,  by  individuals  and  firms ; 
making  a  grand  total  of  present  resources  of  $11,458.76  of  which 
$500  is  a  “special  deposit  for  Paris  scholarship.” 

The  following  “official  announcement”  inaugurates  the  new 
Chautauqua  plan  by  which  it  is  proposed  to  offer  the  benefits  of  the 
school  to  every  workshop;  and  to  any  citizen  in  the  United  States 
who  may  choose  to  accept  them. 

technical  school  for  carriage  draftsmen  and  mechanics. 

No.  214  East  34th-street, 

New-York,  November  5,  1883. 

To  the  Carriage  and  Accessory  Trades  of  the  United  States :  Manufacturers,  Jour - 

neymen,  Apprentices  and  other  Employes : 

The  Committee  of  the  Carriage  Builders’  National  Association  on  Technical  Edu¬ 
cation,  in  accordance  with  the  action  of  the  Association  at  the  Convention  held  in 
New-Haven,  Conn.,  on  the  17th  and  18th  ult.,  hereby  announce  that  arrangements 
have  been  completed  whereby  to  extend  the  benefits  of  instruction  offered  by  the 
Trade  School  in  New-York,  to  the  employes  of  all  carriage  builders  and  members 
of  the  accessory  trades,  at  their  homes,  by  means  of  the  so-called  “  Chautauqua 
System,”  to  which  your  attention  is  now  invited. 


112  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


This  system,  in  the  form  in  which  the  Committee  propose  to  adapt  it  to  the  needs 
of  the  carriage  and  accessory  trades,  consists  in  organizing  classes  of  so-called 
“  Corresponding  Pupils,”  and  in  giving  instruction  to  such  pupils  through  the  mail, 
by  means  of  Lesson  Papers  on  free-hand,  geometrical,  scale  and  working  drawings, 
each  Lesson  Paper  calling  for  certain  responses,  which — either  in  the  form  of  hand 
drawings  or  written  replies — will  afterward  be  examined  and  corrected  by  the  in¬ 
structor  at  the  School.  At  the  same  time,  pupils  will  be  invited  to  ask  questions 
concerning  any  points  in  the  lessons  not  thoroughly  understood,  and  also  concerning 
any  other  practical  points  connected  with  the  trade  ;  and  answers  to  such  questions 
will  be  returned  by  mail.  Written  examinations  will  also  be  introduced  from  time 
to  time,  in  order  to  test  the  progress  and  proficiency  of  pupils ;  and,  at  the  close  of 
each  term,  diplomas  will  be  awarded  to  “Corresponding  Pupils”  who  seem  to 
deserve  such  recognition. 

Arrangements  have  already  been  perfected  to  put  this  plan  in  operation  within 
the  present  month,  and  the  the  teacher  of  the  School  is  now  engaged  in  preparing 
preliminary  instructions  in  the  use  of  drawing  instruments,  etc.,  together  with 
several  series  of  Lesson  Papers  on  free-hand  drawing  and  geometry  applied  to 
carriage  building,  which  will  be  in  readiness  for  distribution  as  soon  as  classes  can 
be  formed. 

All  employes  of  manufacturers  of  carriages,  wagons  and  sleighs,  or  of  the  trades 
accessory  thereto,  doing  business  within  the  United  States,  are  eligible  to  member¬ 
ship  in  these  classes  of  “Corresponding  Pupils,”  the  ouly  conditions  of  entrance 
being,  first,  a  letter  from  the  employer,  certifying  that  the  applicant  is  a  proper 
person  to  join  the  class ;  and  second,  the  remittance  by  post-office  money-order  of 
$1.00  for  each  apprentice — or  $2.00  for  journeymen  and  others, — which  sum  will 
cover  all  fees  for  instruction  during  the  present  term,  closing  May  1st,  1884.  Each 
pupil  will  be  expected  to  provide  himself  with  necessary  drawing  instruments, 
paper,  etc.,  and  to  prepay  postage  on  all  communications  sent  to  the  teacher. 
Works  of  reference  and  text-books  will  be  recommended  to  pupils  who  show  the 
need  of  such  help ;  and,  if  desired,  these,  as  well  as  drawing  instruments,  paper, 
etc.,  will  be  supplied  by  the  teacher  at  cost  price. 

One  or  more  Lesson  Papers  will  be  mailed  to  each  pupil  each  week,  the  series 
being  selected  to  suit  the  needs  of  individuals,  and  all  further  directions  will  be 
found  printed  thereon.  In  applying  for  membership,  pupils  are  requested  to  inform 
the  teacher  of  any  previous  experience  they  may  have  had  in  drawing  or  mechan¬ 
ical  work,  in  order  that  he  may  assign  them  to  appropriate  classes. 

All  communications  and  remittances  should  be  sent  to  Mr.  John  D.  Gribbon,  In¬ 
structor,  No.  214  East  34th  street,  New-York  ;  and  should  be  accompanied  by  the 
full  name  and  address  of  the  writer,  and  the  name  and  address  of  his  employer. 

Carriage  builders  are  specially  requested  to  use  their  influence  in  urging  any  of 
their  employes,  showing  a  desire  for  such  instruction,  to  join  the  new  “Corre¬ 
sponding  Classes”  at  the  earliest  possible  date,  that  they  may  have  the  benefit  of 
the  full  course  of  instruction. 

By  order  of  the  Executive  Committee,  acting  for  the  Committee  of  the  Carriage 
Builders’  National  Association  on  Technical  Education. 

Jno.  W.  Britton,  Chairman. 

Wilder  H.  Pray,  Treasurer. 

Wm.  N.  Fitz-Gerald. 

Geo.  W.  W.  Houghton,  Secretary. 

P.  S. — Plans  are  projected  for  connecting  the  “  Technical  School  for  Carriage 
Draftsmen  and  Mechanics,”  with  the  “Chautauqua  University.” 


PROSPECTUS  OF  CARRIAGE  DRAFTSMEN  TRADE  SCHOOL.  113 


The  following  prospectus  contains  in  detail  all  information  as  to 
the  management  and  course  of  instruction  of  the  School. — 

PROSPECTUS.— TECHNICAL  SCHOOL  FOR  CARRIAGE  DRAFTSMEN  AND  MECHANICS.— 

FOURTH  SEASON:  1883-1884. 

The  Class  in  Carriage  Drafting  and  Construction,  carried  on  in  connection  with 
the  Metropolitan  Museum  of  Art  Schools,  Nos.  214  and  216  East  34th-street,  New- 
York,  under  the  auspices  of  the  Carriage  Builders’  National  Association,  will  open 
for  its  Fourth  Season  on  Monday,  Oct.  8th,  1883,  and  continue  in  session  from  that 
date  until  May  1st,  1884,  or  about  seven  months. 

TEACHERS. 

Three  competent  teachers  have  been  engaged,  namely:  Mr.  John  D.  Gribbon, 
Instructor-in-Chief;  Mr.  John  C.  Konrad,  Assistant-Instructor;  and  Mr.  J.  Polya, 
Special  Instructor  in  the  principles  of  the  “  French  Rule”  of  Carriage  Drafting  and 
their  application  to  the  needs  of  body-makers. 


COURSE  OF  INSTRUCTION. 

The  Course  of  Instruction  will  depend  somewhat  on  the  proficiency  and  require¬ 
ments  of  the  pupils,  who  will  be  divided  into  three  distinct  classes,  namely:  the 
“  Introductory  Class,”  the  “  Class  for  Body-makers,”  and  the  “  Class  for  Full-size 
Working  Drawings;”  but  the  following  gives  a  general  outline  of  the  proposed 
studies: 

I.  Linear  Designing,  including  scale  and  full-size  drawing. 

II.  Geometry  applied  to  Carriage  Construction,  including  the  principles  of  the 
“  French  Rule.” 

III.  Carriage  Body-making. 

IV.  Construction  of  Carriage  Gearings. 

V.  Wheel-making. 

VI.  Principles  involved  in  the  Suspension  'of  Carriages. 

FURTHER  ADVANTAGES. 

Further  advantages  are  offered  to  pupils  in  the  free  use  of  the  Technical  Library 
and  Museum  of  Models  connected  with  the  School,  and  free  admission  to  the  usual 
course  of  Technical  Lectures. 


TECHNICAL  LECTURES. 

The  Class,  during  each  previous  season,  has  been  addressed  by  several  specialists, 
on  various  practical  subjects  connected  with  Carriage  Mechanics,  and  it  is  proposed 
to  continue  the  custom  this  year.  The  lecture  programme  has  not  yet  been  com¬ 
pleted,  but  due  notice  thereof  will  be  published  by  circular  and  through  the  trade 
journals.  These  lectures  are  free  to  pupils,  who  are  expected  to  attend  and  make 
careful  notes,  as  written  examinations  will  generally  follow  the  lectures. 

Notice  is  hereby  given,  that  any  person  feeling  competent  and  willing  to  give  an 
informal  address  before  the  School,  on  any  technical  subject  connected  with  Car¬ 
riage  Building,  will  confer  a  favor  by  addressing  the  Secretary,  stating  proposed 
subject,  etc. 


ART — VOL  4 - 8 


114  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


CERTIFICATES  AND  PRIZES. 

At  the  close  of  the  season,  “Teachers’  Certificates  of  Merit”  will  be  given  to 
pupils  passing  a  satisfactory  examination,  and  prizes  (hereafter  to  be  announced) 
will  be  awarded  to'specially  deserving  pupils.  Full  particulars  regarding  the  award 
of  “  Diplomas  of  Graduation,”  and  of  the  “  Grand  Prize,”  the  latter  consisting  of  a 
three-months’  residence  in  Paris  and  tuition  in  the  Dupont  School,  at  the  expense 
of  the  Association,  will  be  found  appended  to  this  circular. 

TERMS. 

The  following  extracts  from  the  Prospectus  of  the  Technical  Schools  issued  by 
the  Trustees  of  the  Metropolitan  Museum  of  Art,  contain  full  particulars  regarding 
terms : 

“The  Class  in  Carriage  Drafting  and  Construction,  with  special  reference  to 
Artistic  Design  and  Finish,  established  under  the  auspices  of  the  Carriage  Builders’ 
National  Association,  is  devoted  to  the  study  of  Carriage  Building,  mechanically 
and  artistically.  Price  of  full  course,  from  Monday,  Oct.  8th,  1883,  to  May  1st, 
1884,  three  nights  each  week,  viz.:  Monday,  Wednesday  and  Friday,  from  7.30  to 
10  o’clock,  $5.00.”  ’ 


DRAWING  INSTRUMENTS. 

There  will  be  no  charges  of  any  kind,  beyond  the  fee  above  named,  excepting  the 
cost  price  of  any  necessary  drawing  instruments  and  materials  which  the  pupil 
does  not  himself  furnish,  as  named  below. 

Each  draftsman  will  need,  and  can  obtain  at  the  School,  if  preferred,  a  set  of 
drawing  instruments  (costing  from  $3.00  to  $10.00,  according  to  quality),  together 
with  the  following  appliances  (costing  about  $3.00),  namely: 

1  drawing  board,  18x24  in.,  or  24x30  in. 

1  plain  T -square,  24  in.  long. 

1  plain  wood  set  square,  6  in.,  45  degrees. 

1  ditto,  11  in.,  30  degrees. 

1  stick  India  ink. 

6  drawing  pins. 

1  piece  rubber. 

1  piece  ink-eraser. 

1  pencil  No.  4,  Faber  or  Dixon. 

1  pencil  No.  2,  Faber  or  Dixon. 


EMPLOYMENT. 

The  Committee  and  Instructors  will  take  pleasure  in  doing  what  they  can  to  assist 
in  procuring  employment,  in  New  York  and  immediate  vicinity,  for  pupils  from  a 
distance  who  have  already  had  experience  in  any  branch  of  carriage-making. 

For  further  particulars,  address  or  apply  in  person  to  Mr.  John  D.  Gribbon,  Prin¬ 
cipal  of  the  Carriage  Class,  either  at  the  School  Building,  Nos.  214  and  216  East 
34th  street,  or  at  his  residence,  No.  312  East  37th  st.,  New  York. 

By  order  of  the  Executive  Committee,  acting  for  the  Committee  of  the  Carriage 
Builders’  National  Association  on  Technical  Education. 

John  W.  Britton,  Chairman. 

Wilder  H.  Pray,  Treasurer. 

Wm.  N.  Fitz-Gerald. 

Geo.  W.  W.  Houghton,  Secretary. 


New  York,  September  28,  1883. 


PRIZES  AWARDED  BF  TECHNICAL  SCHOOL. 


115 


CONDITIONS  GOVERNING  THE  AWARD  OF  DIPLOMAS  AND  OF  THE  “  GRAND  PRIZE.” 

The  following  conditions  shall  govern  the  graduation  of  pupils  of  the  Class  in 
Carriage  Drafting  and  Construction,  now  under  the  control  of  this  Committee  of 
the  Carriage  Builders’  National  Association  on  Technical  Education,  namely : 

First.  No  pupil  will  be  entitled  to  receive  the  full  “Diploma  of  Graduation” 
until  he  has  been  a  member  of  the  Class  for  at  least  two  terms. 

Second.  He  must,  upon  examination,  evince  a  thorough  knowledge  of  geometry 
as  applied  to  carriage  building,  known  as  the  “French  Rule  of  Drafting,”  show 
facility  in  making  free-hand  drawings,  and  be  able  to  make  scale  and  full-size  work¬ 
ing  drawings  of  carriages,  together  with  cant-boards  for  the  same. 

Third.  A  Teacher’s  ‘  ‘  Certificate  of  Progress  ”  may  be  awarded  to  all  pupils  attend¬ 
ing  the  Class,  whose  ability  and  conduct  deserve  such  recognition,  and  who,  for 
any  satisfactory  reason,  are  prevented  from  pursuing  the  full  course  of  instruction. 

Fourth.  The  “  Grand  Prize,”  consisting  of  a  three  months’  residence  in  Paris,  and 
tuition  during  that  period  in  the  school  of  Mr.  Albert  Dupont, —  all  expenses  for 
such  residence,  tuition  and  traveling  to  be  defrayed  from  a  special  fund  raised  for 
that  purpose  by  the  Carriage  Builders’  National  Association  at  the  Convention  in 
Cincinnati, —  will  be  awarded  to  the  pupil  who  graduates  with  the  highest  honors 
in  the  Class  of  1884,  receiving  the  full  “  Diploma  of  Graduation,”  and  who,  at  the 
same  time,  answers  the  following  conditions,  and  complies  with  the  following 
stipulations,  namely : 

1st.  In  order  to  be  eligible  as  a  competitor  for  the  “Grand  Prize,”  the  graduate 
must  have  attained  the  age  of  twenty-one  years,  and  he  must  be  able  to  read  French 
with  facility,  and  to  converse  in  that  language ;  and  he  must  know  the  French 
equivalents  of  English  technical  terms  used  in  carriage  making. 

2d.  During  his  residence  in  Paris,  the  pupil  receiving  the  “Grand  Prize”  will  be 
required  at  stated  periods  to  make  written  reports  to  the  instructor  of  the  class  in 
New-York  regarding  his  progress  ;  and  he  will  also  be  required  to  attend  the  class 
in  New-York  during  the  term  following  his  residence  in  Paris,  and  to  act  during 
that  term  in  the  capacity  of  an  assistant  instructor,  without  pay,  and  communicate 
to  the  pupils  the  results  of  the  technical  instruction  received  by  him  while  abroad. 

3d.  The  Committee  reserve  the  right  to  postpone  the  award  of  the  ‘  ‘  Grand  Prize  ” 
in  case  no  pupil  should,  in  their  judgment,  exhibit  the  necessary  qualifications  at 
the  examination  to  be  held  at  the  close  of  the  season  of  1883-84 ;  and  the  Commit¬ 
tee  also  reserve  the  right  to  consider  the  claims  of  competitors  under  twenty-one 
years  of  age,  providing  no  contract  of  apprenticeship  acts  as  a  bar. 

By  order  of  the  Committee  of  the  Carriage  Builders’  National  Association,  ac¬ 
cording  to  resolution  adopted  at  a  meeting  of  the  Executive  Committee,  held  in 
New-York  on  Dec.  8th,  1881. 

John  W.  Britton,  Chairman. 

Wilder  H.  Pray,  Treasurer. 

Wm.  N.  Fitz-Gera.ld. 

Geo.  W.  W.  Houghton,  Secretai'y. 

The  first  term  of  the  School  ending  December  1,  1883,  showed  an 
attendance  of  36,  with  76  “  corresponding  students.”  The  end  of  the 
second  term,  May  31,  1884,  showed  an  attendance  of  39,  and  a  list  of 
169  “  corresponding  students,”  which  seems  very  like  a  practical 
demonstration  of  the  wisdom  of  the  adoption  of  the  “Chautauqua 
Plan.” 

The  members  of  the  Committee  on  the  School  for  1883-84,  were,  on 
the  part  of  the  Metropolitan  Museum,  John  Taylor  Johnston,  Pres¬ 
ident;  William  L.  Andrews,  Robert  Hoe,  Jr. 


116  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

On  the  part  of  the  Carriage  Builders’  Association,  S.  W.  Pinchot, 
Jno.  W.  Britton,  Y.  G.  Stiepevich,  W.  C.  Tuckerman,  S.  W.  Kitson. 

Sub. committee  in  charge,  Robert  Hoe,  Jr.,  W.  C.  Tuckerman. 

THE  SCHOOL  NO  LONGER  UNDER  CARE  OF  THE  METROPOLITAN 

MUSEUM. 

In  the  summer  of  1885,  the  Technical  School,  no  longer  connected 
with  the  Metropolitan  Museum,  removed  to  the  fine  building  of  the 
Young  Mens  Christian  Association,  known  as  the  “Bowery  Build¬ 
ing,”  the  home  of  the  Young  Mens  Institute,  Nos  222  &  224  Bowery, 
New  York  City,  where  it  still  remains.  I  am  indebted  to  the  cour¬ 
tesy  of  the  Hon.  Franklin  Murphy,  Chairman  of  the  Executive 
Committee  in  charge  of  the  School,  and  of  the  Principal,  Mr.  An¬ 
drew  F.  Johnson,  for  information  as  to  the  history  of  the  school 
since  1884,  and  for  the  prospectus  for  the  season  of  1893-1894.  Mr. 
Murphy  states  that  “  The  work  has  gone  on  very  much  as  it  did  in 
Mr.  Britton’s  time  and  the  attendance  in  the  school  upon  the  average 
is  about  the  same,  say  thirty,  most  of  whom  are  carriage  mechanics 
in  New  York,  who  attend  the  school  for  the  purpose  of  learning  car¬ 
riage  drawing.  The  corresponding  class  has  always  been  well  main¬ 
tained.  I  think  you  are  aware  of  the  fact  that  the  school  is  conducted 
under  the  auspices  of  the  National  Carriage  Builders  Association  of 
which  Mr.  Britton  was  the  Founder.”  Mr.  Jno.  W.  Britton,  whose 
ardent  interest  in  the  school  appears  in  the  extracts  which  follow 
from  the  report  of  the  discussion  during  the  convention  in  New 
Haven  in  1883,  deceased  some  years  since;  and  is  succeeded  in  the 
Chairmanship  of  the  Executive  Committee  in  charge  of  the  School, 
by  Mr.  Murphy. 

In  February  1892,  the  Instructor,  Mr.  John  D.  Gribbon,  died. 
Mr.  Gribbon,  had  been  the  Instructor  in  Charge  of  the  School  from  its 
opening  in  1880.  Mr.  Andrew  F.  Johnson,  his  successor  was  a 
member  of  the  first  graduating  class  in  April  1885,  and  the  winner 
of  the  “Grand  Prize.”  The  course  of  instruction  of  the  Evening 
classes  remains  substantially  as  given  in  the  prospectus  for  1883-84. — 
The  following,  from  the  official  announcement  of  the  “Prospectus: 
thirteenth  season,  1893-94.”  gives,  in  detail,  the  course  of  instruction 
for  the  “  Corresponding  Classes.” 

Corresponding  Classes.— Managed  on  the  Chautauqua  System. 

Instructor,  Mr.  Andrew  F.  Johnson. 

Instruction  will  also  be  given  by  correspondence  to  employees  of  carriage-builders 
and  members  of  the  accessory  trades,  at  their  homes,  by  means  of  the  so-called 
“Chautauqua  System.” 

This  system  consists  in  giving  instruction  to  out-of-town  pupils  through  the  mail, 
by  Lesson  Paper,  on  making  free-hand,  geometrical,  scale  and  working  drawings, 


“  CORRESPONDING  CLASSES”  BEGUN.  117 

each  paper  calling  for  responses  in  the  form  of  hand  drawings  or  written  replies,— 
which  are  afterwards  examined  and  corrected  by  the  instructor,  Mr.  Andrew  F. 

Johnson. 

Three  terms  are  required  in  order  to  complete  the  full  series  of  Corresponding 
Lessons,  which  are  eighty-three  (83)  in  number,  as  follows  : 

First  Series. — Free-hand  drawing.  Lessons,  11. 

Second  Series. — The  use  of  mathematical  instruments  and  curves,  the  mode  of 
sketching  a  carriage.  Lessons,  10. 

Third  Series. — Geometry  applied  to  carriage  construction  ;  projection  of  points, 
lines,  and  surfaces ;  laying  out  working  draft  of  a  phaeton  body,  and  generation  of 
surfaces  illustrated  on  a  phaeton.  Lessons,  8. 

Fourth  Series. — Movements  of  triangles  and  lines  in  space ;  rules  applicable  to 
plane  faces  illustrated  on  a  trestle,  a  phaeton  pillar,  a  cabriolet  pillar  and  bottom- 
side  of  a  landau,  showing  the  method  of  finding  the  true  size  and  shape  of  a  pat¬ 
tern,  and  the  bevel  of  shoulders  of  the  Cross-bars.  Lessons,  13. 

Fifth  Series. — On  finding  the  dihedral  angle,  or,  in  workshop  parlance,  finding 
the  bevel  of  the  leg  of  a  trestle,  phaeton  pillar,  cabriolet  pillar,  and  landau  bottom- 
sides.  Lessons,  6. 

Sixth  Series. — On  the  choice  and  disposition  of  joints.  Lessons,  3. 

Seventh  Series. — General  dimensions  applicable  to  vehicles,  and  laying  out  work¬ 
ing  drawings  of  a  phaeton  body  and  gearing.  Lessons,  3. 

Eighth  Series. — Laying  out  square  and  round-cornered  stick  seats,  and  round- 
paneled  seats ;  generation  of  double  curved  surfaces,  illustrated  by  a  barouche  with 
round  bottomsides,  including  the  study  of  different  forms  of  bodies,  such  as  drop- 
centre  landaus,  and  broughams  with  ogee  turn  under ;  ogee  front  quarter,  bottom- 
sides  of  coaches  and  barouches  ;  cheat-line,  and  proportional  triangle  illustrated  on 
a  Clarence  body  and  on  a  C-pillar  back  quarter.  Lessons,  24. 

Extra  Series. — The  draught  of  vehicles  and  division  of  weight,  displacement  of 
centre  of  gravity,  and  objectionable  mode  of  suspension.  Lessons,  4.  Miscellane¬ 
ous  subjects.  New  method  of  determining  the  cheat-line.  Lessons,  1. 

On  the  receipt  of  Tuiton  fee,  all  lesson  papers  for  the  term  will  be  mailed  to  the 
pupil  at  once,  instead  of  one  each  week  as  heretofore,  in  order  that  the  pupil  can  see  to 
what  the  lessons  are  tending,  and  any  pupil  who  has  finished  the  study  of  the  full 
term  lessons  will,  by  sending  tuition  fee  for  the  next  term  to  the  Instructor,  re¬ 
ceive  the  whole  number  of  lessons  for  that  term. 

This  class  will  hereafter  be  kept  open  during  the  entire  year,  and  pupils  may 
join  at  any  time. 

There  are  twenty-nine  lesson  papers  in  first  term ;  twenty -five  lesson  papers  in 
second  term  ;  and  twenty-nine  lesson  papers  in  third  term. 

Pupils  in  this  class  are  also  invited  to  ask  questions  concerning  practical  points 
connected  with  the  trade,  and  answers  to  such  questions  will  be  returned  by  mail. 
Written  examinations  will  be  required  at  the  end  of  each  series  of  lessons,  in  order 
to  test  the  progress  and  proficiency  of  pupils ;  and,  at  the  close  of  the  term,  diplo¬ 
mas  will  be  awarded  to  those  deserving  such  recognition. 

The  primary  class  will  be  occupied  chiefly  with  the  study  of  free-hand  drawing, 
which  the  Committee  deem  of  foremost  and  vital  importance  to  all  mechanics  ;  the 
“Intermediate  Class”  and  “Advanced  Class,”  for  the  study  of  carriage  geometry 
as  applied  to  carriage  construction,  popularly  known  as  the  “French  Rule.” 

All  employees  of  manufacturers  of  carriages,  wagons  and  sleighs,  and  the  trades 
accessory  thereto,  doing  business  within  the  United  States  and  Canada,  are  eligible 
to  membership  in  these  classes  of  “  Corresponding  Pupils,”  the  only  conditions  of 
entrance  being  :  first,  a  letter  of  recommendation  from  the  employer  ;  and  second, 
the  remittance  in  advance,  by  post-office  money  order,  of  $1  for  each  apprentice 


118  EDUCATION  IN  THE  INDUSTKIAL  AND  FINE  ARTS. 

under  twenty-one  years  of  age, — or  $2  for  journeymen  and  others — which  will  cover 
all  fees  for  instruction  during  the  first  term. 

Each  pupil  will  be  expected  to  provide  himself  with  necessary  drawing  instru¬ 
ments,  paper,  etc. ,  and  to  prepay  postage  on  all  communications  sent  to  the  teacher. 

Works  of  reference  and  text-books  will  be  recommended  to  pupils  who  show  the 
need  of  such  help ;  and,  if  desired,  these,  as  well  as  drawing  instruments,  paper, 
etc. ,  will  be  supplied  at  cost  price  by  the  teacher. 

These  lessons  are  also  peculiarly  well  fitted  for  stair-builders,  ship-builders  and 
mechanics  in  general  who  have  to  do  with  the  more  complicated  forms  of  work, 
although  only  persons  employed  in  carriage  building  are  admitted  to  the  classes. 

By  order  of  the  School  Committee,  acting  for  the  full  Board  of  School  Trustees 
representing  the  Carriage  Builders’  National  Association. 

Franklin  Murphy,  Chairman. 

W.  W.  Ogden, 

C.  M.  Britton, 

Henry  Morton,  Ph.  D. 

E.  M.  Hotchkiss,  Sec’y  and  Treas. 

There  have  been  ten  “graduates”  since  the  first  class  in  1885,  and 
each  of  these  are  said  to  be  filling  responsible  and  well  paying  posi¬ 
tions  or  are  in  business  for  themselves.  Three  hundred  and  fifty 
pupils  have  attended  the  Evening  Class  since  its  opening  in  1880,  and 
seven  hundred  and  thirty  two  have  joined  the  corresponding  class. 
These  were  from  twenty  nine  States,  two  territories,  and  Mexico,  and 
Canada.  Andrew  F.  Johnson  is  the  Instructor  in  Chief  No.  222 
Bowery  New  York. 

Educational  Discussion  at  Annual  Convention,  1883. 

In  connection  with  the  account  of  the  establishment  and  support 
of  this  technical  school  the  further  action  of  the  Carriage  Builders’ 
National  Association,  in  regard  to  questions  of  education,  is  not 
without  interest.  The  public  discussion  in  1883,  by  the  convention 
at  New  Haven,  which  followed  the  reading  of  a  report  upon  “  appren¬ 
ticeship,”  embraced  many  of  the  topics  already  considered  in  this 
Report.  As  the  views  of  practical  men,  from  various  sections  of  the 
country,  they  are  full  of  interest  and  of  suggestion; — some  quota¬ 
tions  from  their  remarks  are  here  inserted,  as  bearing  directly  upon 
the  question  of  how  far  the  training  in  the  elementary  public  schools 
can  be  made  to  promote  technical  proficiency  in  the  industrial  arts. 
The  question  of  possible  apprenticeship  has  an  important  bearing 
upon  a  consideration  as  to  what  changes  are  desirable,  or  additions 
feasible,  in  the  present  system  of  public  schools. 

In  the  discussion  which  followed  the  reading  of  the  report,  many 
degrees  of  intelligence  were  evinced  as  to  what  is  already  taught  in 
the  schools,  and  as  to  what  it  is  desirable  to  teach  in  order  to  best 
prepare  pupils  for  acquiring  a  knowledge  of  the  art  of  carriage 
building;  together  with  much  indiscriminate  complaint  of  the  public 
schools.  If,  as  some  of  the  speakers  contended,  the  best  age,  for 


REPORT  TO  CARRIAGE  BUILDERS’  CONVENTION,  1883.  119 

boys  to  begin  apprenticeship  to  this  trade  is  that  of  1 5  years,  it  is 
obviously  unreasonable  to  demand  of  the  schools  as  much  of  train¬ 
ing  as  if  the  boys  remained  in  school  till  18  years  of  age, — some  of 
the  speakers  recognized  this,  others  did  not; — some  affirmed  that  in 
some  public  schools,  instancing  them,  good  preparation  for  the 
industrial  arts  was  given  and  argued  that  similar  training  could  be 
given  in  all;  others  recognized  that  educational  training  must  be 
carried  on  long  beyond  the  15th  year,  and  urged  provision  for  that 
by  the  employers;  all,  however  much  they  might  differ  as  to  details, 
were  agreed  that  the  only  way  to  keep  the  art  of  carriage  building 
in  this  country  from  deteriorating,  was  to  be  attained  by  affording 
to  the  future  workmen  the  means  of  acquiring  superior  mechanical 
and  technical  training. 

REPORT  BY  THE  COMMITTEE  ON  APPRENTICESHIP. 

The  association,  at  its  previous  annual  meeting,  had  “  appointed  a 
committee  to  enquire  into  the  present  condition  of  the  apprentice¬ 
ship  system  of  the  carriage  trade  in  various  parts  of  the  United 
States,  and  to  recommend,  if  possible,  some  plan  which  might  be 
generally  adopted  by  the  carriage  builders  of  the  country.”  Mr. 
Jno.  W.  Britton,  of  New  York,  Chairman,  and  Messrs.  Wm.  D. 
Rogers,  of  Philadelphia,  Penna. ,  and  Chauncey  Thomas,  of  Boston, 
Mass.,  constituted  this  committee.  In  their  long  and  well  written 
report,  the  committee  recite  their  actions  and  comment  at  length 
upon  the  situation.  They  issued  inquiries  to  the  trade  generally 
but  received  few  returns.  In  commenting  on  the  apparent  indiffer¬ 
ence  to  a  matter  of  such  real  concern  they  say : 

The  builder  of  medium  and  high  grades  of  carriages  must  be  aware  that  this 
indifference  as  to  where  the  skilled  labor  of  the  future  is  to  come  from,  is  lowering 
the  status  and  importance  of  his  trade.  Machinery  will  not  do  all  things  in  the 
production  of  carriages  of  the  higher  grades;  there  is  a  limit  to  its  efficiency  in 
any  departments,  and  it  is  still  an  open  question  whether  hand  labor  or  machinery 
produces  under  certain  circumstances  the  best  work.  This  remains  an  open  ques¬ 
tion,  not  because  the  well-constructed  machine  is  less  accurate  than  the  human 
hand  and  eye,  but  because,  as  the  advocates  of  hand  labor  assert,  the  rapidity  of 
the  machine  renders  it  impossible  to  discover  defects  in  timber  and  metals  which 
the  eye  of  the  well-trained  mechanic  discovers  in  the  careful  and  slower  handling 
of  the  material;  hence  it  may  be  safely  assumed  that  the  demand  for  skilled  me¬ 
chanics  in  the  production  of  all  grades  of  carriages  will  be  continued  for  many 
generations. 

They  attribute  the  absence  of  antagonisms  between  laborers  and 
employers  in  their  trade,  to  the  superior  intelligence  of  the  work¬ 
men. — In  passing,  they  thus  refer  to  the  fact  that  the  old  system  of 
apprenticeship  known  to  the  law  has  become  obsolete,  though  often, 
the  laws  remain  on  the  statute  books. — 

In  the  correspondence  elicited  by  our  circular  letter  addressed  to  the  trade ,  we  learn 
that  in  many  of  the  States  the  old  Statutes  governing  the  relations  between  master 


120  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


and  apprentice  still  remain,  but  that  they  have  become  in  the  majority  of  States 
obsolete.  Why  this  is  so,  may  be  accounted  for  by  the  fact  that  they  have  ceased 
to  have  any  affinity  with  modern  ideas  regarding  the  interference  of  the  State  with 
individual  business  and  private  contract,  and  the  experience  of  your  committee 
prompts  it  to  sympathize  with  this  view  in  the  matter. 

Whatever  may  have  been  the  necessity  or  the  success  of  this  method  in  the  early 
days  of  the  nation,  and  under  a  government  not  wholly  divorced  from  the  tradi¬ 
tional  idea  that  it  must  in  some  way  share  the  parental  authority  with  the  citizen 
in  its  administration  of  affairs,  it  would  seem  unwise  under  existing  circumstances 
to  call  upon  the  State  to  enact  special  laws  to  govern  apprentices;  but  let  them  be 
governed  as  all  other  citizens  are  governed  as  to  their  duties  and  conduct,  and 
leave  them  and  their  employers  to  settle  upon  the  terms  defining  their  mutual 
relations. 

NEED  FOR  ELEMENTARY  TECHNICAL  TRAINING  OF  BOYS. 

They  then  enter  upon  the  whole  matter  of  the  education  of  boys 
for  trades,  as  follows: 

The  question  of  technical  education  in  preparing  boys  for  the  higher  mechanical 
trades  has  received  a  vast  amount  of  attention  within  the  last  few  years.  Your 
committee  believe,  however,  that  in  the  discussion  which  it  has  produced,  and 
which  seems  to  be  constantly  increasing,  we  are  in  danger  of  losing  sight  of  the 
practical,  and  are  verging  upon  theories  and  schemes  which,  if  not  checked,  will 
lead  to  disaster,  rather  than  success. 

There  can  be  no  doubt,  your  committee  believe,  that  there  is  a  real  and  pro¬ 
nounced  want  now  existing  for  a  higher  grade  of  mechanical  education — one  which 
will  afford  opportunities  for  instruction  to  a  large  number  of  boys  who  have  a  spe¬ 
cial  talent  for  the  higher  mechanics,  but  who  without  such  opportunities  would 
enter  into  professions  and  occupations  for  which  they  may  be  totally  unfitted  ;  but 
the  country  is  rapidly  supplying  this  want,  and  already  schools  have  been  estab¬ 
lished,  and  have  attained  a  degree  of  success  which  warrants  us  in  believing  that 
they  will  increase  as  fast  as  the  needs  of  the  country  demand.  From  these  schools 
the  manufacturer  who  has  to  deal  with  the  higher  sciences  receives  his  manager 
and  specialist,  whose  investigations  and  experiments  enable  him  to  keep  pace  with 
competitors  and  older  countries  with  whom  he  has  to  share  the  trade  of  the  world. 

Beyond  this  brief  mention,  your  committee  believe  that  such  schools  as  have 
been  described  need  not  be  considered  in  discussing  this  question.  A  certain 
amount  of  technical  education  has  become  a  necessity  to  those  who  are  now  in  the 
employ  of  the  carriage-builder  in  this  country,  and  your  Association  is  now  striving 
in  a  modest  way  to  supply  the  needs  of  the  trade  in  this  direction,  by  giving  such 
practical  and  theoretical  instruction  in  their  own  school  in  the  city  of  New  York  as 
will  enable  the  young  and  ambitious  mechanic  and  apprentice  to  make  good  the 
deficiencies  of  his  earlier  education. 

THE  PUBLIC  SCHOOLS  CRITICISED. 

Much  of  this  want  in  our  own  country  is  caused  by  the  inefficient  education  of 
the  youth  in  our  public  schools.  These  schools  are  established  and  paid  for  by  tax¬ 
ation,  in  order  that  a  fair  common  education  may  be  secured  by  the  poorest  boy  to 
aid  in  making  him  an  intelligent  and  useful  citizen.  Since  the  earliest  days  of  our 
Government,  this  has  been  considered  as  a  duty  of  the  State,  and  much  of  the  suc¬ 
cess  achieved  by  the  nation  may  be  credited  to  this  policy;  but  your  committee 
have  evidence  that  the  character  of  these  schools  is  constantly  deteriorating,  espe¬ 
cially  in  the  larger  cities  and  towns,  where  the  common  enemy,  party  politics,  has 


NEED  FOR  ELEMENTARY  TECHNICAL  TRAINING. 


121 


sapped  their  foundations  and  largely  destroyed  their  usefulness.  To-day,  the  boy 
under  the  age  of  15  who  leaves  the  average  common  school  finds  himself  totally 
unprepared  to  enter  upon  a  useful  career.  The  studies  which  would  fit  a  boy  for 
an  apprenticeship  in  some  mechanical  trade  have  either  been  ignored  in  the  school 
where  he  has  spent  several  years,  or  they  have  been  pursued  in  a  manner  so  slov¬ 
enly,  and  under  incompetent  or  uninterested  teachers,  that  they  give  him  little  or 
no  help  when  he  enters  practical  life. 

CIRCULAR  LETTER  ADDRESSED  TO  PUBLIC  SCHOOL  OFFICIALS. 

Your  executive  committee  during  the  past  year  have  had  under  serious  consider¬ 
ation  the  question  of  public  education  in  connection  with  the  apprenticeship  ques¬ 
tion,  and  a  special  committee  was  appointed,  consisting  of  members  of  its  body, 
to  endeavor  to  awaken  interest  in  the  subject  among  the  educators  and  official 
bodies  in  charge  of  public  education.  To  this  end  the  following  circular  was  pre¬ 
pared,  and  a  large  number  of  copies  were  addressed  to  parties  who  should  be  spe¬ 
cially  interested  in  the  question. 

To  Officials  and  Official  Bodies  in  the  United  States  having  the  Supervision  of 

Public  Education:- 

The  Carriage  Builders’  National  Association  of  the  United  States,  in  behalf  of  the 
industry  represented  by  them,  and  of  other  mechanical  industries  of  our  country, 
beg  leave  to  call  your  attention  to  the  necessity  of  some  change  in  the  course  of 
study  in  our  public  schools,  that  will  prepare  those  who  intend  to  become  appren¬ 
tices  in  trades  and  mechanical  pursuits  requiring  a  high  standard  of  taste  and  skill. 

This  association,  having  recently  established  in  New  York  City  a  school  for  the 
advancement  of  technical  knowledge  among  the  apprentices  and  young  mechanics 
of  our  trade,  have  at  the  outset  been  met  with  the  serious  obstacle  that  very  few  of 
the  pupils,  although  they  may  have  attended  the  public  schools  of  this  and  other 
cities,  have  had  any  instruction  in  free-hand  drawing  and  geometry  so  necessary 
to  all  who  wish  to  engage  in  the  higher  mechanical  pursuits. 

We  are  well  aware  that  the  studies  above  referred  to  are  included  in  the  ordinary 
school  course  of  the  cities  and  towns,  but  we  beg  leave  to  call  your  attention  to  the 
fact  that  boys  intending  to  learn  trades  leave  school  earlier  than  those  intending  to 
follow  the  professions  and  other  pursuits,  and  usually  before  reaching  that  part  of 
the  school  course  in  which  free-hand  drawing  and  geometry  are  taught.  Thus  they 
are  deprived  of  the  very  studies  which  they  specially  need  to  make  them  skilled 
and  intelligent  mechanics. 

Your  attention  is  further  called  to  the  fact  that  the  advance  already  made  in  the 
mechanical  arts  in  this  country  calls  for  a  higher  standard  of  taste  and  skill  than 
heretofore,  and  there  is  every  evidence  that  a  still  greater  demand  for  skilled  work¬ 
men  will  arise  from  year  to  year  in  order  that  in  our  rapidly  increasing  production 
we  may  successfully  compete  in  the  markets  of  the  world  with  the  manufacturers 
of  other  countries.  At  present  we  are  dependent  in  a  great  measure  upon  artisans 
educated  in  their  trades  abroad  ;  but  the  number  of  this  class  seeking  our  shores 
for  employment  is  lessening  every  year,  and  has  almost  entirely  ceased  in  many 
of  the  trades  calling  for  the  highest  skill.  The  lack,  too,  of  any  well  established 
apprenticeship  system  in  this  country  precludes  any  relief  in  the  near  future  from 
that  source. 

We,  therefore,  deem  it  highly  important  to  reinforce  the  ranks  of  the  mechanics 
by  a  system  of  public  school  education  which  shall  earlier  fit  boys  to  enter  into 


122  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

• 

trades,  and  with  some  assurance  that  their  preparatory  studies  are  likely  to  assist 
in  making  them  intelligent  and  skilled  workmen. 

(Signed)  William  D.  Rogers,  Pennsylvania. 

Chauncey  Thomas,  Massachusetts. 

Lowe  Emerson,  Ohio. 

W.  N.  Fitz-Gerald,  New  Jersey. 

Wilder  H.  Pray,  New  York. 

Geo.  W.  W.  Houghton,  New  York. 

John  W.  Britton,  Chairman, 

■  1581  Broadway,  New  York  City. 

Committee  of  the  Carriage  Builders’  National  Association  on  Technical  Educa¬ 
tion.  March,  1883. 

*  *  *  Your  committee  adopt  the  views  of  the  executive  committee  as  set  forth 
in  their  circular,  and  reiterate  that  one  of  the  chief  obstacles  in  the  way  of  a  good 
apprenticeship  system  is  the  inefficient  education,  at  least  in  certain  branches,  of 
the  boys  who  desire  to  become  mechanics.  We  who  take  these  badly -educated  boys 
into  our  workshops  know  the  difficulty  to  be  overcome  in  making  them  useful  and 
skilful  in  their  work.  A  boy  who  enters  a  wood-shop  or  smith-shop  with  a  fair 
amount  of  instruction  in  the  branches  alluded  to  in  the  executive  committee’s  cir¬ 
cular,  has  a  decided  advantage  over  one  who  has  been  deprived  of  such  instruction, 
and  is  more  likely  to  become  profitable  to  his  employer  and  to  himself. 

It  is  also  believed  by  your  committee  that  the  complaint  on  the  part  of  employers 
that  apprentices  are  unprofitable,  arises  in  part  from  the  careless  manner  in  which 
they  are  are  selected.  The  selection  of  a  boy  because  of  a  robust  physique  is  too 
often  a  leading  consideration  ;  whereas  a  boy  should  be  selected,  for  certain  branches 
at  least,  because  of-  his  mental  powers,  and  his  ability  to  learn  and  understand  what 
may  be  considered  the  higher  mechanical  requirements  of  the  trade.  “Main 
strength”  will  not  accomplish  all  things,  and  the  lad  who  is  able  to  exercise  that 
quality  alone  should  not  be  asked  to  learn  a  trade  in  which  his  mental  powers  as 
well  as  his  muscle  must  be  brought  into  his  work.  There  is  always  a  place  for  a 
boy  who  has  strong  arms  and  an  ill-furnished  head,  but  his  place  is  not  at  the  bench 
of  a  mechanic. 

It  should  also  be  understood  that  after  the  employer  has  exercised  his  best  judg¬ 
ment  in  the  selection  of  an  apprentice  his  part  of  the  work  is  still  incomplete.  How 
many  employers  seriously  consider  the  duty  they  owe  to  the  apprentices  they  have 
taken  into  their  shop?  If  the  boy  is  expected  to  be  industrious  and  faithful  in  his 
work,  is  there  not  a  reciprocal  duty  on  the  part  of  the  master?  Is  it  not  his  duty 
to  make  some  effort  to  put  the  boy  in  the  right  place,  and  to  authorize  some  com¬ 
petent  person  to  give  him  the  proper  instruction,  and  to  see  personally  that  this 
duty  is  performed  ?  The  boy  who  comes  into  the  shop  to  learn  a  trade  and  do  his 
duty,  is  entitled,  to  use  a  homely  expression,  to  a  “  good  start,”  and  in  addition  to 
that  he  should  have  in  his  progress  a  part  of  the  watchful  care  which  the  employer 
or  his  representative  gives  to  the  general  business.  To  this  should  be  added  some 
encouragement  for  duty  well  performed,  without  which  youths  in  all  stations  of 
life  are  apt  to  lose  interest  in  the  work  before  them.” 

In  conclusion  they  make  four  recommendations  as  to  the  kind  of 
mutual  agreements  and  obligations  to  he  entered  into  between 
parent  and  hoy,  on  the  one  hand;  and  employers,  on  the  other,  and 
suggest  the  appointment  of  a  special  committee  to  prepare  legal 
blanks,  etc. 


THE  COMMITTEE  REPOET  ON  TECHNICAL  TRAINING. 


123 


THE  REPORT  DISCUSSED. 

The  report,  which  was  evidently  well  received  as  an  able  paper, 
was  then  discussed  at  length;  a  few  extracts  follow. 

Mr.  Britton  on  the  general  subject  of  educating  boys  said,  among 
other  things: 

Mr.  Britton:  I  do  not  propose  to  let  this  thing  stop.  I  have  looked  at  this  thing 
for  a  good  many  years,  and  I  am  deeply  interested  in  it.  Since  I  have  had  some¬ 
thing  to  do  with  the  management  of  the  Technical  School,  I  have  learned  more 
about  boys;  and  I  tell  you  boys  are  deteriorating  as  well  as  men.  To-day  one  of 
the  serious  wants  of  the  carriage  manufacturer  is  to  get  a  boy  who  is  willing  to 
learn  a  trade  and  to  have  brains.  It  is  almost  an  impossibility  for  us  in  the  city  of 
New  York  to  get  a  boy  to  learn  a  mechanical  trade  after  he  has  come  to  his  seven¬ 
teenth  year.  If  you  get  one  or  negotiate  for  one,  his  mother  comes  there  and  wants 
to  know  if  you  cannot  make  an  exception  in  James’  case  ;  it  is  impossible  to  get  up 
and  get  his  breakfast  at  seven  o’clock ;  can’t  you  make  it  half-past  seven?  That  is 
the  mother  who  is  breeding  boys  who  make  very  poor  mechanics.  [Applause.]  I 
tell  you  this  subject  wants  constant  agitation.  The  best  plans  that  have  been  de¬ 
signed  will  not  hold  water,  unless  there  has  been  public  opinion  brought  upon  them 
to  make  boys  better.  [Applause.]  If  you  get  pretty  good  boys,  you  will  have 
pretty  good  men.  This  is  a  fact ;  there  is  no  gainsaying  it.  And  we  all  want  that 
our  boys  should  become  pretty  good  men.  This  country  has  become  demoralized. 
I  remember  20  years  ago  people  saying  :  ‘  ‘  When  the  boys  come  back  from  the  war, 
what  are  we  going  to  do  with  them  ?  They  will  all  be  demoralized.”  A  good  many 
people  had  double  locks  put  on  their  front  doors  ;  but  the  fact  was  that  the  average 
American  boy  that  went  to  the  war  was  not  the  boy  to  become  demoralized.  What 
this  country  needs  more  than  anything  else,  is  discipline  ;  and  that  they  got  there. 
And  when  they  came  back  they  were  better  than  when  they  went  away.  [Ap¬ 
plause.]  The  people  who  were  demoralized  were  those  who  stayed  at  home  and 
got  substitutes  and  got  contracts. 

*  *  *  I  am  trying  to  get  at  this  tiling,  so  that  the  children  of  the  men  who 
are  working  for  their  living  and  trying  to  found  a  respectable  business  for  their 
successors  or  their  children,  may  not  look  at  the  men  who  possess  millions  for  ex¬ 
amples,  but  that  they  must  look  at  men  like  those  before  us  to-day  —  that  we  must 
take  our  boys  and  make  them  better.  We  cannot  reform  the  world  ;  but  we  can 
do  something  by  working  ten  hours  a  day.  We  can  make  some  one  thing  better  : 
and  I  think  the  place  to  begin  for  this  Association  is  the  Apprenticeship  System. 
And  when  you  go  back  afld  review  the  proceedings  of  this  Convention  I  desire  that 
you  may  have  more  perfect  views  on  this  subject.  I  left  the  public  schools  at  12 
years  of  age.  I  gave  my  only  boy  three  years  longer  than  I  had,  and  when  I  ex¬ 
amined  him  I  was  sorry  to  find  how  little  he  did  know — not  as  much  at  15  as  I,  and 
yet  a  brighter  boy  than  I,  a  much  duller  boy,  knew  at  12.  There  must  be  some¬ 
thing  wrong  in  this  manner  of  educating.  Our  present  education  is  not  practical 
and  of  no  earthly  use,  or  else  the  people  that  have  it  in  charge  do  not  know  their 
business  and  we  are  not  doing  our  duties  in  not  informing  them.  I  can  remember 
when  it  was  a  very  important  thing  for  a  father  to  look  after  the  education  of  his 
boys  and  girls.  If  I  had  time,  I  should  like  to  have  a  hack  at  the  girls.  We  bring 
them  up  wrong,  too ;  we  do  not  teach  them  to  sew  as  skilfullj  as  we  teach  them  to 
play  the  piano. 

I  hope  that  the  suggestions  that  I  have  thrown  out,  and  that  have  been  thrown 
out  by  others,  will  help  us  in  determining  this  matter;  and  at  the  proper  time  I 
shall  make  the  motion,  or  ask  some  one  to  do  so,  that  we  shall  go  on  and  perfect 
this  paper;  and  within  a  few  months — I  hope  before  the  year  expires — we  may  be 


124 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


able  to  send  a  perfected  plan,  not  only  to  carriage-makers,  but  to  other  trades,  and 
in  that  way  awaken  an  interest  throughout  the  land  on  the  subject  of  apprentice¬ 
ship.  Let  us  try,  and  do  our  duty. 

Mr.  Thomas,  of  Boston,  also  a  member  of  the  committee,  has  his 
say  about  the  schools,  as  follows: 

Mr.  Thomas:  I  wish  to  say  in  regard  to  the  public  schools  that  I  believe  the  ten¬ 
dency  is  in  the  wrong  direction.  I  believe  that  our  principal  schools  are  educating 
boys  not  in  what  they  should  know,  but  rather  in  what  they  do  not  need  to  know. 
I  know  that  the  old  institutions  still  stick  to  their  own  literary  courses.  And  perhaps 
it  is  well  enough.  But  in  my  opinion  the  schools  should  introduce  free-hand  draw¬ 
ing  and  geometry,  and  also  a  large  amount  of  practical  mechanical  knowledge. 
And  the  number  of  such  schools  is  increasing  very  largely.  They  have  the  oppo¬ 
sition  of  the  schoolmen  who  believe  in  nothing  but  the  old  regimen.  But  still 
practical  men  will  have  their  influence,  and  we  will  have  ours  in  promoting  proper 
education.  I  think  the  outlook  is  rather  hopeful  than  otherwise. 

Mr.  Killam:  I  have  been  very  much  interested  in  reading  this  report.  I  think 
it  is  a  very  important  paper.  We  cannot  over-estimate  the  necessity  of  the  Appren¬ 
ticeship  System.  We  must  have  skilled  labor  in  order  to  make  good  work,  and  our 
skilled  labor  must  begin  at  the  boys.  *  *  * 

Mr.  Mulholland:  I  do  not  intend  to  let  the  matter  rest  here.  My  friend  says 
that  the  schools  are  taking  up  the  matter  to  some  extent,  not  as  they  should,  not  as 
we  want  them  to;  but  they  are  beginning  to  teach  free-hand  drawing  and  geometry 
with  the  younger  pupils  at  school — those  that  are  compelled  to  leave  before  probably 
the  age  of  15  years  to  learn  a  trade.  As  the  chairman  of  this  committee  says,  it 
should  be  the  great  object  of  our  common  schools  to  make  better  citizens,  to  make 
the  masses  better,  and  if  the  masses  require  one  thing  more  than  anything  else  it 
is  making  better  workmen  of  them,  better  artisans,  better  mechanics.  *  *  * 

Mr.  Maris,  then  raised  a  question  about  the  profit  or  economy  of 
employing  boys  at  all. 

Mr.  Britton  in  reply  said:  “There  is  no  question  about  it  that  boys  pay.  We 
have  about  fifty  of  them,  some  very  good  ones,  and  we  have  found  them  very  prof¬ 
itable.  In  the  trimming  shop,  for  instance,  we  have  a  man  who  knows  how  to  turn 
a  boy  into  a  man,  looks  after  him,  takes  an  interest  in  him,  teaches  him;  and  from 
the  very  first  day  they  go  there  and  make  their  first  bucket  of  paste  he  makes  them 
pay.  He  knows  what  a  boy  can  do  and  what  he  cannot  do. 

The  hardest  thing  in  my  opinion  is  to  make  a  first-rate  blacksmith  out  of  the 
average  boy,  and  it  is  often  not  a  very  profitable  undertaking.  That  is  the  only 
branch  which  I  cannot  say  has  been  a  profitable  one.  But,  I  tell  you,  you  have  no 
wagon  shop  until  you  have  a  good  blacksmith,  and  the  blacksmith  boy  is  the  boy 
that  should  be  of  the  highest  rank,  of  the  very  best  stock;  not  only  of  good  phy¬ 
sique,  but  also  with  lots  of  brain.  For  the  blacksmith  works  with  his  eye  and  his 
brain  more  than  a  man  in  any  other  branch  of  our  trade.  And  I  hope  the  time 
will  come  when  every  member  of  this  Association  that  runs  a  carriage  shop  will 
look  out  to  get  an  exceedingly  bright  and  intelligent  boy  to  put  at  the  forge.  Good 
blacksmiths  can  be  made.  We  have  made  them.  They  are  hard  to  make,  and  I 
am  afraid  they  are  not  profitable;  but  somebody  who  has  the  welfare  of  the  trade 
at  heart  must  make  a  few  as  he  goes  along. 

Mr.  Shepard  :  I  believe  this  question,  what  the  future  artisans  of  the  country  are 
to  be,  is  one  of  the  most  important  for  the  political  economist  to  consider.  And  in 
our  treatment  of  the  question  we  must  do  by  the  boys  as  we  do  by  the  timber  that 
we  put  in  the  carriage.  We  must  first  select  that  which  is  suitable,  and  then 
mould  it  to  the  very  place  we  wish  it  to  occupy.  So  I  believe  that  we  should 


VALUE  OF  APPRENTICE  BOT8  DISCUSSED. 


125 


commence  in  our  common  schools  of  education,  and  demand  of  the  parents  who 
send  children  there  at  their  entrance :  “  What  do  you  wish  your  boy  to  become?” 
If  he  is  to  become  an  artisan,  his  whole  teaching  should  be  to  fit  him  for  that  very 
place.  The  idea  of  becoming  an  artisan  should  be  instilled  into  his  mind  when  he 
enters  school,  and  all  his  training  should  fit  him  for  that  very  place.  [Applause.] 

Mr.  Quinby  :  On  the  question  will  boys  pay,  I  would  say  that  we  have  with  us  in 
our  manufactory  in  Newark  one  man  who  came  with  us  when  a  boy,  and  has 
stayed  53  years,  and  another  who  has  stayed  40  years.  We  find  the  best  mechanics 
to  be  the  men  who  have  learned  their  trade  with  us  and  have  stayed  with  us  ever 
since.”  *  *  * 

“  Mr.  Studebaker,  (of  South  Bend  Indiana:)  I  am  satisfied  that  the  place  to  com¬ 
mence  is  where  the  chairman  has  stated — in  the  boys  when  they  are  young  or  at 
home.  Try  to  educate  the  mothers  to  instill  into  the  minds  of  their  boys  the  fact 
that  a  mechanical  trade  is  honorable.  The  great  trouble  is  that  the  opposite  opinion 
prevails.  There  is  not  a  day  when  we  are  not  asked  the  question  :  “  Can  you  give 
my  boy  a  place  in  your  office?”  And  I  frequently  ask  them  :  “  Why  don’t  you  let 
him  become  a  blacksmith?” 

Mr.  Britton  :  If  he  knows  enough. 

Mr.  Studebaker  :  Of  course,  there  are  different  branches  of  our  trade.  Some 
do  not  require  as  much  brains  as  others.  There  is  a  place  for  all  the  boys,  and  to 
make  them  successes  in  life  you  must  start  them  right,  try  to  mould  their  charac¬ 
ters  right,  educate  them  right,  make  them  believe  it  is  honorable  to  earn  their 
bread  by  the  sweat  of  their  brow.  This  apprenticeship  question  is  one  that  has  in¬ 
terested  me  very  much,  because  I  had  a  little  experience  of  it  in  my  boyhood  days. 
In  those  days  a  boy  had  to  work,  and  sometimes  would  not  even  get  his  board,  but 
had  to  pay  something  besides.  Now  the  trouble  is  they  want  wages  right  off.  But 
the  boys  are  not  so  much  to  be  blamed  as  the  parents.  What  we  want  is  united 
work,  and  I  see  no  reason  why  good  results  should  not  come  from  our  efforts. 
I  am  satisfied  there  will.  In  our  establishment  we  have  for  over  20  years  always 
taken  boys  on  trial.  Time  alone  will  tell  what  kind  of  work  he  can  do.  One  kind 
of  work  he  will  be  able  to  do  better  than  another. 

The  people  of  this  country  are  to-day  thinking  more  on  this  subject  of  apprentice¬ 
ship  than  we  have  any  idea  of.  We  have  plenty  of  politicians  and  professional  men, 
but  we  want  more  business  mechanics — intelligent  mechanics.  There  is  no  reason 
why  a  boy’s  education  should  not  be  mechanical.  I  have  been  sending  my  son  to 
college,  and  as  soon  as  he  graduates  I  am  going  to  put  him  in  the  factory,  and  keep 
him  there  until  he  is  a  mechanic,  if  it  takes  ten  years.  [Applause.]  If  the  mothers 
and  the  fathers  of  this  country  would  commence  with  their  children  when  they  are 
young,  and  press  the  thought  upon  their  minds  that  it  is  honorable  to  become  a 
mechanic,  it  will  be  a  great  help  in  this  matter.  A  man  does  not  need  to  be  a 
shoemaker  or  blacksmith;  some  men  have  succeeded  in  other  lines  ;  but  I  believe 
it  is  more  honorable  to  be  a  mechanic  than  anything  else.  A  trade  is  something 
that  nobody  can  take  from  you,  no  stock -jobbing  can  rob  you  of ;  and  therefore  I 
heartily  endorse  the  report  of  the  committee,  and  hope  something  will  grow  out  of 
it  that  will  be  beneficial  to  this  Association. 

Mr.  Judkins  :  I  have  just  a  word  to  say.  I  am  not  a  talking  member.  But  in 
regard  to  this  matter  I  wish  to  say  that  I  have  had  a  boy  in  the  Technical  School 
in  New  York  since  last  year;  and  I  know  something  about  how  a  boy  should  be 
fitted  to  enter  a  school  of  that  kind.  I  have  learned  that  the  great  trouble  lies  in 
our  common  schools  and  in  our  advanced  schools.  I  believe  that  every  carriage- 
maker  in  New  England  is  blind  to  his  interests,  to  the  interest  of  his  boys  and  the 
rising  generation,  and  to  that  of  carriage  manufacturing,  if  he  fails  to  see  that  the 
primary  and  fundamental  principle  lies  in  our  public  schools  and  seeks  to  remedy 
it.  It  should  be  obligatory  upon  every  school  commissioner  and  those  that  manage 


126  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


schools  to  see  to  it  that  no  boy  graduates  from  that  school,  unless  he  understands 
the  higher  mathematics,  the  principles  of  geometry.  For  if  he  understands  them 
he  can  readily  learn  the  mechanical  principles  of  carriage-making.  I  believe  in 
this,  and  I  believe  it  is  our  duty  as  carriage-makers,  and  those  that  love  the  car¬ 
riage  interests,  and  love  our  boys,  and  love  the  best  welfare  of  the  craft  that  we 
represent  here,  that  we  should  exert  our  influence  in  this  particular  direction,  be¬ 
cause  this  is  the  fundamental  principle  that  boys  should  know  or  understand  and 
learn  in  the  primary  schools.  There  are  many  boys  sent  to  that  Technical  School 
in  New  York  who  are  not  fit  to  enter  because  they  do  not  understand  the  higher 
mathematics.  I  know  a  boy  in  my  town  who  graduated  from  the  high  school,  yet 
could  not  tell  the  amount  of  wood  in  a  certain  pile.  And  I  believe  this  is  a  fair 
sample  of  very  many  of  the  boys  from  other  high  schools.  It  is  ridiculous — a 
shame;  and  it  all  lies  with  the  managers  of  the  schools.  In  reference  to  the  School 
at  New  York,  I  wish  to  say  that  I  am  very  well  pleased  with  it.  I  was  very  par¬ 
ticular  before  my  boy  entered  to  have  him  fitted  to  pass  the  examination,  and  I 
think  he  passed  a  very  fair  examination.  His  progress  has  been  excellent,  not  due 
so  much  perhaps  to  his  own  ability  as  to  the  instruction  and  good  management  of 
those  who  are  in  charge  of  the  School.  [Applause.] 

Mr.  Jones.  Mr.  Studebaker  has  said  a  great  many  things  that  I  was  on  the  point 
of  saying.  I  want  merely  to  ask  the  question  are  we  not  educating  our  boys  full 
enough  ?  Are  they  not  educated  to-day  in  the  common  schools  and  the  high  schools 
above  the  capacity  of  a  great  many  of  them  ?  They  are  educated  above  work  ;  they 
all  want  a  position  in  an  office  after  they  get  this  education.  My  idea  of  a  tech¬ 
nical  education  or  any  education  is  a  practical  education — an  education  where  a 
boy  can  be  put  to  work,  taught  how  to  work,  and  be  made  to  love  the  work,  so  that 
he  would  become  interested  in  it.  The  Stevens  Institute  of  Technology  in  Hoboken 
is  such  a  practical  school.  There  is  another  in  Worcester,  and  elsewhere.  In  these 
schools  a  boy  learns  the  use  of  tools,  and  thus  gets  a  practical  education  which  I 
think  is  worth  more  than  theoretical  educations  generally.  If  you  get  too  much 
theory  into  a  boy’s  brain,  his  physical  condition  cannot  work  it  out — or  won’t,  as 
is  generally  the  case.  It  is  said  a  great  many  men  are  educated  for  the  ministry 
because  they  are  not  fit  for  anything  else.  So  they  make  second-rate  preachers  that 
would  not  be  good  for  anything  as  apprentices.  The  gentleman  in  my  rear  "said  a 
scholar  ought  to  know  when  he  goes  into  a  school  just  what  he  is  going  to  do,  and 
that  the  parents  should  tell  the  teacher  what  that  scholar  is  to  do.  I  think  the 
teacher  had  better  find  out  what  that  scholar  can  do.  There  are  but  few  of  them 
that  know  as  much  as  that,  but  occasionally  you  find  one  that  does.  I  have  a  boy 
in  my  office  who  wanted  to  go  to  West  Point,  and  asked  me  about  it.  I  told  him : 
“  No,  don’t  throw  yourself  away  on  any  such  tomfoolery  as  that.”  He  had  too 
much  brains  [Laughter.]  I  know  that  boy  will  make  a  business  man,  and  a  smart 
one.  If  you  can  only  make  the  boys  understand  that  what  they  should  be  is  some¬ 
thing  where  they  can  make  themselves  useful,  and  not  where  they  will  be  a  mere 
ornament  to  society,  and  if  you  can  make  them  think  so,  they  will  take  hold  with 
a  better  will,  I  think. 

Mr.  Colyer  :  I  have  something  to  add.  My  experience  with  apprentices  is  that 
the  difficulty  is  to  get  them  to  stay  when  you  have  them.  I  have  been  in  the  habit 
of  paying  them  a  certain  amount  for  the  first  six  months,  and  increasing  it  after¬ 
wards  by  a  certain  amount,  as  they  showed  themselves  capable  of  earning  more. 
But  if  they  can  get  a  little  more  somewhere  else  I  find  them  always  ready  to  go 
away.”  *  *  * 

Mr.  McLear  (President) :  I  can  say  that  the  system  which  this  committee  has 
outlined  by  some  strange  chance— I  am  not  one  of  the  committee— is  almost  the 
identical  system  we  have  pursued  in  our  factory  for  20  years.  The  only  difference 
is  we  do  not  give  a  diploma  and  do  not  increase  the  pay  at  the  expiration  of  the 


HOW  TO  HAVE  USEFUL  APPRENTICES. 


127 


time  of  service.  And  in  our  experience  of  20  years  we  have  found  it  generally  to 
work  well,  up  to  the  time  when  the  carriage  trade  was  a  little  demoralized  by  the 
panic.  We  had  trouble  then  because  the  trade  was  not  so  brisk,  but  since  that  time 
we  have  pursued  the  same  system.  We  pay  our  boys,  take  them  for  a  stipulated 
period,  increase  their  pay  each  year,  until  the  last  year  of  the  service  they  get  fair 
wages,  five  or  six  dollars  a  week,  and  we  never  have  trouble  in  keeping  a  boy  that 
we  wanted  to  keep,  as  far  back  as  I  can  recollect. 

We  take  care,  first  in  selecting  our  boys.  We  try  to  get  them  of  good  parentage, 
and  take  them  on  probation  for  four  weeks  or  even  as  long  as  three  months,  until 
we  are  sure  that  the  boy  will  make  a  mechanic.  For  not  all  boys  do  make  me¬ 
chanics.  *  *  * 

Mr.  Rolph  :  I  am  a  mechanic  and  served  my  apprenticeship  in  1844,  and  put  out 
my  sign  in  1849.  In  my  factory,  the  foreman  served  his  time  as  an  apprentice,  40 
or  50  years  ago,  and  has  been  with  me  ever  since  I  had  charge  of  the  factory,  until 
up  to  July  last,  when  he  died.  There  is  not  a  man  working  in  that  factory  since  I 
have  had  charge  of  it  that  did  not  learn  his  trade  there.  I  was  associated  for  several 
years  with  a  nephew  of  Peter  Cooper  in  the  manufacture  of  glue  in  Cincinnati. 

Mr.  Britton  :  That  is  the  reason  your  men  stick  so. 

Mr.  Rolph  :  The  reason  I  mention  this  is  the  fact  that  we  all  know  there  is  a 
desire  to  shift  the  matter  of  taking  apprentices  by  saying :  “  Let  some  one  else  take 
them.” 

Cooper  &  Co.  educated  all  their  glue- makers ;  and  where  do  they  stand  to-day  ? 
Do  we  not  all  know  ?  At  the  head,  and  for  40  years  have  done  so.  You  do  not  see 
any  of  their  salesmen  begging  for  trade,  as  do  others  in  every  branch  of  business. 
No,  you  never  see  a  salesman  from  Peter  Cooper’s  concern,  the  largest  in  the  world. 
Why?  Because  the  excellence  of  his  goods  makes  them  go  everywhere,  and  you 
are  begging  for  them.  The  report  of  the  committee  I  am  heartily  in  favor  of  in 
every  respect. 

THE  PUBLIC  SCHOOLS  INADEQUATE. 

In  regard  to  the  public  schools,  I  do  not  believe  you  will  get  very  much  beyond  what 
you  have  already  accomplished.  I  have  some  experience  in  that  matter,  being  a 
public-school  officer  myself.  I  do  not  expect  any  change  in  that  particular.  You 
cannot  expect  it.  It  must  come  from  the  technical  schools,  like  the  Cooper  Insti¬ 
tute,  and  then  the  public  schools  will  take  it  up.  The  boy  who  is  to  learn  a  trade 
comes  to  me  when  he  is  very  young  ;  he  has  only  had  an  opportunity  to  go  through 
with  the  ordinary  course  in  public  school.  And  therefore  I  am  heartily  in  favor  of 
the  report,  hope  it  will  be  adopted  and  carried  out,  and  that  this  diploma  system 
will  also  be  carried  out.  When  I  learned  my  trade,  I  was  to  receive  $5  a  year  for 
spending  money,  and  ’my  board  and  clothes,  and  when  through  I  was  to  receive 
$50.  I  have  always  been  thankful  that  my  father  signed  the  indenture  to  make  me 
an  apprentice,  and  taught  me  so  much  that  has  been  valuable.  In  taking  appren¬ 
tices,  I  try  to  see  the  parents  before  the  boy  comes,  and  if  he  seems  to  be  a  bright, 
smart  boy,  of  good  habits  and  steady,  I  engage  him.  So  with  my  other  employes. 
Itook  my  book-keeper  from  the  public  school,  and  I  had  occasion  to  let  him  go  and 
take  another  also  from  the  public  schools.  I  never  had  a  boy  in  my  shop  or  in  my 
office  in  the  30  years  I  have  been  in  business,  who  left  me,  unless  I  sent  him  away 
or  gave  him  permission  to  go. 

Mr.  Britton  :  I  am  very  much  gratified  with  the  remarks  of  the  gentleman  who 
has  just  taken  his  seat.  I  do  not  know  that  we  can  get  a  stronger  endorsement  of 
what  we  are  trying  to  do.  But  he  has  not  touched  the  foundation.  He  says  you 
can  not  get  anything  out  of  the  public  schools.  He  is  a  public  school  officer — and 
with  due  apology — I  did  not  suppose  any  of  the  carriage-makers  would  arrive  at 
that  dignity.  [Applause.]  He  says  you  cannot  [get  anything  out  of  the  public 
schools.  You  can  get  a  great  deal  better  things  out  of  them  than  heretofore. 


]28  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


THE  PUBLIC  SCHOOL  AT  COLLEGE  POINT  PRAISED. 

When  we  wish  a  first-class  boy,  we  draw  upon  the  public  school  of  College  Point, 
Long  Island.  Why  do  we  go  there  ?  The  German  system  is  in  vogue  there,  and 
we  have  four  or  five  boys  to-day  in  our  drawing-room  that  are  better  educated  at 
14  than  when  we  take  them  out  of  our  own  New  York  public  schools  at  16  years. 
There  is  a  discipline  and  method,  earnestness  and  honesty  of  purpose  on  the  part  of 
teachers  in  the  management  of  the  schools  there.  The  public  school  at  Greenpoint 
has  a  class-room  called  a  mechanical  class-room,  and  every  boy  has  a  little  hack  at 
that  every  day.  When  he  comes  there,  he  sees  a  blackboard  with  lines  drawn  on  it 
and  he  learns  to  calculate;  and  that  is  what  a  Yankee  used  to  do,  but  he  has  lost 
his  grip.  He  don’t  calculate  ;  he  runs  head  first.  [Applause.]  Why  should  the 
little  town  of  College  Point,  Long  Island,  turn  out  better  boys  than  the  great  city 
of  New  York  ?  Simply  because  of  its  better  methods  and  better  management.  I 
approve,  too,  of  the  German  kindergarten  method.  I  wish  to  say  to  you  that 
technical  schools  as  we  conduct  ours  have  a  different  object  from  such  schools  as 
the  Stevens  Institute  of  Technology  at  Hoboken.  They  try  to  educate  leaders. 
We  do  not  educate  leaders ;  but  what  we  want  is  to  educate  men  who  are  to  do 
ordinary  work,  and  to  do  that  work  well  and  intelligently — to  render  our  boys 
better  prepared  for  the  work -shop. 

SCHOOLS  OF  COLUMBUS,  OHIO,  PRAISED. 

Mr.  Firestone,  of  Columbus,  Ohio :  I  heartily  endorse  the  report  of  this  com¬ 
mittee,  and  I  am  satisfied  that  we  can  all  derive  some  benefit  from  it.  In  regard  to 
the  teaching  of  drawing  in  the  public  schools  of  my  own  city  I  think  we  have  the 
most  perfect  system  in  our  schools,  there  is  anywhere  in  the  country.  Our  exhibits 
at  the  Centennial,  and  other  expositions,  have  always  received  the  highest  award. 
In  our  schools  drawing  is  compulsory.  At  the  age  of  eight  years  our  children  are 
obliged  to  purchase  their  drawing  books  ;  and  in  looking  over  their  books  I  find 
that  they  know  a  great  deal  more  about  drawing  at  the  age  of  10  or  12  years  than 
I  ever  knew  in  that  line.  In  our  city  we  have  the  Ohio  City  University,  which  has 
organized  a  course  for  young  men  from  any  part  of  the  State,  who  are  at  liberty  to 
work  two  or  three  hours  each  afternoon  in  the  mechanical  laboratory.  The  State 
furnishes  them  the  iron  and  the  wood,  and  the  power  of  the  tools  to  work  them.  A 
brother  of  mine  attending  the  school  surprised  me  with  specimens  that  he  had 
worked  after  attendance  for  a  very  short  time.  They  teach  them,  for  instance,  the 
welding  of  iron — how  it  should  be  heated,  at  what  heat  they  can  make  the  best 
weld,  how  to  strike  the  iron,  and  so  on. 

In  our  factory  we  get  the  best  results  from  boys  who  have  been  with  us  from  the 
time  they  are  old  enough  to  work  ;  and  we  are  always  very  anxious  to  get  hold  of 
a  boy  that  is  a  good  boy,  and  we  take  pride  in  teaching  him.  We  have  a  great 
many  boys  in  our  employ  to-day  that  in  their  several  departments  of  work  can  do 
at  least  one-half  more  than  nine-tenths  of  the  old  men.  They  become  very  expert. 

On  motion  of  Mr.  Studebaker,  the  Report  was  accepted  and  the 
committee  then  directed  to  perfect  plans. 


CHAPTER  V. 


AN  IMPORTANT  EXPERIMENT  IN  TECHNICAL  TRADE  EDUCATION. 

The  Technological  School  of  the  Baltimore  and  Ohio  R.  R.  Co. — How  President 
Robert  Garrett,  of  the  B.  &  O.  R.  R. ,  came  first  to  consider  the  project  of  open¬ 
ing  a  school  for  the  higher  technical  training  of  youth  for  railroad  service— The 
address  on  Technical  Education,  by  Hon.  Teackle  Wallis,  before  the  Maryland  In¬ 
stitute  in  1881 — General  Counsel  Cowen  brings  this  at  once  to  the  attention  of 
President  Garrett,  and  suggests  the  opening  of  a  school,  in  a  formal  communica¬ 
tion — Dr.  W.  T.  Barnard,  Assistant  to  the  President,  directed  to  investigate  and 
report — Professor  Coler,  and  Mr.  C.  W.  Scribner,  aid  in  the  investigations  in  Eu¬ 
rope  and  the  United  States — The  Library  and  archives  of  the  U.  S.  Bureau  of 
Education  availed  of— An  admirable  ‘  ‘Report  on  Technical  Education  in  Industrial 
pursuits  with  special  reference  to  Railroad  Service  ”  the  result — The  army  of  men 
employed  by  the  Road — The  need  of  better  education  of  the  employees  of  the 
Road  emphatically  shown — Present  Educational  condition  of  the  dwellers  along 
the  line  of  the  Road — Children  of  employees  employed  by  preference,  therefore 
the  need  that  they  be  sufficiently  educated — Apprentice  training  at  the  Mt.  Clare 
Shops — The  new  school  begun  in  1885 — Previous  condition  of  these  apprentice 
boys — Indifference  of  Mt.  Clare  workmen  to  the  opportunity  offered  for  reading 
books  and  papers — How  the  new  requirements  improved  the  class  of  apprentice 
boys — Need  of  a  special  Technological  department  shown — Difficulty  of  com¬ 
bining  instruction  with  the  shop  needs — Desirability  of  special  training  for  all 
classes  of  Rail  Road  employees — Lines  of  educational  work  suggested — Relation¬ 
ship  of  Johns  Hopkins  University  to  the  B.  &  O.  R.  R. — Johns  Hopkins  a  large 
owner  and,  consequently,  the  funds  given  to  the  University,  largely  invested  in 
B.  &  O.  securities — Relation  of  this  movement  to  general  interests  of  the  Road — 
What  may  result  if  this  promising  experiment  is  persevered  in — Analogy  between 
the  Military,  Naval,  and  Railroad  professions— The  School — Executive  order  estab¬ 
lishing  the  Technological  School — Conditions  for  entrance — Examples  of  the  ex¬ 
aminations  required — Circular  defining  reciprocal  duties  of  Instructors  and 
pupils — Reprts  made  by  the  Instructors  showing  actual  working  of  the  school — 
Summary  by  Professor  Coler,  of  what  had  been  absolutely  accomplished  by  the 
School — Reports  by  the  special  teachers  and  instructors. 

The  Technological  School  of  the  Baltimore  and  Ohio  R. 

R.  Company. 

One  of  the  most  interesting  practical  experiments  in  the  line  of 
definite  technical  education  was  made  under  the  auspices  of  Presi¬ 
dent  Robert  Garrett,  of  the  B.  &  0.  R.  R.  Co.,  in  the  planning  and 
opening  at  the  company’s  shops  at  Mt.  Clare,  near  Baltimore,  of  a 
school  designed  to  include  a  comprehensive  course  in  the  technical 
training  of  youth,  with  special  reference  to  their  after  employment 
in  Railroad  Service. 

ART — VOL  4 - 9 


129 


130  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


This  purpose,  suggested  to  Mr.  Cowan,  General  Counsel  of  the 
Company,  by  the  thoughtful  address  on  Technical  Education,  deliv¬ 
ered  by  Hon.  S.  Teaclde  Wallis  before  the  Maryland  Institute,  June 
4th,  1881,  and  by  Mr.  Cowan,  brought  to  the  attention  of  President 
Garrett,  on  June  7th,  resulted  in  a  valuable  contribution  to  Educa¬ 
tional  Literature  in  the  admirable  “ report”  made  to  President  Gar¬ 
rett  in  1886,  by  Dr.  W.  T.  Barnard,  “Assistant  to  the  President.”  , 

In  the  preparation  of  this  report  Dr.  Barnard,  and  his  aids  Pro¬ 
fessors  Coler  and  Scribner,  made  careful  studies  of  the  literature  and 
the  Institutions  of  Technical  Education  in  the  United  States  and  in 
Europe.  All  the  facilities  of  the  U.  S.  Bureau  of  Education  were 
gladly  accorded  to  these  investigators  and  availed  of  by  them. 
Many  institutions  in  this  country  and  in  Europe  were  visited.  The 
result  of  all  this  study  and  investigation  was  embodied  in  a  special 
report  *  made  to  President  Garrett.  A  school  to  he  developed  on  the 
lines  indicated  in  this  report  had  been  authorized  by  an  order  of  the 
President  in  January,  1885,  as  an  enlargement  of  the  training  which 
had  been  previously  given  to  the  apprentices.  A  beginning  of  the 
school  was  made  in  the  autumn  of  the  same  year,  and  the  reports 
of  the  Principal  and  teachers,  which  are  appended  to  the  main  report 
as  “Exhibits”  “  U.”  “V.”  and  “W.”  give  the  plans  of  the  school 
and  the  history  of  the  experiment  to  January  1st,  1887.  A  subse¬ 
quent  change  in  the  ownership  and  management  of  the  B.  &  O.  R. 
R.  Company,  resulted  in  the  closing  of  this  school  and  the  apparent 
abandonment  of  the  plan  as  here  proposed.  Whether  this  implies 
an  absolute  giving  up  of  the  plan,  or  only  its  postponement,  I  am 
not  informed. 

The  plan  was  so  thoroughly  considered,  and  the  report  so  carefully 
prepared,  that  I  have  judged  it  advisable  to  abstract  such  portions 
of  the  report  as  treat  of  the  general  topic,  and  to  give  them  in  an 
appendix  to  this  volume,  f  As  much  relates  to  local  conditions  in  the 
city  of  Baltimore,  such  matter  is  omitted ;  as  being  of  less  general 
interest.  That  portion  of  the  report  which  relates  directly  to  the 
school,  and  those  “  exhibits  ”  which  contain  the  reports  of  the  teach, 
ers,  are  here  given ;  as  they  embody  its  brief  history. 

The  story  of  this  experiment  is,  also,  of  value  for  its  suggestive¬ 
ness.  It  is  here  associated  with  the  account  of  the  technical  school 
for  carriage  draughting,  because  this  was,  also,  an  effort  to  com¬ 
mence  a  technical  school  with  a  definite  purpose  of  training  men  to 
expertness  in  a  particular  industry.  The  experiment  here  recited 
acquires  an  importance  from  the  fact  that  it  proposed  to  train  its 

*  Technical  Education  in  Industrial  Pursuits,  with  special  reference  to  Railroad 
Service.  Report  to  the  President  B.  &  O.  R.  R.  Company,  by  Dr.  W.  T.  Barnard, 
Assistant  to  the  President.  October  1st,  1886.  Baltimore :  Press  of  Isaac  Frieden- 
wald,  1887.  Pp.  168  and  70. 

fSee  Appendix  Y. 


EXPERIMENTAL  SCHOOL  OF  B.  AND  0.  R.  R.  CO. 


131 


pupils  to  skill  in  an  industry  which  directly  and  indirectly,  affects 
all  men;  whereas  “carriage  draughting/’  concerns  comparatively 
few.  These  two  schools  are,  however,  alike  suggestive  of  the  wide 
reaching  possibilities  of  definitely  directed  technical  training.  In  a 
calling  so  vital  in  its  relations  to  the  lives  and  the  business  of  all 
men,  and  in  whose  varied  departments  and  industries,  such  armies 
of  men  are  employed,  there  hardly  seems  need  of  any  argument  to 
show  the  value  of  trained  intelligence  in  every  department  of  rail¬ 
roading.  Had  this  educational  experiment  been  suffered  to  continue 
long  enough  for  its  results  to  be  tested,  it  seems  quite  possible  that 
it  would  have  been  the  precursor  of  a  class  of  Institutions  which,  in 
their  scope,  including  in  their  preliminary  instruction  all  railroad 
men, — from  the  civil  engineers  to  the  track  walkers,  and  taking  in 
the  apprentice  boys  in  the  foundries  and  shops,  where  rails  and 
engines  are  made, — would  almost  have  created  a  new  kind  of  In¬ 
dustrial  University.  If  this  school,  as  planned,  is  to  be  classed 
simply  as  a  “trade  school,”  it  is  so  in  a  far  larger  sense  than  that  in 
which  this  term  has  hitherto  been  used. 

The  following  pages,  which  close  the  report  proper,  treat  directly 
of  the  conditions  which  led  to  the  experiment ;  of  the  classes  of  the 
community  from  which  the  pupils  are  to  be  drawn;  and  of  the 
school  as  planned. 

The  picture  given  of  the  ignorance  of  many  of  the  families  of 
workmen  living  along  the  line  of  the  B.  &  0.  road,  may,  possibly, 
startle  some  Americans  from  their  fancied  security  in  the  intelligence 
of  the  people. 

A  whole  generation  seems,  as  there  shown,  to  be  growing  up  to  a 
predestined  life  of  the  hardest  and  lowest  form  of  labor,  unillumined 
by  any  light  of  intelligence  ;  and  of  such  are  to  be  the  voters  who 
are  empowered  to  decide  the  policies  and  fate  of  the  Nation.  Out  of 
one  hundred  and  forty-seven  future  voters  examined,  Professor  Coler 
reported  that  not  a  single  one  possessed  sufficient  acquaintance  with 
the  simplest  elementary  English  studies  to  enable  him  to  enter  the 
lowest  grammar  school  grade  ! — Surely  some  preliminary  schooling 
seems  called  for  here,  before  even  the  lowest  grade  of  technical  train¬ 
ing  can  be  made  possible. 

These  pages  of  the  report  are  inserted  here  as  the  best  introduc¬ 
tion  to  those  of  the  “  exhibits ;”  in  which  are  given  the  plan  of  the 
school,  the  conditions  of  entrance,  and  the  reports  made  by  the 
teachers;  which  last  show  the  actual  working  of  the  school  while  in 
operation. 


132  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Technical  Instruction  in  the  Baltimore  and  Ohio  Railroad  Service.* 

SUCCESS  OF  B.  &  O.  CO.  ACHIEVED  DESPITE  THE  EDUCATIONAL  DEFICIENCIES  OF  ITS 

RANK  AND  FILE. 

The  commercial  success  achieved  by  the  Baltimore  and  Ohio  Railroad  Company 
has  in  no  sense  resulted  from  the  superior  skill  or  intelligence  of  its  subordinate 
officials,  or  of  the  rank  and  file  in  its  several  departments,  but  rather  in  spite  of 
their  deficiencies  and  through  the  force  of  character  and  capacity  for  affairs  of  its 
executives  and  staff.  It  is  interesting  to  speculate  upon  the  greater  results  that 
might  have  been  accomplished  had  the  executive  ability,  energy  and  money  ex¬ 
pended  to  secure  its  present  position  been  supplemented  by  a  corps  of  officers  and 
operatives  whose  general  education  had  been  of  a  high  order,  and  had  been  supple¬ 
mented  by  technical  training  such  as  makes  original  thinkers. 

EXTENT  OF  B.  &  O.  MECHANICAL  OPERATIONS. 

In  the  B.  &  O.  service  there  are  now  more  than  24,000  operatives.  The  rapid  exten¬ 
sion  of  our  lines,  and  the  more  than  correspondingly  rapid  development  of  the  Com¬ 
pany’s  business,  will  make  it  necessary  to  largely  increase  this  force  from  year  to 
year.  Referring  to  what  has  already  been  said  on  the  subject  of  railroad  compa¬ 
nies  manufacturing  from  raw  materials,  I  invite  your  attention  to  the  fact  that  of 
this  force,  about  8,000  men  are  engaged  in  the  transformation  of  crude  materials 
into  rolling  stock  and  other  railway  appliances  or  in  their  repair.  I  assume  that 
the  present  policy  has  been  found  wise  and  satisfactory,  and  that  the  Company  will 
hereafter  do  a  still  larger  proportion  of  its  own  manufacturing  and  continue  to  do 
all  its  repairing.  Under  these  circumstances  the  improvement  of  our  mechanical 
force,  as  well  as  of  the  machinery  in  our  shops,  is  a  subject  well  worthy  your  most 
earnest  consideration. 

EXPLAINS  WHY  THE  RANK  AND  FILE  OF  B.  &  O.  R.  R.  HAVE  LESS  EDUCATION  THAN 
EMPLOYES  OF  MOST  OTHER  ROADS. 

The  fact  is  that  the  Baltimore  and  Ohio  Railroad  Company  has  been  peculiarly 
fortunate,  in  the  sense  that  the  geographical  isolation  of  its  main  stem  and  branches 
has  resulted  in  the  gradual  formation  of  a  corps  of  operatives  who,  by  descent,  tra¬ 
dition  and  personal  attachments,  may  be  said  to  belong  to  the  Baltimore  and  Ohio. 
These  people  are  sui  generis.  From  their  earliest  youth  they  looked  forward  to  an 
active  participation  in  the  operations  of  the  road  as  a  means  of  livelihood,  and  all 
their  aspirations  and  ambitions  are  associated  with  its  service.  This  condition  has 
been  fostered  by  the  custom,  which  for  many  years  had  the  force  of  unwritten  law, 
and  which  at  the  inauguration  of  the  Relief  Association  was  enacted  into  corporate 
law,  by  the  official  pledge  of  our  President  and  Board  of  Directors  to  regard  the 
children  of  meritorious  employes  as  entitled,  by  right  of  their  parents’  faithful 
service,  to  priority  of  appointment,  other  things  being  equal,  to  all  positions  in  the 
Company’s  gift.  This  promise  has  been  reiterated  and  confirmed  by  yourself,  by 
giving  exceptional  privileges  to  the  families  of  employes,  such  as  reduced  rates  of 
transportation,  recognizing  their  applications  to  fill  helpers’  and  apprentices’  posi¬ 
tions  at  all  points  on  our  lines,  free  tuition  in  the  preparatory  classes  at  Mount 
Clare,  etc. ,  as  well  as  by  your  contemplated  action  in  connection  with  the  Mount 
Airy  Home.  Undoubtedly  all  this  has  resulted  in  creating  and  maintaining  a  corps 
of  operatives  of  exceptional  devotion  and  loyalty,  and  has  in  many  other  ways 

*See  pages  139-168,  of  Dr.  W.  T.  Barnard's  report  to  the  President  B.  &  O.  R.  R. 
Co.  Baltimore,  1886. 


133 


dr.  w.  t.  Barnard’s  report  on  the  school. 

advantaged  the  service;  but  it  has  also,  in  some  ways  that 'were  unforeseen,  proven 
prejudicial  to  the  Company’s  interests.  For  example,  it  is  well  known  that  the 
inhabitants  along  our  main-stem  divisions  are  disgracefully  destitute  of  educational 
facilities,  and  this,  coupled  with  the  aforesaid  sense  of  proprietorship  in  all  minor 
positions  in  the  service,  with  the  prevalent  idea  that  any  education  or  knowledge 
beyond  the  bounds  of  his  trade  is  of  no  practical  use  to  a  mechanical  workman,  and 
that  an  uneducated  boy  makes  just  as  good  if  not  a  better  mechanic  than  one  who 
has  an  education,  has  created  an  indifference  as  to  whether  their  children  get  even 
such  elementary  instruction  as  may  be  at  their  command,  and  is  fatal  to  the  future 
of  boys,  especially;  who,  inheriting  the  same  pernicious  belief,  combine  with  it  a 
natural  disposition  to  have  a  good  time  when  the  day’s  work  is  done.  It  was  an 
understanding  of  this  condition  of  affairs  that  prompted  Mr.  Cowen  to  make  the 
appeal  quoted  on  the  first  page  of  this  Report,  and  that  finally  led  to  the  establish¬ 
ment  of  the  preparatory  school  at  Mt.  Clare. 

RESULTS  OF  INVESTIGATION  INTO  EDUCATIONAL  QUALIFICATIONS  OF  B.  &  O.  APPREN¬ 
TICES  IN  1885. 

For  several  years  prior  to  the  issuance  of  your  circular  of  January  15,  1885  (Ex¬ 
hibit  A),  the  claims  of  each  applicant  for  apprenticeship  and  helpers’  places  at  Mt. 
Clare  had  been  passed  upon  by  a  board  of  high  and  intelligent  officers  of  the  Com¬ 
pany,  and  those  selected  on  the  score  of  fitness  and  merit,  as  well  as  to  reward  long 
and  faithful  service  of  their  parents,  were  supposed  to  have  materially  elevated  and 
leavened  the  younger  element  in  the  Mt.  Clare  shops — and,  so  far  as  I  have  learned, 
had  done  so.  Yet,  when  I  inaugurated  a  series  of  examinations  not  more  difficult 
nor  more  technical  than  those  which  test  the  fitness  of  children  to  enter  the  gram¬ 
mar  schools  of  most  of  our  Northern  cities  and  towns,  it  was  ascertained  that  out 
of  one  hundred  and  forty-seven  apprentices  then  in  service,  not  one  was  able  to 
pass  those  examinations,  even  after  due  warning  and  reasonable  preparation. 
These  examinations  (the  character  of  which  is  indicated  by  questions  given  in 
Exhibit  X)  developed  the  fact  that  a  majority  of  our  apprentices  could  not  have 
entered  an  intermediate  public  school  in — say — Washington,  where  the  standard  is 
certainly  not  too  high;  and  yet  the  education  of  our  Baltimore  apprentices  may, 
with  reason,  be  assumed  to  be  higher  than  that  of  the  other  apprentices  scattered 
among  the  shops  along  our  main  stem  and  its  branches,  where  school  facilities  are 
meagre  and  unsatisfactory.  Our  service  is  filled  with  men  who  must  have  been 
boys  of  just  the  type  I  have  described,  and  I  think  you  will  not  fail  to  perceive  the 
gravity  of  this  statement,  upon  recalling  the  testimony  heretofore  presented  of  the 
serious  loss  and  other  disadvantages  of  employing  ignorant  labor,  and  reflect  upon 
the  further  fact  that,  where  tastes  for  reading  and  study  are  not  cultivated  in 
youth,  they  are  seldom  acquired  in  later  life  by  those  engaged  in  manual  occupa¬ 
tions. 

[FAILURE  OF  MT.  CLARE  EMPLOYES  TO  UTILIZE  EDUCATIONAL  FACILITIES  AT  THEIR 
'  COMMAND. 

In  proof  of  this,  I  cite  the  fact  that,  though  there  is  a  commodious  library  and 
reading-room  at  Mt.  Clare,  fairly  equipped  with  works  on  science  and  industrial 
mechanics,  and  where  all  the  important  scientific  journals  are  displayed  for  the 
especial  benefit  to  our  employes,  the  record  shows  that,  during  the  past  year,  out 
of  an  average  of  8,000  workmen  at  Mt.  Clare,  fewer  than  50  visited  the  libx-ary  at 
all,  and  fewer  than  15  utilized  these  journals ;  thus  conclusively  showing  that  they 
have  not  sufficient  education  to  appreciate  these  valuable  means  of  further  improve¬ 
ment.  Out  of  16,120  books  circulated  during  the  year,  but  1,816  were  of  astrictly 
educational  character,  and  they  were  almost  exclusively  drawn  out  by  young  men 


134  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


and  boys  attending  our  class-instruction.  A  very  careful  canvass  last  year  demon¬ 
strated  the  fact  that  among  this  great  mass  of  labor  only  one  man  subscribed  to  a 
technical  journal,  and  that  man  was  an  ordinary  mechanic.  A  logical  deduction 
from  this  record  is  that  our  people  have  little  or  no  knowledge  of  current  improve¬ 
ments  or  of  the  results  of  scientific  investigations  of  mechanical  subjects  and,  as  a 
rule,  they  only  know  methods  crude  and  generally  obsolete  elsewhere,  and  observa¬ 
tion  confirms  this. 

NECESSITY  OP  EDUCATING  B.  &  O.  EMPLOYES  INCREASED  BY  PRESENT  AND  CONTEM¬ 
PLATED  EXTENSIONS. 

If  the  foregoing  statements  satisfy  you — as  I  thoroughly  believe  myself — that  it 
would  have  been  greatly  to  the  advantage  of  our  company  if  not  only  its  apprentices 
and  journeymen,  but  also  many  of  its  officers,  had  received  a  scientific  education, 
or  at  least  a  liberal  technical  training,  my  object  will  have  been  accomplished,  and 
it  will  only  remain  for  me  to  point  out  that  what  is  true  of  the  past  has  greater  force 
as  regards  the  future,  by  reason  of  the  extensions  and  expenditures  that  are  so 
rapidly  expanding  our  system,  and  to  suggest  such  a  program  for  technological  in¬ 
struction  in  our  service  as  will  commend  itself  to  your  judgment. 

Technological  School  at  Mt.  Clare. 

HISTORY  OF  TECHNICAL  INSTRUCTION  AT  MT.  CLARE. 

On  the  15th  of  January,  1885,  you  issued  an  Executive  Order  (No.  6)  providing 
for  the  school-instruction  of  the  apprentices  at  Mt.  Clare  and  other  Baltimore  and 
Ohio  shops  in  Baltimore  (Exhibit  A),  and  making  an  appropriation  for  that  pur¬ 
pose. 

Prior  to  the  establishment  of  school-work  at  Mr.  Clare,  the  Baltimore  and  Ohio 
apprentices  had  neither  incentive  nor  opportunity  to  develop  into  intelligent 
workmen,  so  that  on  starting  the  classes  it  was  with  great  difficulty  and  only  by  ab¬ 
solute  compulsion  that  the  attendance  of  about  forty  shop-boys  was  secured.  They 
were,  with  few  exceptions,  rude  and  almost  unmanageable  in  the  class-room,  unin¬ 
terested  in  the  instruction,  and  scarcely  able  to  await  the  hour  of  dismissal,  when 
they  would  vacate  the  school-room  rudely  and  in  haste.  Then  the  class-instruction 
was  confined  to  the  most  elementary  subjects,  and  the  boys  were  unable  or  unwill¬ 
ing  to  read  technical  or  scientific  books  with  any  show  of  profit.  Now  there  are 
imder  school-instruction  seventy-five  as  orderly  and  polite  boys  as  are  to  be  found 
in  any  high  school  of  the  country,  and  among  the  very  best  of  them  are  boys  whoa 
few  months  ago  were  conspicuous  for  rudeness  and  insubordination.  We  have 
had  classes  of  apprentices  in  geometry,  algebra,  physics,  locomotive  engine, 
mechanics,  mechanical  drawing,  free-hand  drawing,  geometrical  drawing,  English 
and  history,  and  a  valuable  method  of  instruction  by  special  reading,  selected  and 
recommended  by  the  teachers  to  each  pupil,  with  special  reference  to  his  talents 
and  the  state  of  his  education.* 


*  Baltimore  and  Ohio  Technological  School  Circular. 

WHAT  TO  READ. 

Baltimore  and  Ohio  Employes’  Free  Circulating  Library. 

“Reading  makes  a  full  man.’’ 

This  list  is  intended  to  suggest  books  that  may  be  read  with  interest  and  profit  by  the  students  of 
the  Technological  School  during  the  summer  months.  Other  employes  may,  however,  use  the  list  to 
good  advantage  in  choosing  books  for  themselves  and  their  families. 

It  is  desired  that  all  apprentices  in  the  school  should  report,  when  the  school  opens  in  the  fall,  how 
many  and  what  books  they  have  read. 

It  may  require  an  effort  to  become  interested  in  some  of  the  books  named  on  this  list,  but  they  will, 


AW AKENTN G  OF  INTELLIGENT  CURIOSITY, 


135 


REVOLUTION  IN  CONDUCT  OF  APPRENTICES  ATTENDING  CLASS  INSTRUCTION. 

Last  year,  as  a  rule,  we  had  to  compel  boys  to  take  up  algebra  and  geometry;  at 
this  time  many  are  promising  promptness,  regularity  and  other  inducements  to 
secure  admission  to  those  classes,  and  a  number  have  become  so  urgent  for  higher 
science  and  mechanical  studies  (which  the  limited  appropriation  now  at  our  dis¬ 
posal  prevents  us  from  inaugurating)  as  to  create  some  embarrassment  on  our  part, 
and  some  discontent  on  theirs.* * 

EACH  EXAMINATION  INTRODUCES  A  BETTER  ELEMENT  INTO  THE  SERVICE. 

Many  of  these  boys  regularly  spend  their  noons  studying  works  in  science  and 
mechanics,  going  from  shop  to  shop  and  from  machine  to  machine,  studying  the 
principles  involved  in  their  construction  and  operation.  Every  examination  for 
apprentices  brings  in  a  better  class  of  applicants ;  as  the  result  of  which  the  stand¬ 
ard  upon  which  admission  to  the  service  is  predicated  is  being  gradually  raised. 

any  of  them,  amply  repay  a  careful  and  thoughtful  reading,  while  the  effort  and  application  that 
are  required  will  constitute  a  wholesome  mental  discipline.  The  best  way  to  become  interested  in  a 
book  that  at  first  seems  dry  is  to  read  some  in  it  every  day.  If,  however,  after  giving  it  several  days’ 
trial  you  fail  to  get  interested  in  it,  you  had  better  return  it  and  draw  another  book;  but  be  sure  not 
to  give  up  too  soon. 

The  best  way  to  profit  by  what  one  reads  is  to  read  little  at  a  time,  but  to  read  often  and  think  much. 
It  is  an  excellent  plan  to  take  notes  of  what  you'  read. 

BOOKS  OP  MECHANIC  ARTS  AND  TRADES. 

Locomotive-Engine  Driving;  Model  Locomotive  Engineer;  Locomotive-Engine  Running;  The 
Locomotive  Engine;  Catechism  of  the  Locomotive;  American  Locomotive  Engines;  Hand  Book  of 
the  Locomotive;  Practical  Steam  Engineer’s  Guide;  The  Steam  Engine;  Catechism  of  the  Steam 
Engine;  Steam  Boiler  Explosions;  The  Boiler’Maker;  Use  and  Abuse  of  the  Steam  Boiler;  Pattern 
Maker’s  Assistant;  Mechanic’s  Tool  Book;  Workshop  Manipulations;  Brass  Founder’s  Manual;  Manual 
of  Wood  Carving;  Wood  Working  Tools;  Complete  Practical  Machinist;  The  Young  Mechanic;  Slide 
Valve  and  Link  Motion;  Road  Master’s  Assistant;  Electro  Magnets;  Dynamo-Electro  Machinery. 

BOOKS  OP  INVENTION. 

Great  Facts,  a  Popular  History  of  the  Most  Remarkable  Inventions;  Industrial  Biography;  Iron 
Workers  and  Tool  Makers,  by  Smiles;  Edison  and  His  Inventions;  Life  of  Richard  Trevithick,  with 
an  Account  of  His  Inventions;  Growth  of  the  Steam  Engine. 

BOOKS  OP  SCIENCE. 

How  Plants  Grow;  Cook’s  New  Chemistry;  Wonders  of  Science,  or,  Young  Humphrey  Davy;  Manual 
of  Assaying;  Forms  of  Water;  Faraday  as  a  Discoverer;  The  World’s  Foundations;  Geological 
Sketches;  Lessons  in  Physics;  Telegraphy  in  Theory  and  in  Practice;  Light  and  Electricity;  Wonders 
of  Electricity;  Lessons  in  Electricity;  Earth  and  Man;  Volcanoes;  Health  and  Good  Living;  History 
of  a  Mouthful  of  Bread;  The  Art  of  Prolonging  Life. 

Note. — Similar  lists  on  History,  Biography,  Travels,  etc. ,  etc.,  have  been  furnished  scholars  from  time 
to  time. 

*  This  is  partly  due  to  the  fact  that  the  classes  in  mechanics  and  physics  are  very  interesting,  and 
many  apprentices  who  were  not  allowed  to  enter  them  until  they  acquired  a  certain  perfection  in 
algebra  and  geometry,  have  been  promised  technical  and  scientific  class-instruction  next  year  if  they 
achieve  that  proficiency.  We  have  had  no  trouble  in  interesting  boys  in  drawing,  because  they,  in 
common  with  other  workmen  and  the  foremen  at  Mt.  Clare,  recognize  its  direct  help  in  their  trades, 
and  a  strong  sentiment  at  Mt.  Clare  has  always  favored  that  department  of  the  school.  The  same 
sentiment  is  just  as  strongly  against  the  teaching  of  mathematics,  pure  science,  etc.,  doubtless  because 
the  direct  influence  of  such  studies  upon  their  interests  is  not  perceived.  When,  however,  mathemat¬ 
ical  and  scientific  studies  are  asssociated  with  class-instruction  in  such  technical  subjects  as  the  loco¬ 
motive  engine,  steam,  workshop  appliances,  methods  of  working  iron  and  steel,  and  kindred  subjects, 
an  immediate  interest  and  appreciation  is  developed. 


136  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


RESULTS  OF  COMPULSORY  INSTRUCTION  OF  APPRENTICES. 

I  have  used  this  home  illustration  to  show  that,  while  it  is  true  you  cannot  force 
a  boy  to  learn  (for  education  is  a  growth  that  comes  from  within,  and  no  amount 
of  compulsion  or  outward  pressure  can  directly  force  profitable  results),  yet,  where 
instruction  is  intelligently  conducted,  voluntary  interest  on  the  part  of  scholars 
and  speedy  improvement  are  almost  sure  to  follow.  The  rapid  advancement  of  the 
apprentice  class  at  Mt.  Clare,  in  point  of  ability  and  willingness  to  sacrifice  pleasure 
to  strict  application  to  study,  is  very  marked,  and  sufficiently  proves  the  foregoing 
assertion.  This  instruction,  though  more  general  and  less  connected  than  would 
be  desirable  under  a  permanent  organization,  has,  in  a  marked  degree,  promoted  a 
sentiment  of  regard  for  and  interest  in  knowledge  of  the  principles  upon  which 
mechanical  work  is  based.  Many  who  previously  were  content  to  know  how  to  do 
things,  are  now  inquiring  into  the  reasons  for  what  they  are  doing. 

It  is  not,  however,  to  be  understood  that  the  foregoing  statements  apply  to  all  the 
appentices  who  were  in  our  service  in  Baltimore  at  the  inauguration  of  instruction 
at  Mt.  Clare,  or  that  the  present  classes  are  wholly  composed  of  such  apprentices. 

BUT  FEW  OLD  APPRENTICES  FOUND  AMENABLE  TO  DISCIPLINE  AND  INSTRUCTION. 

Of  those  boys  examined  under  your  order  of  January  15, 1885,  only  40  were  found 
amenable  to  school-discipline  and  sufficiently  grounded  in  the  common  English 
branches  to  justify  the  hope  that,  with  such  further  academic  training  as  our  fa¬ 
cilities  afforded,  they  could  profit  by  the  proposed  technical  course  to  the  extent  of 
even  qualifying  themselves  for  graduation  as  mechanics;  while,  as  aforesaid,  not 
one  of  this  large  class  of  apprentices  possessed  sufficient  elementary  knowledge  to 
permit  of  his  entering  upon  the  higher  studies  necessary  to  qualify  him  for  an 
officer’s  position  in  the  service. 

REGULATIONS  GOVERNING  ADMISSION  OF  APPRENTICES  TO  SERVICE. 

It  being  thus  manifested  that  we  had  no  material  from  which  to  manufacture 
efficient  officers,  nor  were  likely  to  acquire  any  under  the  then  existing  system,  a 
general  order  was,  at  my  instance,  issued  by  the  General  Manager,  promulgating 
regulations  for  the  future  admission  of  apprentices,  and  prescribing  the  minimum 
qualifications  of  candidates;  which,  while  neither  onerous  nor  of  a  high  grade,  pro¬ 
vided  a  sufficient  foundation  for  the  technical  instruction  necessary  to  make  a  fairly 
educated  mechanic. 

4 

LINES  UPON  WHICH  INSTRUCTION  HAS  BEEN  CONDUCTED. 

In  the  same  general  order  (which  had  your  personal  approval)  the  lines  upon  which 
it  was  then  and  is  still  proposed  to  conduct  the  educational  work  at  Mt.  Clare 
were  defined  in  general  terms,  though  no  provision  has  ever  been  made  for  com¬ 
mencing  the  higher  instruction  therein  contemplated.  This  general  order  is  quoted 
in  Exhibit  U.  While,  owing  to  the  exigencies  of  the  service,  it  has  not  always  been 
found  expedient  to  reject  all  applicants  for  apprenticeship  who  failed  to  pass  sat¬ 
isfactorily  the  preliminary  examination,  all  recently  appointed  at  Mt.  Clare  have 
been  subjected  to  this  ordeal;  the  result  being  that  the  new  appointees  are  far 
more  intelligent,  better  educated,  and  generally  come  from  a  better  class  than  per¬ 
haps  had  ever  before  been  admitted  to  your  shops. 

PRELIMINARY  EXAMINATION  PROHIBITORY  TO  UNEDUCATED  SONS  OF  EMPLOYES. 

For  the  reasons  above  given,  this  course  has  been  almost  prohibitory  to  the  sons 
of  old  employes,  only  32  of  whom,  out  of  a  total  of  95.  have  passed  the  examina- 


NOTICEABLE  INFLUENCE  OF  THE  SCHOOL. 


137 


tions  since  March,  1885.  The  immediate  effect  of  this  is  that  our  employes  are  be¬ 
ginning  to  realize  that  the  present  is  to  be  a  permanent  policy,  and  under  this 
stimulating  knowledge  they  are  much  more  generally  than  formerly  compelling 
their  sons  to  attend  school.  As  aforesaid,  the  mere  public  announcement  of  the 
proposed  technological  school  at  Mt.  Clare  attracted  to  our  monthly  examinations 
a  very  superior  class  of  young  men,  many  of  whom,  having  entered  under  the  ap¬ 
prentice  regulations,  are  now  prepared  for  the  cadet  course  as  soon  as  it  is  inaugu¬ 
rated. 

EMBARRASSMENTS  ATTENDING  CLASS  INSTRUCTION. 

The  capacity  and  the  elementary  knowledge  possessed  by  the  individual  mem¬ 
bers  of  a  large  class  of  boys  collected  under  such  varying  conditions  as  those  nar¬ 
rated  above,  differs  very  greatly  in  degree,  and  it  therefore  became  a  serious 
problem  how  to  arrange  their  studies  so  as  to  bring  them  under  general  class- 
instruction. 

ATTEMPT  TO  INCREASE  EFFICIENCY  OF  ALL  APPRENTICES  BY  ORGANIZING  SEPARATE 
CLASS  INSTRUCTION  FOR  DIFFERENT  GRADES. 

It  was  clearly  futile  to  expect  any  material  advancement  in  scholastic  or  techni¬ 
cal  knowledge  of  the  mass  of  apprentices  then  in  the  service,  and  yet  where  so 
much  material  was  going  to  waste  it  was  our  evident  duty  to  attempt  to  enhance 
its  ultimate  value  to  the  company  ;  therefore,  the  course  of  instruction  was  framed 
with  special  reference  to  its  practical  utility  in,  first,  advancing  the  entire  force  of 
apprentices  within  reach  of  its  influence  in  their  several  mechanical  pursuits; 
secondly,  in  advancing  the  theoretical  instruction  (as  far  as  might  be  practicable 
with  the  limited  means  at  hand)  of  such  apprentices  as  past  examinations  had 
shown  to  be  possessed  of  sufficient  common-school  education  to  justify  the  hope 
that,  without  additional  school-training  in  academic  branches,  they  could  be  edu¬ 
cated  to  the  standard  of  good  officers  or,  at  least,  of  first-class  mechanics ;  and 
thirdly,  in  giving  such  special  instruction  of  a  higher  character,  as  our  means 
afforded,  to  those  who,  entering  the  services  under  the  new  order  of  things,  were 
found  sufficiently  advanced  to  receive  it  with  profit. 

DIRECT  BEARING  OF  SCHOOL  INSTRUCTION  UPON  SHOP  WORK  PARAMOUNT. 

It  was  deemed  of  paramount  importance  that,  so  far  as  might  be  practicable,  the 
work  of  the  school  should  have  a  direct  bearing  upon,  and  an  immediate  connec¬ 
tion  with,  the  various  duties  in  the  shops  with  which  those  under  instruction  were 
or  might  be  charged.  Realizing  how  materially  the  value  even  of  an  otherwise 
uneducated  mechanic  is  augmented  by  facility  in  making  and  reading  working 
drawings,  an  effort  was  made  to  give  systematic  instruction  in  drawing  to  as  many 
apprentices  as  our  limited  number  of  teachers  and  small  class-space  permitted.  I 
have  already  reported  that  this  part  of  the  teaching  was  well  received  and  has  been 
measurably  successful;  about  60  boys  taking  two  drawing  lessons  each  week, 
aggregating  eight  or  nine  lessons  per  month  ;  and  this  alone  cannot  fail  to  increase 
their  usefulness  to  the  Company. 

DIFFICULTY  OF  COMBINING  SCHOOL  AND  SHOP  INSTRUCTION  WITHOUT  CONFLICT  OF 

AUTHORITY. 

It  was  a  simple  matter  to  provide  for  such  academic  instruction  as  it  was  deemed 
expedient  to  give  apprentices,  and  also  for  the  examination  of  those  wishing  to 
enter  the  service,  but  very  difficult  to  devise  a  satisfactory  yet  efficient  plan  of  shop- 
instruction  which,  while  bearing  directly  upon  the  apprentices’  daily  duties,  should 


138  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


not  conflict  therewith.  As  the  result  of  repeated  conferences  with  the  General 
Manager  and  the  heads  of  mechanical  departments,  a  series  of  regulations  was  form¬ 
ulated,  defining  the  jurisdiction  of  the  teclmological  instructor  and  the  shop  authori¬ 
ties  respectively  over  apprentices,  and  promulgated  by  the  General  Manager 
(Exhibit  V).  This  order  was  measurably  effective,  though,  as  was  to  be  expected 
from  a  dual  authority,  opposition  was  engendered,  and  the  instructors  have  not 
received  such  cordial  support  from  some  of  those  immediately  in  charge  of  the 
mechanical  operations  of  the  shops  as  would  have  made  their  labors  effective  in 
the  highest  degree.  If  you  conclude  to  continue  technological  instruction  at  Mt. 
Clare,  this  phase  of  the  subject  will  need  further  careful  consideration  and  revision. 

It  is  not  an  easy  task  to  present  novel  educational  methods  through  the  medium 
of  reports  which  cover  a  limited  experience ;  while  many  beneficial  and  potent 
results  cannot  be  shown  at  all  by  such  means.  In  fact,  though  we  see  that  educa¬ 
tion  affects  people  morally,  mentally  and  physically,  and  that  where  intelligence 
abounds  there  are  prosperity,  general  contentment  and  happiness, —  while  supersti¬ 
tion,  perversity  and  dissipation  are  the  handmaidens  of  ignorance, — it  is  one  of 
those  intangible  things  which,  though  potent  in  results,  is  not  to  be  measured  by 
and  material  standard. 

REPORTS  OF  INSTRUCTORS  ON  SCHOOL  WORK  AT  MT.  CLARE. 

Still  it  is  very  necessary  that  you  and  others  who  may  be  called  upon  to  consider 
the  expediency  of  continuing  and  enlarging  this  instruction,  should  thoroughly 
understand  what  has  been  accomplished  by  the  expenditure  already  made,  and 
perhaps  I  cannot  give  you  this  information  more  accurately  than  by  referring  to 
the  reports  of  the  several  instructors,  covering  the  entire  period  of  instruction  at 
Mt.  Clare,  and  they  are  accordingly  appended  to  this  report  as  Exhibit  W. 

MONEY  APPROPRIATED  FOR  MT.  CLARE  SCHOOL  WELL  SPENT. 

I  think  the  facts  shown  in  that  Exhibit  and  in  Exhibits  U  and  Y  will  convince 
you,  or  any  other  fair-minded  man,  that,  despite  the  difficulties  inherent  in  the  un¬ 
dertaking  itself ;  the  misunderstandings  and,  in  some  cases,  the  outspoken  opposi¬ 
tion  of  some  of  our  shop  officials,  and  the  educational  deficiencies  of  the  boys  who 
were  first  brought  under  school-discipline,  much  absolute  good  has  been  accomp¬ 
lished  by  the  tentative  instruction  at  Mt.  Clare,  and  that  your  appropriation  has 
been  well  expended ,  with  substantial  benefit  to  the  service.  Had  the  school  received 
that  hearty  co-operation  and  encouragement  it  deserved,  the  results  would  have 
been  more  tangible  and  far  more  valuable;  but  quite  enough  is  set  forth  in  these 
reports  to  prove,  without  the  aid  of  testimony  or  the  cogent  argument  cited  in  the 
preceding  pages,  that  this  plan  of  technological  instruction  would,  if  elaborated  and 
permanently  established,  be  productive  of  economic  results. 

Your  attention  is  especially  invited  to  the  dozen  drawings  accompanying  this  re¬ 
port,  which  are  the  work  of  regular  apprentices,  all  of  whom,  with  one  or  two  ex¬ 
ceptions,  have  entered  the  service  since  the  school  commenced,  and  most  of  whom 
are  apprentices  of  less  than  a  year’s  service.  They  show  something  of  the  work  of 
one  department  only,  but  are  by  no  means  exceptional  in  their  excellence. 

INSTRUCTION  AT  MT.  CLARE  HAS  DEVELOPED  APTITUDES  AND  HAS  GENERALLY  AD¬ 
VANCED  STUDENTS. 

The  results  of  our  instruction  in  science  and  mechanics,  and  in  other  branches, 
though  less  tangible,  are  equally  as  great :  the  former  especially  having  developed 
habits  of  thought,  observation,  inquiry  and  definite  expressions  that  far  surpass 
what  I  had  supposed  possible  under  prevailing  conditions. 


THE  SCHOOL  WORK  ORIGINAL  IN  CHARACTER. 


139 


Of  course  much  remains  to  be  thought  out  and  experimentally  applied  before  an 
harmonious  practical  curriculum  for  a  technological  railroad  school  can  be  per¬ 
fected  ;  but  any  further  money  appropriated  in  this  connection  will,  proportionately, 
be  much  more  remunerative  in  valuable  results  than  what  has  already  been  ex¬ 
pended,  and  the  experience  gained  by  our  teachers  will  enable  them,  hereafter,  to 
avoid  many  mistakes  and  to  master  many  difficulties  that  to  the  novice  might  seem 
insurmountable. 

SCHOOL  WORK  AT  MT.  CLARE  ORIGINAL  IN  CHARACTER,  AND  HAS  SOLVED  PROBLEM 
OF  CONNECTING  SHOP  WORK  AND  SCHOOL  INSTRUCTION. 

It  is  also  to  be  borne  in  mind  that  the  preliminary  work  already  performed  in  the 
Mt.  Clare  School  has  largely  been  original  (for  the  experience  of  neither  our  univer¬ 
sities,  colleges  nor  technical  schools  could  be  of  much  service  to  us  in  combining 
school  and  shop-instruction).  There  were  really  no  precedents  to  guide  us  in  shap¬ 
ing  a  course  of  instruction  for  railroad  shops  ;  for  while  in  Europe  there  are  numer¬ 
ous  technological  schools  most  of  them  bear  on  industries  of  a  different  type  from 
railroading,  and  even  the  few  that  are  directly  connected  with  railway  corporations 
have  been  in  operation  only  a  short  time  and  are  formulated  on  foreign  methods 
and  necessities,  and  their  courses  of  study  could  not  effectively  be  introduced  in 
this  country.  It  is,  therefore,  gratifying  to  be  able  to  state  that  several  well-known 
and  experienced  scientists  and  educators  have  expressed  the  view  that,  in  many 
respects,  the  Mt.  Clare  School  is  successfully  working  out  problems  in  the  line  of 
connecting  shop-work  and  school-instruction,  and  the  direct  application  of  the  lat¬ 
ter  to  the  former,  that  no  attempts  had  previously  been  made  to  solve. 

INSTRUCTION  AT  MT.  CLARE  PECULIARLY  VALUABLE  IN  EXPERIENCE  OF  SHOP  AND 

SCHOOL  WORK. 

As  might  naturally  be  supposed,  the  shop  and  class-instruction  of  the  apprentices 
at  Mt.  Clare  during  the  past  twenty  months  has  afforded  us  not  only  an  insight  into 
the  methods  of  administration  and  practice  of  those  works,  but  also  a  full  realiza¬ 
tion  of  the  difficulties  which  will  be  encountered  in  planting  a  permanent  system 
of  technological  instruction  in  the  Baltimore  and  Ohio  service.  In  this  experi¬ 
mental  work  our  teachers  have  acquired  peculiarly  valuable  experience  and  knowl¬ 
edge  of  the  lines  upon  which  that  instruction,  to  be  successful,  must  be  conducted. 
This  knowledge  is  unrecorded,  and,  were  it  certain  you  would  continue  this  educa¬ 
tional  work,  might  profitably  be  incorporated  in  this  report ;  but  it  can  speedily  be 
formulated  upon  call,  and  I  therefore  close  this  particular  branch  of  the  subject 
with  some  general  considerations. 

What  has  been  said  in  general  terms  as  to  the  method  of  educating  apprentices 
in  the  Mt.  Clare  shops  applies  with  equal  force  to  our  entire  mechanical  depart¬ 
ment.  The  old  system  of  indenture  in  this  country  involved  a  definite  responsi¬ 
bility  on  the  part  of  the  employer  for  the  skill  of  the  boys  who  graduated  from  his 
shops,  which  in  fact  has  long  ceased  to  exist,  and,  generally  speaking,  all  that 
remains  of  the  apprentice  system  of  former  days  is  an  erroneous  assumption  in  the 
public  mind  that,  at  the  expiration  of  four  years’  service  as  a  so-called  apprentice, 
a  boy  possesses  the  skill  and  is  entitled  to  the  compensation  of  a  journeyman. 

B.  &  O.  SYSTEM  OF  APPRENTICESHIP  ERRONEOUS,  MISLEADING,  AND  INEFFICIENT. 

So  far  as  the  Baltimore  and  Ohio  Railroad  is  concerned,  the  observations  of  six 
years  convince  me  that  this  term  “  apprentice”  is  an  entire  misnomer  as  applied  to 
the  boys  in  our  shops,  who  can  only  be  classified  as  “  helpers”  and  “  laborers ;”  for 
they  do  not  receive  such  instruction  as  is  necessary  to  make  them  intelligent  me- 


140  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


chanics,  and  though,  from  the  nature  of  their  work,  they  necessarily,  in  four  years’ 
service,  acquire  a  certain  amount  of  manual  dexterity,  few  of  them  have,  at  the 
expiration  of  that  term,  attained  to  such  a  degree  of  expertness  and  general  knowl¬ 
edge  of  the  several  branches  of  their  trades  as  would  justify  a  great  corporation 
certifying  them  to  the  world  as  skilled  workmen.  * 

LABOR  OF  BOYS  IN  MACHINE  SHOPS. 

Much  of  the  light  and  low-grade  work  in  the  manufacturing  and  repair  shops  of 
a  railroad  can  be  economically  and  successfully  performed  by  uneducated  boys  and, 
in  an  emergency,  much  of  the  current  work  of  such  shops  could  temporarily  be 
undertaken  by  them.  But  mere  expertness  in  running  a  few  machines  (which  may 
be  acquired  by  mere  repetition),  even  when  supplemented  by  manual  dexterity  in 
some  branches  of  a  trade,  does  not  take  such  help  out  of  the  category  of  unedu¬ 
cated  labor. 

TERM  “APPRENTICE”  A  MISNOMER. 

Helpers  and  laborers  only  they  are,  and  helpers  and  laborers  they  will  remain  to 
the  end  of  the  chapter,  under  the  system  of  handling  apprentices  now  in  vogue  in 
our  shops.  Indeed  I  understand  that  no  difference  in  pay  is  maintained  in  our  Mt. 
Clare  shops  between  “helpers”  and  apprentices.  Of  course  I  know  that  it  would 
be  unwise,  in  the  present  condition  of  the  labor  market  from  which  this  Company 
draws  its  supply,  to  reject  the  services  of  every  mechanic  who  did  not  come  up  to 
a  high  standard,  but  nevertheless  the  Company  loses  money  by  employing  such 
people,  and  should  at  least  make  a  well-defined  distinction  between  the  pay  and 
rating  of  a  properly  educated  artisan  and  of  one  whose  only  qualification  is  manual 
skill.  In  order  to  secure  substantial  improvement  in  our  mechanical  service  there 
must  be  a  point  of  departure,  and  I  think  you  will  find  none  better  than  that  here 
indicated. 

RECOMMENDATIONS  AS  TO  EMPLOYMENT  AND  PROMOTION  OF  APPRENTICES. 

To  make  a  practical  application  of  this  view,  I  submit  that  no  young  man,  what¬ 
ever  his  length  of  service  with  the  Company  may  have  been,  should  receive  the 
designation  or  the  pay  of  a  journeyman  until  it  is  demonstrated  by  examinations,  as 
well  as  by  actual  work,  that  he  possesses  the  theoretical  knowledge  as  well  as  the 
manual  dexterity  which  in  advanced  mechanical  centres  is  accepted  as  the  standard 
of  a  skilled  artisan.  Also  that  the  rule  which  requires  all  boys  applying  for  service 
at  Mt.  Clare  to  pass  an  examination  equivalent  in  grade  to  that  which  admits  boys 
to  our  intermediate  schools  (or  at  the  maximum  to  our  grammar  schools) ,  shall  be  con¬ 
tinued  and  extended  over  our  entire  system  ;  that  where  the  exigencies  of  the  serv¬ 
ice  require  the  employment  of  a  larger  number  of  boys  than  can  be  found  qualified 
for  this  examination,  all  applicants  shall  nevertheless  be  examined  and  their  status 
and  permanency  in  the  service  thus  determined.  In  other  words,  that  all  boys 
found  lacking  in  the  prescribed  mental  qualifications,  but  whose  services  are 
needed,  shall  be  rated  as  helpers  or  laborers,  on  a  progressively  lower  scale  of  wages 
than  apprentices  of  same  length  of  service  receive  ;  that  while  the  sons  of  our  em- 

*“  Investigations  in  the  shops,  by  conversation  and  observation,  have  developed 
the  fact  that  many  boys  or  young  men  had  completed  or  nearly  completed  their 
apprenticeship  in  the  machine-shops  without  being  able  to  tell  the  difference  between 
cast  and  wrought  iron ;  without  knowing  whether  steel  is  a  native  or  manufactured 
product,  and  equally  ignorant  of  many  other  simple,  though  important  and  signifi¬ 
cant,  facts  which  are  intimately  related  to  their  trades.” — [Vide  Report  Tech.  School 
Principal,  Ex.  W,] 


A  HIGHER  CLASS  OF  PUPILS  RECOMMENDED. 


141 


ployes  shall  still  have  the  preference  of  appointment,  when  their  education  is  as¬ 
certained  by  an  examination  to  equal  that  of  their  competitors — and  not  otlienuise, 
after  admission  their  examination  and  scholastic  records  shall  determine  their  ad¬ 
vancement,  or  retention,  should  a  reduction  of  force  occur.  The  present  form  of 
indenture  of  apprentices  should  be  modified  to  accord  with  General  Order  No.  5  of 
January  15,  1885,  General  Manager’s  Office,  and  by  further  provisions  that  no  ap¬ 
prentice  shall  be  entitled  to  additional  wages  at  the  expiration  of  each  year’s  service, 
until  he  has  passed  the  annual  academic  examinations  of  his  grade ;  that  no  appren¬ 
tice  shall  be  rated  or  paid  as  a  journeyman  until,  in  addition  to  completing  the  usual 
shop-course,  he  obtains  a  certificate  of  graduation  from  the  journeyman’s  course  of 
school-studies.  The  wisdom  of  such  provisions  is  too  patent  to  need  illustration. 

DISCUSSES  DESIRABILITY  OF  EMPLOYING  GRADUATES  OF  TECHNOLOGICAL  INSTITU¬ 
TIONS  IN  RAILROAD  SERVICE. 

In  this  connection,  it  is  important  to  recall  to  your  mind  what  has  been  said 
about  employing  the  graduates  of  technological  institutes  in  railway  service,  because 
that  has  a  material  bearing  upon  the  proposition  to  establish  a  school  devoted  ex¬ 
clusively  to  the  education  of  railway  officers  and  apprentices.  At  the  present  mo¬ 
ment  especially,  our  system  is  undergoing  a  reorganization,  and  in  many  respects  a 
development,  that  offers  an  exceptionally  favorable  opportunity  to  supplement  the 
practical  experience  and  technical  knowledge  of  those  subordinate  officers  charged 
with  the  details  of  our  transportation,  mechanical  and  road  departments,  with 
modern  practice  as  taught  in  our  best  technological  schools.  By  this  I  mean  that 
the  selection  of  a  limited  number  of  technological-school  graduates  for  special  in¬ 
struction  in  the  cadet  course  above  outlined  would,  at  a  comparatively  early  date, 
provide  the  service  with  assistant  foremen,  supervisors,  etc.,  who  would  elevate 
and  educate  those  immediately  above  and  surrounding  them,  while  the  conserva¬ 
tism  of  their  superior  officers  would  neutralize  their  inexperience  in  technical  de¬ 
tails,  temper  their  zeal,  and  reduce  their  theories  to  practical  applications  service¬ 
able  to  the  Company.  While,  for  the  reasons  already  stated,  it  is  believed  the  ap¬ 
pointment  of  technological  graduates  to  positions  of  responsibility  in  railway  serv. 
ice  would  not  prove  as  satisfactory  as  the  policy  of  securing  boys  well  grounded  in 
elementary  studies  and  then  educating  them  as  specialists  in  railway  theory  and 
practice,  there  is  much  that  can  be  urged  in  favor  of  their  appointment  as  cadets, 
as  combining  the  elements  of  economy  and  immediate  results  which,  in  our  present 
situation,  commends  that  course  to  your  favorable  consideration.  This  report  con¬ 
tains  conclusive  testimony  as  to  the  facility  and  rapidity  with  which  intelligent 
technological  scholars  absorb  and  assimilate  a  practical  knowledge  of  the  trades 
and  professions  with  which  they  become  associated,  and  I  think  no  one  who  has 
read  it  would  doubt  that  this  plan  would  at  least  yield  a  profitable  return,  through 
the  elevation  of  the  personnel  of  the  service  and  the  introduction  of  scientific  and 
modern  mechanical  processes  to  our  practice. 

TECHNOLOGICAL  SCHOOL  GRADUATES  WOULD  MAKE  DESIRABLE  SUBORDINATE  OFFI¬ 
CERS  AND  TEACHERS. 

To  reinforce  this  view,  let  me  ask  you  to  reflect  upon  the  results  that  would 
surely  follow  the  assignment  to  each  of  our  Mt.  Clare  shops,  after  some  specific 
instruction  in  railroad  matters,  of  one  or  more  assistant  foremen,  selected  from  the 
higher  graduates  of  our  best  mechanical  schools.  You  cannot  fail  to  realize  that 
such  a  policy  would  soon  produce  a  revolution  in  the  social  status  and  in  the  prac¬ 
tical  mechanical  operations  of  those  shops  which  would  greatly  advantage  the 
service  generally.  Another  result  would  be  that-  this  corps  of  assistant  foremen 
and  supervisors,  who  would  soon  acquire  practical  experience  and  the  theories  of 


142  EDUCATION'  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


economy  which  form  the  groundwork  of  your  administration,  would  furnish  just 
the  talent  now  needed  for  teaching  the  younger  element  of  the  service — i.  e.  teach¬ 
ers  combining  theoretical  and  technical  knowledge  with  such  experience  as  would 
give  them  an  appreciation  of  the  lines  of  instruction  that  would  yield  the  most 
practical  and  economic  results. 

APPROVES  CONTINUING  PLAN  OF  INSTRUCTION  ANNOUNCED  IN  JANUARY,  1885. 

General  Order  No.  5,  of  January  15,  1885  (Exhibit  U),  though  purposely  made 
general  and  tentative  in  character,  in  order  that  we  might  profit  by  future  experi¬ 
ence,  still  very  well  expresses  my  judgment  as  to  the  lines  upon  which  the  proposed 
educational  work  should  be  conducted. 

The  plan  outlined  in  that  order  contemplates  : 

1.  Instruction  (in  the  apprentice  class,  of  such  boys  now  in  or  hereafter  admitted 
to  the  service  as  can  pass  the  examination  therein  indicated),  of  a  character  that 
will  make  them  skilled  and  intelligent  mechanics.  Such  apprentices  as,  in  this 
course,  developed  a  fair  amount  of  ability  and  fidelity  would,  naturally,  graduate 
into  the  second  or  Cadet  class.  This  first  class  course  should,  however,  provide 
within  itself  all  the  elements  of  technical  instruction  necessary  to  complete  a  jour¬ 
neyman’s  education. 

2.  The  Second  or  Cadet  course  should  also  be  complete  within  itself,  and  should 
provide  such  technical  instruction  in  all  the  departments  of  railway  service  as 
would  fit  its  students  for  all  subordinate  positions  of  responsibility  and  trust  in  the 
service — corresponding  to  what  is  known  in  European  schools  as  the  foremen’s 
course  of  study.  This  course,  while  involving  more  thorough  and  wider  theoret¬ 
ical  instruction  than  the  apprentice  course,  should,  to  the  greatest  extent  possible, 
be  framed  with  reference  to  the  practical  mechanical  operations  of  the  shops  and  of 
the  service  generally. 

Unless  very  radical  changes  can  be  effected  in  the  common-school  methods  prac¬ 
tised  in  Baltimore,  I  apprehend  that  a  very  small  proportion  of  the  apprentice  class 
will  be  able  to  take  this  higher  instruction,  and  that  we  will  have  to  look  to  the 
graduates  of  technological  and  science  schools  in  other  sections  of  the  country  that 
do  afford  industrial  education  to  their  citizens,  for  the  material  to  constitute  our 
cadet  class.  I  look  with  regret  upon  this  prospect,  having  a  strong  bias  towards 
the  development  of  local  talent ;  but  in  this  connection  public  considerations  must 
be  made  subservient  to  our  corporate  needs.  The  widespread  interest  developed 
outside  of  Baltimore  in  the  technological  work  at  Mount  Clare,  and  the  numerous 
applications  for  admission  to  that  school  from  the  graduates  of  technological  and 
science  schools  and  others  of  equal  mental  discipline,  give  full  assurance  of  an  un¬ 
limited  source  of  supply,  and  that  this  class  will  not  only  provide  subordinate  offi¬ 
cers  in  sufficient  numbers  to  meet  the  utmost  demands  of  the  service,  but  also  men 
whose  primary  education  will  qualify  them  for  still  higher  positions. 

3.  It  will  be  the  object  of  the  Third  or  Cadet  Officers'  course  to  give  to  those  who 
graduate  with  honor  from  the  second  class  (and  who  have  therein  shown  themselves 
possessed  of  ability  and  educational  qualifications  above  the  average)  further  tech¬ 
nical  training,  of  a  still  higher  and  more  comprehensive  type,  which,  when  com¬ 
bined  with  familiarity  with  the  operations  of  the  various  departments  of  the  service, 
will  go  far  towards  qualifying  the  students  of  that  course  for  the  highest  positions 
in  the  Company’s  gift.  To  this  end,  opportunity  should  be  afforded  the  pupils  of 
this  course,  in  its  last  year,  to- actively  participate  in  the  production,  care,  repair  and 
improvement  of  railway  plant  and  in  the  practical  operations  of  the  service.  This 
could  readily  be  done — and  with  advantage  to  the  service  also — by  distributing  these 
students- among  the  several  departments  as  assistants — at  the  same  time  maintain¬ 
ing  then-  connection  with  the  school  for  further  educational  purposes.  I  have  already 


SUGGESTS  SIMILAR  SCHOOLING  IN  ALL  COMPANY  SHOPS.  143 


shown  how  such  an  infusion  of  new  blood  into  our  mechanical  and  operative  de¬ 
partments  would  inure  to  the  benefit  of  the  Company. 

In  the  apprentice  course,  school-instruction  should  be  made  secondary  to  shop- 
work,  while  in  the  higher  courses  shop-work  should  always  be  secondary  to  mental 
training. 

CLASS  INSTRUCTION  INAUGURATED  AT  MT.  CLARE  SHOULD  BE  EXTENDED  OVER 

ENTIRE  SYSTEM. 

Although  the  foregoing  relates  especially  to  instruction  in  Baltimore,  the  plan  has 
been  drafted  in  a  more  general  sense,  and  contemplates  the  gradual  extension  of 
this  educational  movement  over  our  entire  system.  While  Baltimore  will  always 
be  the  center  of  such  a  movement,  I  apprehend  no  great  difficulty  in  extending  the 
apprentice  course,  at  least,  over  the  entire  road,  by  establishing  night-schools  for 
drawing,  mathematics,  and  elementary  science,  or  securing  the  introduction  of  our 
boys  into  such  schools  as  are  already  in  operation,  and  the  modification  of  their  cur¬ 
riculum  in  the  manner  indicated.  A  cheap  provision  for  such  elementary  instruc¬ 
tion  can  be  made  by  gradually  transferring  the  young  graduates  from  the  Mt.  Clare 
School  to  our  divisional  repair  shop  as  assistants,  and  requiring  them  to  take  charge 
of  these  night-schools,  and  of  the  shop-instruction  and  supervision  of  apprentices, 
under  a  similar  plan  to  that  now  in  force  at  Mt.  Clare — with,  of  course,  such  modi¬ 
fications  as  local  differences  and  experience  may  suggest  as  desirable. 

REASONS  WHY  ALL  APPLICANTS  FOR  APPRENTICESHIP  SHOULD  BE  EXAMINED. 

The  statement  in  Mr.  Coler’s  report  (Exhibit  W)  that  not  one  of  five  hundred  ap¬ 
prentices  examined  in  and  out  of  Baltimore  was  able  to  pass  a  very  simple  exam¬ 
ination,  gives  great  force  to  his  recommendation  that  the  present  system  of  a 
preliminary  examination  as  a  condition  of  apprenticeship  (which  has  been  in  oper¬ 
ation  in  Baltimore  for  the  past  two  years)  shall  be  enforced  in  all  the  shops  of  our 
service.  This  preliminary  examination  has  worked  admirably,  and,  if  enforced 
throughout  the  service,  will  secure  a  class  of  workmen  of  greater  intelligence  than 
now  operate  your  shops;  and  lead  to  improvements  in  machinery,  economical 
methods  of  labor  and  avoidance  of  accidents.  Even  though  you  may  not  finally 
determine  to  inaugurate  the  educational  work  herein  proposed,  the  system  of  pre¬ 
liminary  examination  should  be  maintained  and  extended  as  a  condition  of  appren¬ 
ticeship. 

In  course  of  my  investigation  of  this  subject  I  have  accumulated  a  large  mass  of 
data  relating  to  the  organization,  management  and  results  of  technological  and 
science  schools,  which  it  is  not  necessary  to  incorporate  in  this  report,  but  which 
would  be  of  material  assistance  should  the  Baltimore  and  Ohio  Company  decide  to 
convert  the  present  experimental  teaching  at  Mt.  Clare  into  a  permanent  bureau  or 
department  for  educating  officers  and  skilled  artisans  for  its  service. 

SUGGESTS  LINES  UPON  WHICH  TECHNOLOGICAL  WORK  SHOULD  BE  CONDUCTED. 

In  the  event  of  favorable  action  upon  this  school-question,  I  would  recommend 
that  the  details  of  organization,  the  preparation  of  courses  of  study,  etc.,  be  en¬ 
trusted  to  a  commission;  some  of  whose  members  should  be  the  most  experienced 
and  successful  educators  that  can  be  found  in  the  technological  field,  while  others 
should  not  only  have  a  wide  mechanical  knowledge,  combined  with  practical  expe¬ 
rience  in  the  application  of  mechanics  to  those  industries  connected  with  railway 
service,  but  should  likewise  be  thoroughly  conversant  with  the  methods  and  re¬ 
quirements  of  that  service  as  conducted  in  this  country.  Such  expert  talent  can 
be  had  and,  if  the  subject  is  to  be  pursued  at  all,  its  importance  demands  that  no 


144  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


pains  or  reasonable  expense  should  be  spared  in  getting  a  right  start.  Indeed  the 
ultimate  success  of  such  a  measure  would  mainly  depend  upon  the  wisdom  and 
discretion  of  those  who  planned  its  details.  Such  a  commission  (aided  by  the  local 
and  technical  knowledge  of  intelligent  representatives  of  our  administrative  and 
operating  departments,  and  by  the  experience  of  the  teachers  at  Mt.  Clare,  which, 
in  this  connection,  would  be  invaluable);  performing  its  labors  with  courage,  yet 
caution;  realizing  that  the  value  and  therefore  the  life  of  such  a  school  depended 
altogether  upon  its  usefulness  in  increasing  the  efficiency  and  economy  of  railroad 
operations,  could,  I  doubt  not,  devise  a  system  of  instruction  that  would  accom¬ 
plish  fully  as  great  practical  results  as  have  ever  been  achieved  in  the  field  of  in¬ 
dustrial  education.* 

WHAT  MT.  CLARE  SCHOOL  SHOULD  AIM  TO  ACCOMPLISH. 

The  great  aim  of  the  Mt.  Clare  School,  if  it  is  to  be  maintained,  should  be  a  com¬ 
bination  of  theory  and  practice,  by  the  daily  application,  in  the  workshop,  of  the 
theoretical  instruction  received  in  the  school-room.  I  cannot  impress  upon  you 
too  strongly  the  impracticability  of  attempting  to  teach  trades,  or  to  fit  youth  for 
the  practical  work  of  life  by  such  theoretical  instruction  and  casual  practice  as  are 
given  in  most  of  our  so-called  trade  schools.  Our  Mt.  Clare  classes  in  physics  and 
mechanics  are  now  taught  to  apply  principles  for  themselves,  so  far  as  time  and 
apparatus  will  permit,  somewhat  after  the  order  of  common-school  instruction 
practised  on  the  Continent,  and  described  by  Matthew  Arnold  in  the  October  num¬ 
ber  of  the  Century,  and  this  practice  has  given  satisfactory  results,  though  not 
such  as  would  have  been  secured  by  a  cordial  co-operation  between  the  shop  au¬ 
thorities  and  the  school  instructors.  If  the  school  is  reorganized  with  more  space 
and  apparatus,  and  on  a  practical  plan  of  supplementing  class-instruction  with 
work  in  the  shop,  or,  more  properly  speaking,  of  systematically  adapting  school  in¬ 
struction  to  the  current  work  of  the  shops,  you  will  soon  see  a  marked  improve¬ 
ment  in  the  mechanical  operations  of  those  shops. 

WHAT  B.  &  O.  R.  R.  CAN  REASONABLY  DO  TO  PROMOTE  TECHNICAL  EDUCATION. 

I  have  gone  into  this  matter  at  length,  because  it  is  important  you  should 
fully  realize  that  our  great  want  is  the  technical  education  of  our  people;  that  to 
educate  for  railroad  work,  even  the  best  course  of  technical  study  must  be  supple¬ 
mented  with  practical  instruction  in  the  workshop  and  in  the  administrative  and 
operative  offices,  and  that  no  technical  course  for  railroad  people  could  profitably 
be  conducted  in  any  school  without  immediate  access  to  workshops  and  plant  in 
all  phases  of  operation,  construction  and  maintenance;  that,  in  its  corporate  inter¬ 
ests,  the  Baltimore  and  Ohio  Company  could  well  afford  to  provide  this  practical 
knowledge  and  a  certain  amount  of  school-instruction,  upon  the  plans  outlined  in 
connection  with  the  Mt.  Clare  works;  but  while  that  plan  contemplates  a  selection 

*Dr.  Hall,  of  the  Hopkins  University,  in  response  to  a  request  of  one  of  our 
teachers  for  advice  on  the  subject  of  a  suitable  course  of  study  for  Mt.  Clare  ap¬ 
prentices,  said  in  substance  that  the  subject  involved  one  of  the  hardest  and  most 
peculiar  questions  in  education;  that  to  formulate  such  a  course  would  not  only 
require  an  intimate  knowledge  of  the  wants  of  the  Company  and  of  the  service  of 
its  various  shops,  as  well  as  of  the  work  and  results  of  the  leading  industrial  schools 
of  the  country,  but  would  also  take  at  least  six  months  of  his  undivided  time.  I 
cite  this  statement  of  one  of  our  most  experienced  educators  merely  to  show  that 
the  subject  is  one  of  great  complexity,  that  cannot  be  safely  entrusted  to  any  but 
the  learned  and  experienced. 


THE  UNIVERSITY  AND  THE  RAILROAD  COMPANY.  145 


of  studies  from  the  different  engineering  courses  in  connection  with  other  subjects 
that  bear  directly  upon  railroad  interests,  this  company  cannot  be  expected  to  take 
the  place  of  our  colleges  and  universities  in  developing  special  aptitudes. 

RELATIONSHIP  OF  JOHNS  HOPKINS  UNIVERSITY  TO  B.  &  O.  CO.,  AND  WHAT  IT 
SHOULD  DO  TO  AID  LATTER  IN  ITS  EDUCATIONAL  MOVEMENT. 

I  have  elsewhere  (pp.  77-78)  alluded  to  the  material  influence  which  the  Johns 
Hopkins  University  should — but  does  not — exert  upon  our  service.  I  have  also 
shown  how  the  vital  interests  of  the  former  are  involved  in  the  prosperity  of  the 
latter,  and  have  referred  at  length  to  the  intimate  relations  existing  between  the 
Johns  Hopkins  University  and  this  Company.  Had  that  intimate  connection  not 
existed,  I  should  not  have  felt  justified  in  criticising,  in  this  report,  the  policy  and 
methods  of  its  management;  but  as  that  association  does  exist  in  fart,  and  as  I  con¬ 
sider  the  objects  this  report  is  intended  to  subserve  are — in  a  reflex  sense — as  vital 
to  the  Hopkins  University  as  to  the  railroad  itself,  I  have  felt  as  free  to  com¬ 
ment  upon  its  methods  as  upon  our  own.  The  prime  need  of  the  University  is  the 
greatest  attainable  income  from  its  endowment  compatible  with  security.  The 
greater  portion  of  its  capital  being  invested  in  Baltimore  and  Ohio  securities,  it  is 
fair  to  assume  that  the  first  desire  of  its  trustees  is  the  permanency  and  commer¬ 
cial  success  of  that  road.  The  great  influence  of  technical  education  upon  the  pros¬ 
perity  and  net  earning  capacity  of  industrial  corporations  (among  which  must  be 
classed  the  Baltimore  and  Ohio)  is  so  clearly  and  unquestionably  shown  in  this  re¬ 
port,  as  is  also  the  low  educational  standard  of  the  community  from  which  this 
service  draws  its  main  supply  of  labor,  that  it  seems  only  necessary  to  point  out 
the  relations  which  these  interests  bear  to  each  other  and  the  need  that  exists  for 
the  aid  which  the  University  could  so  effectively  give,  to  secure  the  hearty  ap¬ 
proval  and  co-operation  of  its  trustees  and  faculty  in  judicious  efforts  to  elevate 
our  service.  They  are  eminently  qualified  to  appreciate  the  value  of  intelligent 
and  scientific  methods,  and  I  need  hardly  point  out  that,  as  it  is  very  doubtful  if 
the  University  could  get  a  better  investment  for  its  endowment  than  that  it  now 
holds  in  our  securities,  the  best  way  to  make  their  endowment  highly  renmnera. 
tive  and  permanently  secure  is  to  follow  the  lines  herein  indicated,  and  that  any 
expenditure  or  sacrifice  they  might  make  in  this  connection  would  be  a  wise  in¬ 
surance  of  their  capital  against  depreciation. 

From  an  outside  point  of  view,  it  would  seem  as  though  so  large  a  shareholder  in 
the  Baltimore  and  Ohio  Company  should  take  a  more  lively  interest  in  the  affairs 
of  that  corporation  than  it  has  done,  and  that  pride,  no  less  than  self-interest, 
should  prompt  it  to  supplement  our  efforts  by  remodeling  its  curriculum  so  as  to 
afford  better  facilities  to  the  general  public  of  Baltimore,  and  especially  to  those  in 
our  service  who  may  develop  a  capacity  for  higher  instruction  than  will  be 
obtainable  under  the  proposed  Baltimore  and  Ohio  program ;  which,  while  provid¬ 
ing  a  very  substantial  foundation,  cannot  undertake  to  give  advanced  instruction 
in  engineering  and  other  higher  branches  of  scientific  and  mechanical  knowledge.* 

*  That  a  railroad  company  as  such  would  not  be  justified  in  furnishing  means  for 
such  an  extensive  course  as  would  accomplish  all  the  objects  herein  viewed,  and 
that,  without  public  or  private  assistance,  its  efforts  must  at  best  be  devoted  to 
affording  thorough  instruction  in  those  elementary  branches  which  will  give  the 
most  practical  and  immediate  return  to  the  railroad,  is  made  patent  by  the  follow¬ 
ing  considerations : 

Engineering,  though  important,  is  only  a  part  of  what  must  be  taught  in  a  course 
intended  to  fully  qualify  young  men  for  the  higher  walks  of  railroad  life,  and  yet 
to  provide  the  necessary  buildings,  apparatus  and  a  corps  of  suitable  instructors  to 
ART — YOL  4 - 10 


146  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Certainly  neither  this  community  nor  our  country  at  large  would  be  the  losers,  if 
in  order  to  inaugurate  such  a  course,  it  was  found  even  necessary  to  curtail  its 
present  program,  which  is  currently  recognized  as  aiming  to  devote  the  University 
to  original  research  and  to  finishing  (in  its  highest  sense)  the  education  of  the 
graduates  of  our  other  universities. 

WHAT  PROGRAM  OP  JANUARY  15,  1885,  FOR  EDUCATING  B.  &  O.  EMPLOYES  REALLY 
SIGNIFIES  IN  ITS  RELATION  TO  GENERAL  INTERESTS. 

In  conclusion,  I  beg  to  say  that,  while  of  course  I  desired  and  earnestly  endeav¬ 
ored  to  obtain  the  most  practical  results  for  the  Company,  in  return  for  its  expendi¬ 
tures,  your  order  of  January  15,  1885,  had,  to  my  mind,  a  much  greater  significance 
than  attached  to  a  course  of  mere  experimental  instruction  of  ignorant  apprentices. 
I  clearly  realized  that  this  atten.pt  to  influence  the  methods  and  practices  of  a  great 
industry,  by  carrying  systematic  mental  instruction  into  its  workshops,  was  really 
inviting  a  public  determination  of  the  question  whether  or  not  systematic  techno¬ 
logical  instruction,  under  corporate  auspices  (and  therefore  under  the  most  favorable 
conditions)  was  practicable;  and  if  practicable,  economical  and  otherwise  desirable. 
If  an  experiment,  conducted  as  this  was  to  be,  under  the  supervision  and  control 
of  a  great  corporation,  whose  wealth,  thorough  organization,  commercial,  manu¬ 
facturing  and  transportation  operations  and  interests,  combined  with  its  well-known 
desire  to  elevate  its  employes,  failed  of  success,  no  other  railroad  or  other  large 
industrial  corporation  would  be  likely,  in  the  near  future,  to  renew  the  attempt  to 
graft  upon  our  democratic  institutions  the  system  of  technological  instruction  pur¬ 
sued  abroad  with  material  advantage  to  all  concerned. 

B.  &  O.  PROGRAM  AN  ENTIRELY  NEW  DEPARTURE  IN  INDUSTRIAL  EDUCATION  AND 

WORK. 

Another  consideration  which  gave  me  great  concern  in  this  connection  was  that 
the  program  announced  in  your  order  was  substantially  novel  in  this  country,  both 
in  respect  to  educational  and  industrial  practices,  in  that  it  contemplated,  on  the 
one  hand,  reversing  the  present  steady  tendency  of  our  technological  and  science 
schools  towards  the  theoretical  rather  than  the  practical  in  mechanical  and  kindred 
studies,  while,  on  the  other  hand,  it  proposed  making  school-instruction  directly 
supplemental  to  the  usual  shop- work  of  apprentices  and  others— professedly  for  the 
purpose  of  elevating  and  diverting  the  mechanical  and  other  operations  of  a  great 
corporation  from  obsolete  to  modern  practice — a  plan  that,  so  far  as  I  am  able  to 
learn,  has  never  before  been  practically  attempted  in  this  country.  The  idea  of 
such  a  school  is  just  as  new  in  the  line  of  school-work  and  education  as  railroading 
was  in  the  line  of  transportation  fifty  years  ago. 

teach  that  branch  alone,  in  its  advanced  stages,  would  require  a  very  considerable 
annual  appropriation. 

In  Cornell,  as  I  am  informed,  the  faculty  of  civil  engineering  alone  includes  nine 
teachers,  while  Stevens  Institute,  which  provides  only  for  a  course  in  Mechanical 
Engineering,  has  a  corps  of  twelve  teachers,  and  Rensselaer  Polytechnic  Institute, 
Troy,  N.  Y.,  provides  a  corps  of  nineteen  teachers  for  advanced  instruction  only  in 
Civil  Engineering — the  conditions  of  admission  requiring  students  to  be  well 
grounded  in  elementary  studies.  True,  some  of  the  instructors  in  Cornell  teach  in 
other  departments,  but  then  the  students  of  engineering  get  part  of  their  instruction 
in  allied  departments.  A  course  in  any  one  kind  of  engineering  would  require  the 
full  time  of  at  least  six  teachers.  To  secure  first-class  men  for  these  positions 
would  necessitate  a  large  expenditure. 


CONCLUSION  OF  DR.  BARNARD’S  REPORT. 


147 


WHAT  IT  MAY  LEAD  TO  IN  A  NATIONAL  SENSE. 

If,  under  this  program,  it  could  be  clearly  demonstrated  that  a  bureau  or  depart¬ 
ment  established  for  the  specific  education  of  railroad  officers  and  artisans  to  a 
higher  than  the  current  professional  standard  was  really  a  practicable  and  eco¬ 
nomic  adjunct  to  the  operative,  administrative  and  executive  departments  of  Ameri¬ 
can  railways,  it  would  not  be  extravagant  to  hope  for  a  general  industrial  educational 
movement,  not  only  on  behalf  of  the  half  million  men  engaged  in  railroading,  but 
such  an  one  as  has  been  vigorously  advocated  by  a  large  number  of  our  wisest 
citizens,  irrespective  of  class  and  profession,  as  well  as  by  intelligent  workmen  in 
various  sections  of  the  country  ( vide  p.  65).  A  movement  that,  though  originated 
by  the  potent  agency  of  self-interest,  would  finally  reach  beyond  all  sordid  consid¬ 
erations  and  result  in  improving  the  entire  mass  of  our  laboring  population,  and  in 
elevating  the  United  States  more  nearly  to  her  proper  rank  among  the  industrial 
nations. 

ANALOGY  BETWEEN  THE  MILITARY,  NAVAL,  AND  RAILROAD  PROFESSIONS. 

Reference  has  previously  been  made  to  the  analogy  between  railroading  and  our 
military  and  naval  services.  An  intimate  acquaintance  of  many  years  with  the 
details  of  military  organization  and  service,  and  a  more  general  yet  practical  knowl¬ 
edge  of  the  systems  under  which  our  navy  and  railroad  properties  are  operated,  has 
perhaps  specially  qualified  me  to  appreciate  what  is  common  to  them  all,  and  I 
have  been  greatly  impressed  with  the  belief  that  the  educational  measures  and 
methods  which  have  made  our  military  and  naval  officers  professionally  so  efficient, 
would  prove  equally  efficacious  if  applied,  with  necessary  modifications,  to  railroad 
service. 

In  closing  this  report  it  is  proper  to  express  my  sincere  regret  that  my  own  want 
of  experience  and  fitness  for  the  task  has  necessitated  the  preparation  of  such  a 
lengthy  paper,  in  order  to  intelligently  place  before  you  information  that  others 
better  qualified  could  have  more  clearly  and  succinctly  stated.  On  reviewing  these 
pages,  I  observe  that  they  bear  evidences  of  spasmodic  effort,  and,  in  a  certain 
sense,  of  evolution  of  thought,  which  is  additional  matter  for  regret ;  but  the  sub¬ 
ject  is  of  such  a  character  as  to  demand  for  its  satisfactory  presentation  a  consecu¬ 
tive  research  and  study  which  press  of  other  and  onerous  duties  altogether  pre¬ 
cluded  me  from  giving  it.  The  same  causes  operated  to  prevent  an  earlier  conclu¬ 
sion  of  my  task. 

In  thus  relinquishing  all  further  responsibility  and  connection  with  this  very  in¬ 
teresting  but  exacting  subject,  I  desire  to  say  that,  in  stating  facts  fearlessly  and 
expressing  my  own  views  frankly,  I  have  been  governed  solely  by  a  desire  to  elevate 
the  morale  and  efficiency  of  the  Baltimore  and  Ohio  Railroad  and  its  allied  interests 
and,  incidentally,  to  advance  the  industrial  education — and  as  a  necessary  conse¬ 
quence  the  material  prosperity — of  this  community. 

Respectfully  submitted : 

W.  T.  Barnard, 
Assistant  to  President. 

The  following  “Exhibits”  which  show  first  the  executive  order, 
authorising  and  creating  the  school,  and  then  the  proposed  classifi¬ 
cation  of  the  several  departments  of  the  school;  the  preliminary 
examinations,  physical  and  intellectual,  of  proposed  students ;  the 
reports  of  the  Principal,  and  the  several  teachers,  giving  a  view  of 
the  school  both  as  planned  and  as  put  in  operation ;  are  here  inserted 


148  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


to  complete  the  account  of  this  incompleted  Educational  Experiment. 
The  several  exhibits  omitted  are  given  to  accounts  of  European  and 
American  Technical  Schools  and  quotations  from  various  authori¬ 
ties,  some  of  which  will  he  indicated  when  the  earlier  portions  of 
the  Report  are  abstracted  for  the  Appendix. 

EXHIBIT  A. 

EXECUTIVE  ORDER  FOR  THE  INAUGURATION  OF  SCHOOL  INSTRUCTION  AT  MT. 

CLARE. 

Executive  Order  )  Baltimore  &  Ohio  Railroad  Company, 

No.  6.  j  Office  of  the  President, 

Baltimore,  January  15,  1885. 

The  inauguration  of  a  Baltimore  and  Ohio  Technological  School  for  the  promo¬ 
tion  of  a  higher  course  of  instruction  for  the  apprentices  of  this  service  than  that 
now  pursued,  with  headquarters  at  Mt.  Clare,  Baltimore,  and  conducted  under  the 
superintendence  of  a  board  of  seven  directors,  appointed  annually  by  the  President 
of  this  Company,  is  announced. 

Messrs.  John  K.  Cowen,  E.  J.  D.  Cross,  Dr.  Charles  M.  Cresson,  Andrew  Ander¬ 
son,  Dr.  W.  T.  Barnard,  Bradford  Dunham  and  Charles  Selden  are  hereby  appointed 
such  directors  for  the  calendar  year  1885. 

The  course  and  method  of  instruction  in  its  several  departments,  and  the  opera¬ 
tions  of  the  Technological  School,  shall  be  governed  by  regulations  prescribed  by 
its  Board  of  Directors. 

In  furtherance  of  the  objects  for  which  this  school  is  founded,  and  to  secure 
uniformity  and  discrimination  in  the  employment  of  apprentices  in  all  departments, 
the  General  Manager  will  promulgate  rules  regulating  their  appointment  and  service. 

In  the  establishment  of  a  technological  school  the  Company  affords  the  youth  in 
its  employ  opportunities  for  obtaining  a  liberal  technical  education  far  superior  to 
those  enjoyed  by  the  employes  of  other  railroads.  The  examinations  prescribed  in 
the  course  of  the  Technological  School  will  be  very  thorough,  and  will  require  from 
the  apprentice  a  close  and  persevering  attention  to  study,  without  evasion  or  slight¬ 
ing  of  any  part  of  the  course,  as  no  relaxation  of  any  kind  can  be  made  by  the 
Board  of  Examiners  ;  and,  as  the  Company  will  hereafter  endeavor  to  advance  the 
graduates  of  the  Technological  School  to  positions  of  responsibility  and  trust  in  its 
service,  only  those  who  demonstrate  willingness  and  ability  to  qualify  themselves 
for  advancement  will  be  retained. 

The  General  Manager  will  convene  a  Board  of  Examiners,  consisting  jointly  of 
two  medical  examiners  of  the  Relief  Association  and  three  instructors  of  the  Tech¬ 
nological  School,  whose  duty  it  shall  be  to  examine  and  classify  all  apprentices  now 
in  service  in  accordance  with  the  standard  of  qualifications  prescribed  in  his  Gen¬ 
eral  Order  on  the  subject.  This  board  will  visit  each  station  where  apprentices  are 
employed,  and  finally  report,  in  writing,  to  the  General  Manager  the  result  of  their 
labors. 

Rorert  Garrett, 

President. 


ORDER  ESTABLISHING  THE  SCHOOL  AT  MT.  CLARE.  149 


EXHIBIT  U. 

General  Order  )  Baltimore  and  Ohio  Railroad  Company, 

No  5.  )  General  Manager's  Office,' 

Baltimore,  January  15,  1885. 

Executive  Order  No.  6,  dated  January  15,  1885,  from  the  office  of  the  President, 
is  republished  for  the  information  of  those  concerned  [see  Exhibit  A] : 

In  accordance  therewith,  the  following  general  regulations  governing  the  ap¬ 
pointment,  admission  and  service  of  Apprentices  of  the  Baltimore  and  Ohio  Rail¬ 
road  Company  are  announced,  superseding  all  previous  regulations  relating  thereto: 

Section  I. 

1.  On  and  after  this  date  all  Apprentices  will  be  embraced  under  the  following 
general  designations,  and  graded  into  three  classes — viz. : 

1st  (Junior)  Class,  B.  &  O.  Apprentices;  2d  Class,  B.  &  O.  Cadets;  3d  (Senior) 
Class,  B.  &  O.  Cadet  officers. 

2.  The  term  of  service  in  the  several  classes  will  be:  First  class,  4  years;  second 
class,  3  years;  third  class,  3  years. 

3.  As  the  Baltimore  and  Ohio  Railroad  Company  undertakes  the  expense  of  edu¬ 
cating  Apprentices  and  Cadets  passing  the  physical  and  educational  examinations, 
it  will  expect  the  privilege  of  availing  of  the  services  of  such  as  are  competent  for 
its  purposes  at  fair  salaries,  for  at  least  throe  years  after  graduation. 

4.  Apprentices  and  cadets  will  be  amenable  to  the  discipline  and  regulations  of 
the  Company,  and  violation  of  its  rules,  neglect  of  its  interests,  destruction  of  its 
tools  or  waste  of  its  property,  will  be  cause  for  dismissal.  But,  while  liable  to  sus¬ 
pension  by  their  immediate  official  superiors,  Apprentices  and  Cadets  cannot  be 
dismissed  except  by  the  direct  action  of  the  General  Manager  of  the  Company;  his 
decision  as  to  dismissal  being  final  and  conclusive. 

5.  The  pay  of  Apprentices  and  Cadets  in  the  several  classes  will  be: 


Per  day. 

First 

year. 

Second 

year. 

Third 

year. 

Fourth 

year. 

First  class . 

O  Q  O 
NOW 

OrlH 

$0.80 

1.12* 

1.75 

$0.90 

1.25 

2.00 

$1.00 

Third  class .  . 

commencing  with  the  date  of  their  admission  into  the  service.  As  an  incentive  for 
efficiency,  fidelity,  industry,  energy,  and  care  of  its  property,  the  Company  will 
give  to  each  of  its  Apprentices,  on  the  completion  of  his  term  of  four  years’  service 
in  the  first  class,  and  to  those  Cadets  passing  through  the  full  course  of  the  second 
and  third  classes,  whose  record  for  that  time  has  been  praiseworthy  and  satisfac¬ 
tory,  a  sum  equal  to  eight  and  a  half  cents  per  day  for  each  full  day  they  serve  in 
the  first  class,  and  twelve  and  a  half  cents  for  each  full  day  they  serve  in  the  second 
class. 

6.  The  Cadets  of  the  second  and  third  classes — and  all  students  of  the  Techno¬ 
logical  School — will  be  required  to  wear  in  the  School,  on  all  public  occasions,  and 
at  any  and  all  other  times  designated  by  the  General  Manager,  a  prescribed  uniform, 
all  the  parts  of  which  will  be  of  like  pattern  and  will  be  furnished  by  the  Purchas¬ 
ing  Agent — the  first  suit  free,  and  all  renewals  at  cost  price;  payment  being  ar¬ 
ranged  in  instalments  to  suit  the  means  of  the  Cadets. 


150  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


7.  Apprentices  possessing  the  qualifications  and  standard  of  attainments  required 
of  students  of  the  Technological  School  at  Mt.  Clare,  Baltimore,  and  all  Cadets,  are 
entitled  to  enter  that  institution.  Students  of  the  Technological  School,  either  of 
whose  parents  have  been  in  the  employ  of  this  Company  for  five  consecutive  years, 
are  entitled  to  free  tuition  and  use  of  text-books  and  apparatus.  Other  students, 
sons  of  employes,  of  less  than  five  years’  service,  are  entitled  to  free  tuition  in  the 
first  class,  and  to  tuition  in  the  second  and  third  classes  at  half  the  rates  fixed  for 
other  students  by  the  regulations  of  the  Technological  School.  Apprentices  and 
Cadets  appointed  outside  the  service,  while  under  pay  from  the  Company,  will  be 
charged  full  tuition  fees  for  instruction  in  the  Technological  School. 

8.  Apprentices  or  Cadets  of  one  class  can,  in  the  discretion  of  the  General  Man¬ 
ager,  be  promoted  into  a  higher  class  before  the  expiration  of  the  full  term  of  their 
respective  classes,  on  the  certification  by  the  Corps  of  Instructors  of  the  Techno¬ 
logical  School  of  their  having  satisfactorily  passed  examinations  entitling  them  to 
such  promotion.  Such  examinations  shall  be  graded,  and  those  of  higher  grade 
shall  first  be  promoted.  But  no  Cadet  officer  will  be  graduated  until  he  shall  have 
taken  the  full  course  of  instruction  of  the  third  class. 

9.  In  filling  vacancies  in  the  second  class,  other  things  being  equal,  preference 
will  always  be  given  Apprentices,  in  order  of  merit,  over  other  outside  applicants 
for  such  cadetships. 

10.  No  appointment  shall  be  made  in  the  grade  of  Cadet  Officers  except  from 
Cadets  of  the  second  class,  in  the  order  of  merit,  as  certified  by  the  Corps  of  In¬ 
structors. 

11.  On  the  completion  of  their  courses,  members  of  the  several  classes  will  be  en¬ 
titled  to  a  final  examination  by  a  Board  composed  of  members  of  the  Corps  of  In¬ 
structors  and  Railroad  Officials  appointed  for  this  duty  by  the  President  of  this 
Company,  and  upon  passing  satisfactorily  such  final  examination,  will  be  awarded 
diplomas  setting  forth  their  qualifications  and  entitling  them  to  preference  over  all 
other  applicants  not  thus  graduating,  in  appointments  to  the  higher  classes  or  in 
filling  vacancies  in  positions  of  responsibility  in  the  gift  of  this  Company,  as  they 
may  elect,  and  as  the  Board  may  recommend. 

12.  Regular  attendance  upon  the  sessions  of  the  Technological  School  is  obliga¬ 
tory  upon  all  Cadets  and  upon  all  Apprentices  located  at  Baltimore  as  the  Board  of 
Examiners  may  determine  are  fit  to  enter  the  School,  and  they  will  be  equally  amen¬ 
able  to  the  discipline  and  regulations  of  the  School  as  to  those  of  the  Company. 

13.  Students  at  the  Technological  School  will  have  the  privilege  of  purchasing,  in 
small  instalments,  such  of  the  tools,  implements  and  text-books  used  in  the  course 
of  instruction  there  as  they  may  desire  and  as  may  be  deemed  useful  to  them  after 
graduation. 

14.  Apprentices  and  Cadets  are  required  to  become  members  of  the  Baltimore 
and  Ohio  Employes’  Relief  Association,  the  same  as  other  employes,  and  are  entitled 
to  all  the  privileges  of  its  Savings  Fund  and  other  features. 

15.  Through  the  Free  Circulating  Library  at  Mt.  Clare,  Apprentices  and  Cadets 
residing  outside  of  Baltimore  can  obtain  the  free  use  of  text-books  and  apparatus 
to  enable  them  to  follow  the  course  of  the  Technological  School. 

APPOINTMENT  OF  APPRENTICES  AND  CADETS. 

Section  II. 

1.  Apprentices  and  Cadets  are  not  bound  by  indenture,  but  those  who  complete 
satisfactorily  the  terms  for  which  they  are  engaged  will  be  given  certificates  of  gen¬ 
eral  character  and  ability. 

2.  The  number  of  Apprentices  and  Cadets  will  be  regulated  by  the  General  Man¬ 
ager,  who,  under  these  regulations,  will  have  the  exclusive  appointment  thereof  and 


CONDITIONS  ADMITTING  TO  THE  SCHOOL.  151 

their  assignment  among  the  various  departments  and  stations  of  the  service.  All 
applications  for  appointment  should  be  addressed  to  him. 

3.  Other  things  being  equal,  preference  in  appointments  will  be  given  sons  of  em¬ 
ployes  of  long  and  faithful  service,  and  especially  the  sons  of  employes  killed  or 
disabled  in  the  service.  To  enable  the  sons  of  employes  to  enjoy  this  privilege  to 
its  fullest  extent,  free  transportation  from  points  on  this  Company’s  lines  nearest 
their  homes,  to  the  place  of  examination  and  return,  is  offered  them  ;  candidates 
paying  their  own  travelling  expenses. 

QUALIFICATIONS  OF  CANDIDATES. 

Section  III. 

1.  Candidates  for  admission  to  the  first  class  must  be  between  15  and  21  years  of 
age,  and  to  the  second  class  between  17  and  22  years  of  age. 

2.  Candidates  must,  at  the  time  of  examination,  be  physically  sound,  of  robust 
constitution,  and  generally  free  from  any  deformity,  hereditary  or  acquired  tend¬ 
ency  to  disease  or  infirmity  which  may  render  them  unfit  for  the  active  service  of 
this  Company. 

3.  Candidates  must  be  well  versed  in  reading,  writing,  including  orthography,  in 
arithmetic,  and  have  a  knowledge  of  the  elements  of  English  grammar,  and  of  de¬ 
scriptive  geography,  and  of  the  history  of  the  United  States. 

4.  Candidates  will  be  examined:  first,  by  two  Medical  Examiners  of  the  Relief 
Association,  whose  decision  as  to  their  physical  qualifications  shall  be  final ;  second , 
by  one  or  more  instructors  of  the  Technological  School,  whose  decision  as  to  their 
educational  qualifications  shall  be  final. 

5.  The  Examining  Boards  will  meet  at  Mt.  Clare  Station,  Baltimore,  on  the  first 
Monday  of  each  month,  when  there  are  candidates  for  examination.  No  candidates 
will  be  allowed  re-examination  within  three  months  of  last  rejection  by  either  Board. 

6.  Candidates  who  pass  the  physical  and  educational  examinations  will  be  required 
to  become  members  of  the  Baltimore  and  Ohio  Employes’  Relief  Association. 

[An  illustration  of  the  character  of  examination  which  applicants  for  apprentice- 
shin  will  be  expected  to  pass  is  appended  to  this  order.] 

Section  IV. 

1.  In  the  order  of  seniority  of  examination,  and  as  vacancies  occur,  candidates 
will  be  assigned  to  probationary  duty  in  the  particular  branch  of  the  mechanical  or 
other  operating  department  in  which,  through  inclination  or  aptitude,  as  determined 
by  their  examination,  they  are  most  likely  to  succeed. 

2.  At  the  expiration  of  six  months  they  will  be  re-examined,  and  those  passing 
will  receive  warrants  of  appointment,  and  will  be  assigned  to  the  respective  classes 
their  qualifications  entitle  them  to  enter.  Those  found  to  be  especially  advanced  or 
apt  will,  with  their  consent,  be  detailed  to  duty  at  the  Company’s  works,  Mt.  Clare, 
Baltimore,  where,  in  the  Technological  School,  they  will  have  special  opportunities 
for  technical  instruction. 


Section  V. 

A  Board  for  the  examination  and  classification  of  all  Apprentices  now  in  the 

service  is  hereby  convened.  Messrs. - and - are  designated  as 

the  members  of  the  Board  to  conduct  the  examination  as  to  educational  qualifica¬ 
tions,  and  the  Secretary  of  the  Relief  Association  will  detail  two  Medical  Examiners 
to  serve  thereon.  The  Board  as  thus  constituted  will  immediately  enter  upon  its 
duties. 


152  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  Board  of  Examiners  will  convene  on  the  first  Monday  of  each  month  at  Mt. 
Clare,  Baltimore,  for  the  examination  of  candidates  ordered  before  it  by  the  Gen¬ 
eral  Manager.  As  the  finding  of  this  Board  will  be  final,  and  as  a  sound  body  and 
constitution,  good  natural  capacity  and  aptitude  for  study,  industrious  habits,  per¬ 
severance  and  an  orderly  disposition,  together  with  a  correct  moral  deportment,  are 
essential  qualifications,  candidates  knowingly  deficient  in  any  of  these  respects 
should  not  subject  themselves  and  friends  to  the  chances  of  future  disappointment 
by  entering  upon  a  career  which,  lacking  these  qualifications,  they  cannot  success¬ 
fully  pursue. 

B.  Dunham,  General  Manager. 

ILLUSTRATION  OF  CHARACTER  OF  EXAMINATIONS. 

Section  VI. 

PHYSICAL  EXAMINATION. 

Every  candidate  will  be  subjected  to  a  rigid  physical  examination,  and  if  there 
is  found  to  exist  in  him  any  of  the  following  causes  of  disqualification,  to  such  a 
degree  as  would  immediately,  or  at  no  distant  period,  impair  his  efficiency  for  the 
active  service  of  this  Company,  he  will  be  rejected  : 

1.  Feeble  constitution  and  muscular  tenuity ;  unsound  health  from  whatever 
cause;  indications  of  former  disease;  glandular  swellings  or  other  symptoms  of 
scrofula. 

2.  Chronic  cutaneous  affections,  especially  of  the  scalp. 

3.  Severe  injuries  of  the  bones  of  the  head;  convulsions. 

4.  Impaired  vision,  from  whatever  cause;  inflammatory  affections  of  the  eyelids; 
immobility  or  irregularity  of  the  iris;  fistula  lachrymalis,  etc. 

5.  Deafness;  copious  discharge  from  the  ears. 

6.  Serious  impediment  of  speech. 

7.  Want  of  due  capacity  of  the  chest,  and  any  other  indication  of  a  liability  to 
pulmonic  disease. 

8.  Impaired  or  inadequate  efficiency  of  one  or  both  of  the  superior  extremities  ou 
account  of  fractures,  contraction  of  a  joint,  deformity,  etc. 

9.  An  unusual  excurvature  or  incurvature  of  the  spine. 

10.  Hernia. 

11.  A  varicose  state  of  the  veins  of  the  scrotum  or  spermatic  cord  (when  large), 
sarcocele,  hydrocele,  fistulas. 

12.  Impaired  or  inadequate  efficiency  of  one  or  both  of  the  inferior  extremities 
on  account  of  varicose  veins,  fractures,  malformation,  permanent  lameness,  con¬ 
traction,  unequal  length,  etc.,  etc. 

13.  Ulcers,  or  unsound  cicatrices  of  ulcers  likely  to  break  out  afresh. 

EDUCATIONAL  EXAMINATION. 

The  following  outline,  problems,  and  questions  are  given  as  illustrating  the  na¬ 
ture  and  scope  of  the  educational  examinations.  While  these  illustrate  the  charac¬ 
ter  of  the  examination,  it  should  be  distinctly  understood  that  different  questions 
will  be  used  at  each  examination.  The  examinations  will  be  part  written  and 
partly  oral. 

ARITHMETIC. 

(a)  Fundamental  rules,  with  methods  of  proof  and  reasons  for  processes. 

(b)  Factoring:  G.  C.  D.  and  L.  C.  M.  and  their  applications;  common  and  deci¬ 
mal  fractions,  their  kinds,  solution,  and  reduction  from  one  to  the  other,  with 
both  the  rule  and  the  reaso'i  for  each  operation. 


SPECIMENS  OF  ENTRANCE  EXAMINATIONS. 


153 


(c)  Denominate  numbers;  tables;  reduction,  ascending  and  descending;  changing 
denominate  numbers  to  equivalent  decimals. 

(d)  Ratio  and  proportion,  their  kinds,  methods  and  applications. 

(e)  Mensuration  of  lines,  surfaces,  and  solids,  and  their  representation  by 
drawings. 

(/)  Percentage  and  its  applications. 

( g )  Involution  and  evolution,  and  their  applications. 

(h)  Analysis  of  mental  problems. 


Illustrative  Problems  and  Questions. 


1.  Write  in  figures  one  hundred  and  sixty  billion  three  million  seventy  thousand 
and  five.  Write  in  words  246004050.  Write  in  Roman  numerals  40,  90,  144;  and 
in  Arabic  numerals  L,  XIY,  LIX,  CVIII  and  DCCLXXY. 

2.  Add  two  and  five-tenths,  eighty-six  thousands,  twenty-four  ten-millionths 
and  3-tenths,  multiply  the  result  by  .0002,  and  divide  the  product  thus  obtained  by 
.00004. 

3.  Find  the  cost  of  20  acres,  3  roods  and  30  perches  of  land  at  $62.50  per  acre. 

4.  A  man  sold  24$  bushels  of  wheat  at  $2f  per  bushel,  and  received  in  payment 
apples  at  $3f  per  barrel.  How  many  ban-els  of  apples  did  he  receive  ? 

5.  Reduce  6  furlongs  20  rods  to  decimal  of  a  mile. 

6.  Reduce  .0256  to  a  common  fraction  and  ^  to  a  decimal. 

7.  Add  i,  &,  -{£,  f,  and  divide  the  result  by  f.  Also  reduce  to  its  simplest 


.  6*+2£ 

form — | —  • 

8.  Define  fraction,  common  fraction,  decimal  fraction,  proper  fraction,  mixed 
number,  division,  greatest  common  divisor,  least  common  multiple,  cancellation, 
long  division,  and  denominator. 

9.  Find  the  prime  factors  of  the  following:  256,  312,  63,  280,  289,  and  1386. 

10.  Divide  the  least  common  multiple  of  240, 720,  and  150  by  the  greatest  common 
divisor  of  the  same  number. 

11.  Find  the  interest  on  $240  for  3  years  and  6  months  at  8 %. 

12.  How  must  I  sell  cloth  that  cost  $4  per  yard  so  as  to  gain  20^  ? 

13.  A  and  B  together  have  $540,  and  A  has  twice  as  much  as  B.  How  much 
has  each  ? 

14.  £  of  24  is  f  of  what  number? 

15.  What  number  divided  by  .024  will  yield  a  quotient  of  .25  ?  Prove. 

16.  Find  the  area  and  hypothenuse  of  a  right-angle  triangle  whose  base  is  240 
and  altitude  75. 


17.  How  many  men  would  be  required  to  cultivate  a  field  of  2f  acres  in  5$  days 
of  10  hours  each,  if  each  man  completed  77  square  yards  in  9  hours. 

18.  If  5  cubic  feet  of  gold  weigh  98.20  times  as  much  as  a  cubic  foot  of  water, 
and  2  cubic  feet  of  copper  weigh  18  times  as  much  as  a  cubic  foot  of  water,  how 
many  cubic  inches  of  copper  will  weigh  as  much  as  l  of  a  cubic  inch  of  gold? 

19.  What  is  the  effect  of  dividing  the  denominator  of  a  fraction  by  a  whole  num¬ 
ber,  and  why. 

20.  What  is  the  effect  of  annexing  a  cipher  to  a  decimal,  and  why  ? 

21.  If  the  same  number  be  subtracted  from  both  terms  of  an  improper  fraction 
what  will  be  the  effect?  Why? 

22.  Give  the  rule  for  reducing  a  common  fraction  to  an  equivalent  decimal,  and 
explain  why  the  resulting  decimal  will  be  equal  to  the  common  fraction  from 
which  it  is  obtained. 

23.  Give  the  rule  for  dividing  one  decimal  by  another,  and  explain  why  the  deci¬ 
mal  point  in  the  quotient  is  placed  where  the  rule  directs. 


154  EDUCATION-  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


GRAMMAR  AND  ITS  APPLICATIONS  IN  CONVERSATION,  IN  LETTER  WRITING,  AND  IN 

COMPOSITION 

Outline. 

(a)  The  parts  of  speech,  with  their  properties  and  inflections. 

(5)  Analysis  of  ordinary  simple,  complex  and  compound  sentences,  and  the  fun¬ 
damental  relations  of  subject,  copula,  predicate,  object,  etc. 

(c)  Punctuation,  capitalization,  spelling,  etc.,  in  original  composition  or  from 
dictation. 

( d )  Corrections  of  improper  use  of  words,  constructions  and  sentences,  in  ordi¬ 
nary  conversation,  and  in  composition  and  letter-writing. 

Illustrative  Exercise  in  Grammar. 

1.  Name  the  parts  of  speech  and  define  noun,  abverb  and  conjunction. 

2.  Name  the  properties  of  the  noun;  of  the  verb. 

3.  Decline  boy,  he,  it  and  who. 

4.  Conjugate  the  verb  to  throw  in  the  indicative  mood,  past  tense,  passive  voice. 

5.  Write  the  plural  of  lady,  turkey,  this,  that,  box,  house,  potato,  mouse,  sheep 
and  father-in-law. 

6.  Name  the  relative  pronouns  and  compare  good,  little,  old,  happy,  big,  thin 
and  likely. 

7.  Parse  all  the  words  in  the  following  sentence:  The  birds  sing  merrily  in  the 
green  trees. 

8.  Correct  the  following  and  give  reasons: 

(a)  Him  and  me  will  come. 

( b )  He  saw  John  and  I  in  the  garden. 

(c)  Who  did  she  marry  ? 

(d)  Between  you  and  I  there  is  but  little  difference. 

( e )  I  laid  down  and  slept  because  I  was  to  tired  to  sit  up. 

9.  Capitalize,  punctuate  and  correct  the  following  sentences : 

(a)  the  Groves  were  gods  first  temples 

(b)  when  will  You  and  i  get  there 

(c)  john  left  New  york  i  cannot  tell  when  he  will  git  Home. 

(d)  John,  and  me  and  James  went  to  school,  at  Boston  last  winter.  We  got  home 
on  thursday. 

10.  Write  a  description  of  this  room  and  its  furniture.  Be  careful  to  capitalize 
and  punctuate  correctly. 

GEOGRAPHY. 

1.  Give  the  distance  in  miles  around  the  earth  ;  also  the  length  of  its  diameter. 
How  wide  is  the  Atlantic  Ocean  ?  How  far  would  you  have  to  travel  in  going 
across  the  United  States  from  east  to  west?  from  north  to  south?  When  you  do 
not  know  the  exact  answer,  put  down  about  what  you  think  would  be  the  correct 
answer. 

2.  Name  the  grand  divisions  in  order  of  their  size  ;  of  their  population.  Where 
do  the  most  highly  civilized  nations  live  ? 

3.  Bound  Europe  and  name  five  of  its  principal  rivers,  telling  where  they  rise  and 
empty.  Also  name  and  locate  five  of  the  principal  cities  of  Europe. 

4.  Name  the  principal  mountain  systems  of  Asia  ;  of  Africa  ;  of  South  America. 

5.  Name  the  States  of  the  United  States  that  border  on  the  Atlantic,  and  give  the 
capital  and  metropolis  of  each.  Also  name  the  largest  State  of  the  United  States 
the  smallest ;  the  most  populous. 

6.  Give  the  leading  products  of  Georgia ;  of  California ;  of  Pennsylvania  ;  of  Illi¬ 
nois. 


SPECIMENS  OF  ENTRANCE  EXAMINATIONS. 


155 


7.  Locate  the  following  and  tell  what  they  are  :  Sahara,  Washington,  Columbia, 
Portland,  Blanc,  Nile,  and  Mexico. 

8.  Bound  the  United  States,  and  give  its  area  and  population. 

9.  Name  the  political  divisions  of  South  America. 

10.  Write  fifteen  fines  about  Africa. 

11.  Bound  your  native  State,  giving  its  capital,  metropolis,  and  principal  prod¬ 
ucts. 

12.  How  are  United  States  Senators  elected,  and  for  how  long  a  term  ? 

UNITED  STATES  HISTORY. 

Outline. 


(a)  Aborigines  of  America. 

(b)  European  settlements,  when,  where,  and  by  whom. 

(c)  Colonial  history,  and  inter-colonial  wars. 

(d)  American  Revolution,  its  remote  and  immediate  causes  and  results. 

(e)  Constitution,  why  and  when  adopted ;  its  departments  and  powers. 
(/)  The  Presidents  and  events  of  their  administrations. 

(g)  War  of  1812  ;  Mexican  War  ;  Civil  War. 

( h )  Current  events. 


Illustrative  Questions. 

1.  Tell  something  about  Columbus,  stating  where  and  when  he  lived,  what  he 
discovered,  what  voyages  he  made,  etc.  What  do  you  think  of  the  treatment  that 
he  received  ? 

2.  Name  the  different  European  countries  that  tried  to  get  possession  in  America, 
and  tell  which  three  were  the  most  successful. 

3.  Give  an  account  of  the  French  and  Indian  War,  telling  what  it  was  about  and 
how  it  terminated. 

4.  Write  thirty  fines  about  the  American  Revolution,  telling  its  cause,  naming 
five  principal  battles,  three  generals  on  each  side,  etc. 

5.  What  was  the  Declaration  of  Independence  ?  Who  wrote  it  ? 

6.  Name  the  Presidents  of  the  United  States  and  give  the  leading  events  of  Jack¬ 
son’s  administration. 

7.  Tell  something  about  Franklin,  Wolfe,  Morse,  Fulton,  Longfellow,  Emerson, 
Arnold,  and  Alexander  Hamilton. 

8.  What  cities  have  been  the  capital  of  the  United  States? 

9.  What  happened  in  1492?  1565?  1607?  1620?  1776?  1876? 

10.  How  long  did  the  war  of  the  Rebellion  last,  and  during  whose  administration 
did  it  take  place  ?  State  the  provisions  of  the  Fourteentli  and  Fifteenth  Amend¬ 
ments. 

11.  What  is  the  objectionable  feature  of  Mormonism,  and  what  measures  have 
been  advocated  in  Congress  to  eradicate  this  evil  ? 

12.  What  event  is  there  talk  of  celebrating  by  an  International  Exposition  at 
Washington  in  1889?  In  1892? 

13.  What  is  the  use  of  International  Expositions  ? 

Note. — It  is  suggested  to  candidates  for  admission  to  the  Corps  of  Apprentices 
and  Cadets  that,  before  leaving  their  places  of  residence,  they  should  cause  them¬ 
selves  to  be  thoroughly  examined  by  a  physician,  and  by  a  teacher  or  instructor  of 
good  standing.  By  such  examinations  any  serious  physical  disqualification  or  want 
of  educational  preparation  would  be  revealed,  and  the  candidate  spared  the  ex¬ 
pense  and  mortification  of  a  useless  journey  and  rejection.  But  it  is  to  be  understood 
that  such  examination  is  solely  for  the  convenience  and  benefit  of  the  candidates, 
and  in  no  manner  affects  the  decision  of  the  Official  Examiners  of  the  Board, 


156  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


EXHIBIT  V. 

BALTIMORE  AND  OHIO  TECHNOLOGICAL  SCHOOL. 

[Circular  No.  1.] 

Baltimore,  October  1, 18S5. 

In  view  of  the  necessity  of  postponing  for  the  present  the  initiation  of  the  Tech¬ 
nological  School  program  in  its  entirety,  the  present  course  of  instruction  will  be 
conducted  with  special  reference  to  its  practical  utility: 

First.  In  advancing  the  entire  force  of  apprentices  within  reach  of  its  influence 
in  their  several  mechanical  pursuits  ;  and 

Second.  In  advancing  the  theoretical  instruction,  as  far  as  may  be  practicable 
with  the  limited  appropriation  at  command,  of  such  apprentices  as  past  examina¬ 
tions  have  shown  possess  sufficient  common-school  education  to  justify  the  hope 
that  they  can,  without  additional  school-training  in  academic  studies,  qualify  them¬ 
selves  for  positions  as  officers  in  its  service.  So  far  as  may  practicable,  the  work 
of  the  school  shall  have  a  direct  bearing  upon,  and  immediate  connection  with,  the 
various  duties  in  the  shop  with  which  the  apprentices  are  or  may  be  charged.  To 
this  end  the  technological  and  academic  instruction  will  be  carried  on  under  sepa¬ 
rate  instructors,  each  responsible  for  the  conduct  and  success  of  his  particular  de¬ 
partment,  and  each  reporting  to  the  undersigned,  as  representing  the  Board  of 
Directors  of  the  Technological  School. 

ASSIGNMENT  OF  MR.  C.  W.  SCRIBNER,  AS  TEACHER  OF  TECHNOLOGY. 

To  Mr.  C.  W.  Scribner,  as  a  specialist  in  technology,  and  as  senior  instructor,  is 
assigned  charge  of  the  practical  instruction  of  apprentices  in  the  shops  and  draw¬ 
ing-room.  He  will  be  at  liberty  to  maintain  such  separate  class-instructions  in 
purely  technical  subjects  as  he  deems  necessary  to  promote  the  interests  assigned 
•  him,  and  will  not  interfere  with  the  apprentices’  shop  and  academic  duties.  In  the 
performance  of  this  duty  he  will  spend  not  less  than  six  hours  per  day  in  the  shops, 
and  not  less  than  two  additional  hours  in  the  drawing-room,  and  in  such  class-in¬ 
structions  as  he  may  inaugurate,  Sunday  excepted. 

HIS  DUTIES  DEFINED. 

His  duties  as  technological  instructor  will  consist : 

First.  In  exercising  a  general  supervision  over  apprentices  in  the  shops  and  in 
applying  their  theoretical  knowledge  to  their  labors. 

This  duty  will  be  performed  in  accordance  with  a  plan  to  be  agreed  upon  between 
the  instructor  and  the  several  foremen  ;  which  plan  must  be  of  such  character  as 
will  give  the  instructor  proper  facilities  for  overseeing  and  directing  the  labors  of 
apprentices,  so  far  as  they  are  learners,  and  to  question  and  counsel  any  boy  or 
boys  while  at  work,  in  order  to  determine  their  understanding  of  what  they  are 
doing,  to  make  explanations  and  to  direct  their  operations  in  such  way  as  to  enable 
the  apprentices  to  gain  comprehensive  and  practical  knowledge  of  the  scientific 
principles  involved  in  what  they  may  be  doing. 

SEPARATE  AUTHORITY  OF  THE  INSTRUCTOR  AND  THE  FOREMAN  DEFINED. 

In  exercising  this  duty,  the  instructor  will  have  no  right  or  authority  to  antag¬ 
onize  or  interfere  with  the  orders  of  the  foreman  in  charge,  so  far  as  they  relate  to 
the  Company’s  work,  nor  to  interfere  with  its  proper  performance ;  nor  shall  he, 
for  the  purpose  of  instruction  or  examination,  unnecessarily,  nor  for  any  great 


AUTHORITY  OF  SCHOOL  AND  SHOP  INSTRUCTORS  DEFINED.  157 


length  of  time,  even  when  necessary,  retard  the  work  which  the  apprentices  are 
doing.  To  prevent  confusion  in  the  Company’s  work,  it  is  to  be  understood  that 
the  foremen  have  the  undisputed  right  to  decide  what  work  is  to  be  done  by  appren¬ 
tices  and  when  it  is  to  be  done ;  the  recommendations  of  the  instructor  in  the  matter 
of  the  assignment  of  apprentices  shall  be  made  first  to  the  foremen,  and  shall  be 
carried  out  by  them  unless  they  are  clearly  in  conflict  with  the  interests  of  the 
service.  In  each  case  where  the  instructor  and  foreman  fail  to  agree,  either  in 
formulating  the  plan  for  the  joint  management  of  apprentices  or  upon  the  proper 
interpretation  and  scope  of  this  arrangement,  the  question  or  dispute  shall  be 
referred  to  the  Master  Mechanic  or  Master  Car  Builder,  to  whom  the  foreman 
reports,  and  if  he  cannot  satisfactorily  adjust  the  difference,  the  whole  matter  will 
be  referred  to  the  General  Manager  for  settlement. 

The  foregoing  applies  to  all  apprentices  at  Mt.  Clare  shops. 

Second.  A  certain  number  of  hours  per  week,  not  fewer  than  three,  shall,  by 
agreement  between  the  instructor  and  foremen  of  the  various  shops,  be  set  aside, 
in  which  the  technological  instructor  shall  assemble  the  apprentices  of  the  first 
class  for  the  purpose  of  explaining  the  scientific  principles  that  are  involved  in  the 
work  on  which  they  are  engaged ,  of  suggesting  and  illustrating  the  most  economi¬ 
cal  methods  of  work,  of  showing  how  different  parts  of  machinery  are  put  together, 
and  of  pointing  out  the  office  of  each  part.  He  shall  explain  why  some  other  way 
of  constructing  or  doing  such  work  would  not  do  just  as  well,  and  be  as  economical 
as  the  way  he  suggests.  He  shall  point  out  difficulties  that  are  yet  to  be  overcome 
in  the  construction  and  operating  of  machinery,  and,  in  short,  make  the  instruction 
of  such  a  character  as  to  set  apprentices  to  thinking  and  devising  for  themselves. 
He  shall  also  give  instruction  On  the  nature  of  the  materials,  and  in  the  use  and 
care  of  tools  and  machinery. 

In  the  performance  of  these  duties  he  shall  have  authority  to  utilize  the  machin¬ 
ery  in  the  shops  where  the  same  is  not  in  use. 

The  technological  instructor  shall  study  the  machinery  and  methods  of  work 
now  in  vogue  in  the  shops,  and  shall  make  recommendations  to  the  foreman  or  to 
the  Master  Mechanic  or  to  the  Master  Car  Builder,  as  the  case  may  be,  of  any  im¬ 
provements  in  the  method  of  work,  in  tools,  in  machinery,  or  anything  that  in  his 
judgment  will  increase  the  efficiency  of  the  shops. 

He  shall  also  study  the  shop-work  with  a  view  of  recommending  to  the  under¬ 
signed  what  academic  subjects  might  be  taught  in  the  school,  and  the  best  methods 
of  teaching  them  with  a  view  of  their  immediate  application  in  connection  with  the 
shop-instruction. 

He  is  expected  to  study  and  make  note  of  the  capabilities  and  the  aspirations  of 
the  various  apprentices,  and  the  joint  recommendations  of  the  instructor  and  the 
foreman  to  the  General  Manager,  through  the  intermediate  officers,  as  to  the  apt¬ 
ness,  progress,  skill  and  commendable  traits  of  any  apprentice,  shall  determine 
whether  his  apprenticeship  shall  continue  for  a  longer  or  shorter  period  than  the 
usual  time  prescribed  (four  years) ;  but  no  boy  whose  standing  in  the  school-studies 
is  habitually  low  shall  have  the  time  of  his  apprenticeship  reduced  to  less  than  the 
usually  required  four  years,  however  expert  he  may  become  in  the  shop. 

The  shop-instructor  shall,  during  the  academic  year  (being  guided  by  his  experi¬ 
ence  and  observations  in  the  shops),  make  a  classification  of  the  regular  kinds  or 
pieces  of  work  which  are  constantly  required  to  be  done  in  the  shops,  and  on  which 
apprentices  should  have  practice,  and  arrange  them  in  the  order  in  which  it  is  best 
to  have  apprentices  take  them  up  in  learning  their  trade,  submitting  the  same  to  the 
Master  Mechanic  and  Master  Car  Builder. 

He  shall  also,  during  the  academic  year,  outline  methods  of  instruction  and  rec¬ 
ommend  the  academic  studies  that,  in  his  judgment,  are  most  suitable  for  the 
apprentices  of  each  trade,  and  for  the  students  of  civil  and  mechanical  engineering, 


158  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


with  a  view  to  preparing  a  permanent  program  and  prospectus  for  the  succeeding 
year. 

In  all  matters  relating  to  the  school  he  will  report  direct  to  the  undersigned. 

ASSIGNMENT  OF  MR.  COLER,  AS  THE  ACADEMIC  TEACHER. 

To  Mr.  Coler,  is  assigned  charge  of  all  academic  studies,  which  will  for  the  present 
be  confined  to  the  several  sections  of  first-class  apprentices. 

Under  this  arrangement  he  will  spend  not  less  than  eight  hours  per  day  in  the 
discharge  of  his  duties.  Of  this  time  he  may  devote  one  or  two  hours  daily  to  the 
shops,  in  order  to  observe  the  needs  of  apprentices,  the  work  and  equipment  of  the 
shops,  so  as  to  make  the  school-instruction  both  practical  and  interesting,  by  draw¬ 
ing  his  illustrations  in  teaching  as  far  as  possible  from  machinery  and  operations 
in  the  shops  where  the  boys  are  daily  employed. 

The  academic  department  shall  include  three  sections  of  apprentices.  The  first 
grade  shall  consist  of  all  those  who  are  qualified  to  meet  the  requirements  of  Gen¬ 
eral  Order  No.  5  for  admission  to  the  first  class  therein  mentioned. 

The  second  section  shall  consist  of  such  apprentices  now  in  the  service  as  may, 
with  a  reasonable  amount  of  teaching,  be  qualified  for  admission  to  the  first  section. 

The  third  section  shall  consist  of  all  other  apprentices  whose  time  of  apprentice¬ 
ship  does  not  expire  before  January  1,  1887. 

All  apprentices  who  receive  academic  insturuction  (Sections  1  and  2)  must  take 
Drawing  at  least  two  hours  each  week.  The  technological  teacher  may  also  require 
apprentices  who  are  not  in  these  sections  to  take  Drawing. 

The  subjects  for  academic  instruction  for  the  first  class  are  Algebra,  Geometry, 
and  English  and  Elementary  Science. 

Apprentices  who  are  preparing  for  admission  to  the  first  section  are  to  be  known 
as  second-section  students. 

These  shall  take  Arithmetic  in  addition  to  Drawing  as  required  studies,  and  they 
shall  choose  a  third  subject  from  the  following:  History,  Geography,  English, 
Elementary  Science,  Steam  and  Steam  Engine,  and  Mensuration. 

Apprentices  of  the  third  section  are  required  to  take  Drawing  at  least  two  hours 
per  week.  They  may  at  any  time  enter  either  of  the  other  preparatory  sections, 
provided  those  sections  are  not  already  full,  and  provided  they  are  qualified  to  profit 
by  the  instruction  to  be  given  in  the  class,  which  last  is  to  be  decided  by  Mr.  Coler. 

Students  of  the  third  section  must  attend  the  free  city  night  schools  nearest  to 
their  homes,  and  it  shall  be  the  duty  of  Mr.  Coler  to  see  that  this  requirement  is 
fulfilled. 

Each  teacher  shall  make  a  weekly  report  of  how  much  time  he  has  spent  in  each 
shop  and  school-room,  the  character  of  teaching,  results,  etc. 

Each  to  report  directly  to  me,  but  to  recommend  jointly  anything  that  relates  to 
their  two  departments. 

W.  T.  BARNARD,  Asst,  to  President. 


REPORT  BY  PROFESSOR  COLER,  JANUARY,  1887. 


159 


EXHIBIT  W. 

SCHOOL  REPORTS 

January  30,  1887.* 

Dr.  W.  T.  Barnard, 

Assistant  to  President : 

Dear  Sir:  In  compliance  with  your  request  for  a  special  report,  showing  what 
has  been  accomplished  by  the  Technological  School  from  its  inauguration  to  the 
present  date,  I  respectfully  submit  the  following : 

From  the  Circular  of  January  15,  1885,  setting  forth  the  management  and  policy 
of  the  school,  and  from  your  subsequent  instructions,  we  have  understood  the  pur¬ 
pose  of  the  school  to  be  threefold  : 

1.  To  maintain  an  educational  examination  as  a  condition  of  admission  to  appren¬ 
ticeship,  and  to  afford  such  elementary  technical  instruction  to  all  apprentices  as 
would  make  of  them  intelligent  journeymen  ;  the  apprentice  instruction  to  be 
known  as  the  Journeymen’s  course ;  this  course  to  be  free  to  all  apprentices,  and  to 
serve  as  preparatory  for  the  Cadet  course  for  young  men  whose  ability  and  charac¬ 
ter  are  good,  but  who  need  preparatory  training. 

2.  To  organize  a  class  of  Cadets  for  advanced  technical  instruction  in  such 
subjects  as  bear  upon  the  departments  of  railway  service  in  winch  they  are  to  en¬ 
gage  ;  the  object  of  this  cour.-e  being  to  fit  young  men  to  become  foremen  and  for 
other  subordinate  positions ;  tins  class  to  be  composed  of  apprentices  or  other  young 
men  who  shall  pass  a  required  examination  and  present  testimonials  of  ability  and 
character ;  a  reasonable  tuition  to  be  charged  for  this  course. 

3.  To  secure  to  the  service  as  Cadet  officers  a  limited  number  of  young  men  pos¬ 
sessing  superior  ability  and  educational  qualifications,  to  whom  thorough  and  com¬ 
prehensive  technical  instruction  should  be  afforded,  while  at  the  same  time  these 
young  men  should  get  a  comprehensive  and  practical  knowledge  of  the  various 
departments  of  railway  service  and  the  mutual  relations  of  these  departments ;  the 
object  of  this  course  being  to  fit  the  students  for  the  highest  positions  of  responsi¬ 
bility  in  the  service. 

It  is  with  these  ends  in  view  that  we  have  been  guided  in  the  management  of  the 
school,  and  our  plans  have  all  along  contemplated  an  early  organization  of  the  Ca¬ 
det  Class.  With  reference  to  the  Cadet  Officers’  Class,  we  have  understood  that  it 
was  your  policy  not  to  admit  young  men  to  that  course  of  study  until  they  shall 
have  completed  the  Cadet  course  and  thus  have  demonstrated  whether  it  will  be 
profitable  to  the  company  to  continue  instruction  to  them.  We  have  not,  therefore, 
undertaken,  except  in  a  general  way,  to  forecast  the  subjects  of  study  and  the 
management  of  that  class. 

That  there  are  substantial  reasons  for  the  apparently  slow  progress  we  have  made, 
and  that  we  have  nevertheless  worked  out  results  and  gained  experience  that  will 
be  far-reaching  in  their  economic  value  and  otherwise  beneficial  consequences,  pro¬ 
viding  it  is  thought  best  to  continue  the  school,  will  appear  from  considerations  and 
facts  to  be  set  forth  in  detail  in  what  follows. 

FAILURE  OF  APPLICANTS  TO  PASS  EXAMINATIONS  IN  ELEMENTARY  ENGLISH  STUDIES. 

In  February,  1885,  one  hundred  and  forty -seven  apprentices,  then  in  the  service 
at  Mt.  Clare,  were  examined  by  Mr.  Scribner  and  myself,  and  in  July  and  August 
of  the  same  year  Mr.  Scribner  and  Mr.  Sullivan  examined  about  three  hundred  and 
fifty  apprentices'  in  the  shops  along  the  line.  The  results  of  these  examinations 

*  Although  my  report  is  dated  October,  1886,  the  last  sections  were  unavoidably  delayed,  so  that 
school  reports  of  this  date  are  inserted. — W.  T.  B. 


160  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


went  to  show  that  not  one  of  the  five  hundred  boys  and  young  men  in  the  various 
repair  and  construction  shops  was  sufficiently  advanced  to  pursue  technical  studies 
with  profit  to  the  Company  and  to  himself.  We  were  greatly  surprised  that  among 
so  many  boys  there  should  be  found  such  uniform  deficiency  in  the  most  elementary 
school-studies.  Combined  with  this  lack  of  elementary  knowledge  was  a  corre- 
ponding  lack  of  inclination  on  the  part  of  these  apprentices  to  make  of  themselves 
anything  more  than  ordinary  routine  and  rule-of-thumb  mechanics.  It  must  be  evi¬ 
dent  that  such  apprentices  will  require  constant  supervision  in  even  the  simplest 
details  of  their  trades,  and  that  when  they  become  journeymen  they  will  be  un¬ 
trustworthy  and  unprogressive. 

Thinking  that  perhaps  a  few  of  the  most  promising  boys  might,  by  receiving  pre¬ 
liminary  training  in  night-classes  for  six  months  or  a  year,  be  prepared  for  the 
more  elementary  technical  studies,  we  determined  to  give  them  instruction  in  the 
rudiments  of  grammar-school  branches.  Having  secured  an  order  from  the  Gen¬ 
eral  Manager  to  this  effect,  we  required  about  forty  boys  to  attend  night-classes 
from  the  first  of  March  to  the  twentieth  of  June,  1885.  This  was  done  with  the 
hope  that  all  might  profit  to  a  certain  extent  by  the  elementary  instruction  thus 
afforded,  and  that  from  these  forty  boys  there  might  be  a  dozen  or  more  who  would 
work  their  way  up  so  as  to  profit  by  the  technical  course  we  had  in  view  for  appren¬ 
tices  ;  but  a  short  experience  convinced  us  that  for  the  most  of  these  boys  the  at¬ 
tempt  was  made  in  vain.  Some  would  if  they  could ;  others  could  if  they  would. 
Only  three  out  of  these  forty  apprentices  have  made  commendable  progress  in  all 
the  school-studies,  though  none  of  them  are  any  the  less  valuable  to  the  service  for 
having  been  required  to  attend  the  classes,  and  several  have  done  well  in  drawing 
in  spite  of  their  deficiencies  in  academic  studies. 

CAUSES  OP  THIS  LACK  OF  ABILITY  TO  DESIRE  TO  LEARN. 

It  would  be  wrong  to  attribute  the  failure  of  these  boys  to  advance  in  theoretical 
studies  wholly  to  their  inability  or  unwillingness  to  profit  by  the  class-instruction 
that  was  offered  them.  It  should  be  remembered  that  in  addition  to  their  not  hav¬ 
ing  previously  formed  habits  of  study — a  fault  of  their  parents  and  former  teach¬ 
ers — these  boys  came  from  daily  associations  in  the  shops,  the  very  atmosphere  of 
which  was  discouraging  to  efforts  for  mental  improvement ;  for  the  idea  that  a 
workman  should  pursue  school-studies  has  almost  invariably  been  ridiculed  in  the 
shops, — and  ridicule  is  apt  to  dampen  the  ardor  of  students  who  have  not  advanced 
far  enough  in  studies  and  experience  to  appreciate  the  importance  of  education. 
Moreover,  the  work  of  instructing  apprentices  was  new  to  the  teachers,  and  we 
made  some  mistakes,  one  of  which  was  an  attempt  to  put  all  boys  through  precisely 
the  same  kind  of  training  without  regard  to  individual  aptitudes.  I  think,  too,  that 
the  work  at  first  attempted  was  too  severely  mathematical  for  apprentice  studies. 
Dry,  abstract  mathematical  drill  will  not  interest  apprentice  boys,  nor  make  intel¬ 
ligent,  thinking  mechanics  of  them.  With  the  exception  of  drawing,  we  did  not 
succeed  in  giving  the  instruction  enough  of  a  tangible  and  practical  bias  to  encour¬ 
age  boys  to  take  an  interest  in  our  classes. 

From  my  own  experience  and  study  of  the  subject  since  my  connection  with  this 
school,  and  from  the  testimony  of  teachers  and  employers  in  Europe  who  have 
made  similar  attempts,  I  am  convinced  that  while  it  is  possible  and  desirable  to 
educate  apprentices  in  technical  subjects  during  apprenticeship,  even  though  the 
instruction  be  wholly  confined  to  night-classes,  it  is  equally  certain  that  to  try  to 
educate  boys  who  have  not  formed  habits  of  study  before  entering  upon  apprentice¬ 
ship  is  a  useless  waste  of  time,  patience  and  money.  Although  there  may  be  ex¬ 
ceptions,  the  results  are  usually  very  meagre  and  unsatisfactory. 


GRADUAL  ELEVATION  OF  STANDARD  OF  ADMISSION.  161 


IMPROVEMENT  OBTAINED. 

Since  March,  1885,  there  have  been,  in  accordance  with  your  plans  and  instruc¬ 
tions,  regular  educational  examinations  every  month,  except  July,  1886,  of  appli¬ 
cants  for  apprenticeship ;  and  with  two  or  three  exceptions,  no  boys  have  been 
admitted  to  apprenticeship  at  Mt.  Clare  without  first  trying  this  examination.  At 
first  we  had  to  make  the  standard  of  requirements  very  low,  in  order  to  get  enough 
boys  to  supply  the  demand  for  apprentices ;  but  there  has  been  a  gradual,  though 
decided  elevation  of  that  standard,  so  that  at  the  present  time  none  can  be  admitted 
without  a  fair  knowledge  of  the  rudiments  of  elementary  English  branches ;  nor 
then  without  demonstrating  some  ability  to  think,  and  expressing  a  willingness  to 
to  avail  of  the  school-instruction  by  regular  and  prompt  attendance  at  the  classes 
if  admitted  to  apprenticeship. 

CHANGES  IN  MANNER  OF  TEACHING;  THE  RESULT  OF  THIS  EXPERIENCE. 

As  the  result  of  these  examinations,  we  had,  when  the  school  year  began  in  Octo¬ 
ber,  1885,  about  thirty  apprentices  capable  of  pursuing  more  advanced  studies. 
Guided  somewhat  by  our  experience  the  preceding  term,  and  profiting  by  observa¬ 
tions  that  I  had  made  in  the  management  of  workingmen’s  and  apprentice  schools 
in  Europe,  we  made  some  decided  changes  in  the  subjects  and  methods  of  instruc¬ 
tion.  Classes  were  formed  in  drawing,  in  mathematics,  in  the  study  of  the  loco¬ 
motive  engine,  and  in  physics.  Instruction  was  also  given  in  English  and  in  history, 
and  a  few  classes  were  still  sustained  for  the  elementary  instruction  of  the  forty 
boys  who  had  been  in  the  school  the  previous  term.  These  classes,  with  some 
changes  and  additions,  were  sustained  during  the  school  year  ending  in  June,  1886, 
and  about  eighty  different  boys,  more  or  less  advanced,  received  instruction  dur¬ 
ing  that  year,  all  of  whom  were  required  to  take  drawing  and  to  choose  at  least 
two  academic  studies.  In  addition  to  the  general  class-instruction,  boys  were  en¬ 
couraged  to  read  many  books  on  general  and  technical  subjects,  and  a  few  of  them 
were  induced  to  take  an  interest  in  the  scientific  and  mechanical  journals  which 
come  regularly  to  our  library.  We  also  had  a  number  of  science  lectures  illus¬ 
trated  by  simple  experiments.  These  exercises  proved  both  interesting  and  instruc¬ 
tive  to  the  boys. 

For  a  more  complete  and  detailed  statement  of  the  academic  work  undertaken, 
and  which  with  some  modifications  was  carried  out  in  the  school  year  ending  June 
1,  1886,  I  respectfully  refer  you  to  my  report  of  October  9,  1885,  a  copy  of  which  I 
hand  you  herewith.*  But  the  work  accomplished  by  the  school  for  that  year 
was  by  no  means  confined  to  academic  studies  and  class-instruction. 

It  has  been  our  constant  endeavor  to  carry  the  instruction  beyond  the  school¬ 
room  into  the  shops,  after  the  manner  set  forth  in  your  school  circular  of  October 
1,  1885.  [Exhibit  V.]  Owing  to  difficulties  which  are  obvious  and  inherent  to 
such  an  undertaking,  our  progress  in  this  direction  has  been  slow.  Something  has 
been  done,  however,  in  the  way  of  supervision  and  systematic  instruction  of  ap¬ 
prentices  in  the  shops,  and  our  experience  in  this  direction  I  regard  as  invaluable, 
so  far  as  it  has  gone. 


*  Mt.  Clark,  October  9,  1885. 

Dr.  W.  T.  Barnard, 

Assistant  to  President. 

Dear  Sir:  The  following  is  the  course  of  academic  study  which  I  have  marked  out  for  the  present 
school  year.  It  contemplates  two  terms — one  to  end  February  1,  and  the  other  at  the  close  of  the 
school  year.  I  have  arranged  the  course  with  reference  to  the  three  classes  of  apprentices  indicated 
in  your  school  circular  of  October  1  (Exhibit  V) : 

1.  Those  in  the  First  Section  of  the  regular  technical  course — First  Term:  Algebra,  Physics,  Steam, 
the  Locomotive  Engine,  and  Drawing.  Second  Term:  Practical  Geometry,  Physics,  English,  and 
Drawing. 


ART— VOL  4 - 11 


162  .  DUCATION  rtf  THE  INDUSTRIAL  AND  FINE  ARTS. 


SURPRISING  IGNORANCE  OF  TECHNICAL  FACTS  SHOWN  BY  YOUNG  WORKMEN. 

Investigations  in  the  shops  by  conversations  and  observation  have  developed  the 
fact  that  many  boys  and  young  men  had  completed  or  almost  completed  their  ap¬ 
prenticeship  in  the  machine-shops  without  being  able  to  tell  the  difference  between 
cast  and  wrought  iron,  without  knowing  whether  .steel  is  a  native  or  manufac¬ 
tured  product,  and  equally  ignorant  of  many  other  simple  though  important  and 
significant  facts  which  are  intimately  related  to  their  trades. 

In  the  performance  of  his  specified  duties  as  shop-instructor,  Mr.  Scribner  made 
a  study  of  the  various  trades,  machines  and  processes  in  the  shops,  and  of  the  suc¬ 
cessive  steps  in  apprenticeship,  with  a  view  to  recommending  a  course  of  shop- 
instruction  that  would  be  parallel  to  the  theoretical  studies  taught  in  the  school. 
By  short,  pointed  conversations  with  the  boys  while  at  their  machines,  which  did 
not  at  all  interfere  with  the  work  they  were  doing,  the  shop-instructor  was  enabled 
to  set  boys  to  thinking  intelligently  about  the  machines  and  the  work  upon  which 
they  were  engaged.  In  this  way  the  class-room  instruction  could  often  be  imme- 

2.  Those  who  are  not  now  prepared  for  the  First  Section,  but  may  be  bo  prepared  with  a  reasona¬ 
ble  amount  of  teaching  and  encouragement. 1 

First  Term:  (1)  All  required  to  take  Drawing  one  night  each  week.  (2)  Each  boy  required  to  choose 
two  studies  from  the  following :  Arithmetic,  History  and  Geography,  Elementary  Physics,  Steam,  the 
Locomotive  Engine,  and  English. 

Second  Term :  About  the  same  as  First. 

3.  Apprentices  who  were  not  likely  to  be  able  to  prepare  for  advanced  studies.  These  were  to  be  re¬ 
quired  to  take  Drawing  one  or  two  nights  each  week  at  Mt.  Clare,  and  to  attend  the  city  night-schools. 1 

In  justification  of  our  attempt  to  introduce  technical  studies  with  so  little  preliminary  preparation 
on  the  part  of  students,  I  would  call  attention  to  the  following  considerations  : 

1.  That  in  English  schools  boys  with  no  better  elementary  education  than  many  of  our  boys  possess, 
study  these  subjects  in  night-schools  after  working  all  day,  and  some  of  them  pass  the  Government's 
examinations  in  science,  and  the  City  and  Guilds  of  London  examination  in  technology,  with  honor. 

2.  These  studies  will  produce  just  as  good,  if  not  better,  educational  results,  and  have  more  practi¬ 
cal  value,  than  the  study  of  the  ordinary  elementary  school-branches. 

3.  The  study  of  elementary  science  experimentally  illustrated,  as  we  intend  it  shall  be,  will  do  much 
toward  awakening  an  interest  in,  and  showing  the  utility  of,  more  abstract  studies,  and  the  boys  will 
learn  more  mathematics  with  the  science  studies  then  they  will  without  them.  The  science  studies 
will  also  go  far  toward  creating  an  interest  in  the  scientific  and  mechanical  books  and  papers  that 
are  in  our  library,  and  prepare  the  boys  to  profit  by  such  reading. 

At  first  thought,  it  may  not  seem  so  desirable  to  have  science  taught  to  apprentices  as  drawing. 
The  drawing  produces  visible  results  and  its  value  is  therefore  much  more  readily  appreciated.  But 
if  we  had  some  graphic  method  of  representing  the  results  of  science-teaching— the  habits  of  thought, 
observation,  intelligent  inquiry,  and  definite  expression  that  are  thus  developed— I  believe  the  vote  of 
those  concerned  would  be  to  continue  the  science-teaching  along  with  the  instruction  in  drawing. 

4.  It  cannot  reasonably  be  expected  that  the  progress  in  study  by  apprentices  who  work  all  day  in 
the  shops  will  be  anything  like  as  perceptible  and  efficient  as  is  the  progress  of  young  men  in  such 
schools  as  the  Massachusetts  Institute  of  Technology,  where  only  a  few  hours  each  week  are  devoted 
to  shop-work.  But  by  choosing  such  science  studies  as  have  the  most  direct  bearing  upon  the  work 
in  the  shops,  and  pushing  these  studies,  some  progress  can  be  made.  While  we  will  not  give  as  much 
theory  as  is  given  in  other  schools,  we  will  give  much  more  practice ,  and  our  present  system  of  shop- 
instruction  contemplates  an  immediate  application  of  theory,  whereas  much  of  the  theory  in  other 
schools  is  never  applied.  I  believe  that,  so  far  as  the  interests  of  the  employer  are  concerned,  more 
good  will  result  from  a  technical  school  in  which  practice  predominates  over  theory,  than  in  one 
where  the  reverse  is  true.  A  school  as  such  looks  for  the  highest  good  in  each  boy,  and  this  is  right ; 
but  in  such  a  school  as  we  are  seeking  to  build  up,  the  problem  is  how  to  make  the  instruction  of  such 
a  character  as  to  justify  the  employer  in  maintaining  the  school.  This,  I  believe,  can  be  done  by 
carrying  the  instruction  not  merely  up  to  the  shops,  but  directly  into  them.  Yours  truly, 

G.  P.  Colek. 

Instructor  in  English  and  History. 


1  It  was  found  later  that  this  was  impracticable.  As  before  stated,  experience  soon  showed  that  it 
was  useless  to  waste  time  on  boys  who  had  not  previously  formed  some  habits  of  study,  and  so  many 
boys  were  coming  into  the  service  under  the  provision  of  the  educational  examination  that  it  was  de¬ 
cided  to  devote  all  the  time  and  resources  of  the  school  to  their  advancement. — G.  P.  (?. 


NEED  OF  ELEMENTARY  INSTRUCTION  APPARENT.  163 

diately  applied,  and  apprentices  were  directed  to  books  and  mechanical  journals 
where  they  could  get  still  further  knowledge. 

Mr.  Scribner  also  took  groups  of  boys  from  machine  to  machine  and  from  shop 
to  shop  for  the  purpose  of  studying  machinery  and  mechanical  processes  in  detail 
and  in  their  relation  to  each  other.  Attention  was  called  to  the  uses  of  the  ma¬ 
chines  and  the  scientific  principles  involved  in  their  construction  and  operation, 
and  one  class  of  advanced  boys  were  thus  permitted  to  supplement  their  class-room 
study  of  the  locomotive  engine  by  seeing  its  parts  and  the  successive  steps  of  its 
construction.* 


♦(The  following  extracts  from  reports  of  Mr.  Scribner,  who  was  principal  of  the  school  till  June, 
1886,  will  afford  a  general  idea  of  the  work  that  was  attempted  in  the  way  of  shop-instruction. — W. 
T.  B.) 

Mt.  Clare,  November  28,  1885. 

Dr.  W.  T.  Barnard,  • 

Assistant  to  President. 

Dear  Sir  :  My  time  at  Mt.  Clare  has  been  taken  up  much  as  during  the  week  previous,  a  rather 
large  share  being  still  required  for  Drawing,  as  will  be  the  case  until  we  are  well  started.  We  organ¬ 
ized  an  advanced  class  of  those  who  have  had  Drawing  before  coming  here,  selected  from  our 
Wednesday  and  Tuesday  afternoon  classes.  These  are  to  take  up  Descriptive  Geometry,  and  will 
meet  for  the  present  on  Friday  afternoon  at  3  o’clock.  Every  member  of  the  school,  some  seventy- 
five  in  all,  is  now  having  one  lesson  weekly  in  Mechanical  Drawing,  the  First  Section  meeting  for  three 
hours  in  the  afternoon,  and  the  other  sections  for  two  hours,  at  night  only.  The  progress  this  week 
has  been  even  more  satisfactory  than  last  week,  and  as  soon  as  we  get  our  instruments  and  some  other 
necessary  equipments,  the  Department  of  Drawing  will  be  fairly  on  its  feet.  In  the  shop  I  continued 
the  instruction  on  the  locomotive,  taking  another  set  of  boys,  and  expect  to  be  able  to  do  still  more  of 
this  work  next  week. 

************* 

Besides  the  shop- instruction  I  have  during  the  past  week  turned  my  attention  especially  to  that  part 
of  our  present  program  [Exhibit  VJ  which  refers  to  studying  “the  capabilities  and  aspirations  of  the 
various  apprentices,”  beginning  with  those  who  constitute  our  First  Section.  I  spent  some  time  in 
talking  with  each  personally,  and  find  that  by  calling  their  attention  to  the  real  purpose  of  their  com¬ 
ing  here,  and  the  means  they  must  use  for  their  own  advancement,  it  is  always  possible  to  arouse 
greater  interest  in  their  shop-work  and  their  studies.  Another  result  of  such  questioning  is  to  point 
out  the  need  of  instruction  in  special  subjects  which  are  very  important. 

As  an  example  of  this,  I  found  that  some  very  intelligent  apprentices  had  no  very  clear  idea  of  the 
difference  between  wrought  and  cast  iron — a  knowledge  which  is  essential  to  progress  and  efficiency 
in  shop-work.  Of  course,  even  with  no  instruction  whatever,  they  could  not  remain  in  the  shops 
very  long  without  getting  some  notion  of  this  difference,  and  in  certain  very  practical  directions  a  far 
better  idea,  perhaps,  than  any  one  has  who  has  never  worked  in  a  machine-shop.  Yet  it  is  manifest 
that  clearer  and  truer  notions  on  such  subjects  than  can  be  picked  up  in  the  shop  are  needed,  even  at 
the  outset,  and  will  prove  invaluable  to  them  as  they  go  on  in  their  work. 

************* 

Another  point  which  I  have  taken  up  this  week  is  referred  to  in  our  program  in  these  words :  “  The 
shop-instructors  shall  make  a  classification  of  the  regular  kinds  or  pieces  of  work  which  are  constantly 
required  in  the  shop,”  etc.  Here  I  have  commenced  where  our  apprentices  begin,  at  present. 

The  regular  arrangement  has  been  to  have  them  spend  a  long  time  at  first  iu  turning  out  the  bolts 
used  in  various  parts  of  the  locomotive  and  elsewhere.  I  have  obtained  from  the  Drawing-room  spe¬ 
cial  information  about  the  kind  and  number  of  these  bolts— some  700  in  the  ordinary  locomotive — 
and  upon  the  necessary  work  which  these  bolts  require,  in  the  machine-shop,  I  propose  to  formulate 
such  a  course  of  instruction  as  will  make  the  work  at  the  “bolt-lathes,”  which  some  boys  now  find 
tediously  long,  a  source  of  interest  and  usefulness  by  giving  them  distinct  ideas  about  the  uses  of 
these  bolts  the  sort  of  finish  they  require,  and  the  quickest  and  best  ways  of  making  them.  This  will 
be,  it  is  true,  an  experiment,  but  a  little  study  shows  it  quite  possible  ;  for  the  great  variety  of  uses 
for  these  bolts  calls  for  different  degrees  in  the  nicety  of  fit  and  finish  to  be  given  them,  and  this  should 
exercise  the  boys  as  to  the  time  each  should  have,  although  at  first  this  cannot,  of  course,  be  left  wholly 
to  them.  And  then,  if  their  attention  is  called  to  it,  the  very  variety  referred  to  is  itself  of  value, 
illustrating  the  many  uses  of  “  the  bolt.”  So,  too,  with  other  parts  of  our  program  that  have  special 
bearing  on  the  work  of  this  particular  shop,  practical  methods  of  work  can  be  outlined.  Meanwhile, 
I  need  not  neglect  the  other  shops,  though  for  particular  attention  they  will  have  to  wait  their  own 
turn. 

Very  respectfully  submitted. 

C.  W.  Scribner, 

Principal. 


164  EDUCATION"  IN'  THE  INDUSTRIAL  AND  FINE  ARTS. 


SHOP  INSTRUCTION  SUGGESTED. 

It  seems  to  me  that  judicious  and  systematic  shop-instruction  will  do  more  to¬ 
ward  bringing  about  visible  economic  results  than  any  other  feature  of  the 
school.  I  am  firmly  convinced  that  it  is  possible  to  arrange  parallel  courses  of  in¬ 
struction  for  the  school  and  for  the  shops  of  such  a  character  that  the  shop-work 
will  create  and  intensify  interest  in  school-work  and  vice  versa. 

In  the  management  of  the  Mt.  Clare  school  we  have  endeavored  to  get  boys  in¬ 
terested  in  reading  the  history  and  development,  and  in  knowing  something  of  the 
present  status  of  their  several  trades  and  industries.  It  is  reasonable  to  expect  the 
workers  of  iron  and  steel  to  have  some  knowledge  of  the  history  of  the  iron  and 
steel  industries;  that  electricians  should  know  the  past,  present,  and  prospective 
future  of  electricity;  also,  that  engineers  should  know  about  the  history  of  the 
steam  engine  and  the  various  steps  in  the  invention  and  improvement  of  it.  This 
method  of  special  historical  study  and  investigation,  of  industrial  subjects  will 
serve  the  two-fold  purpose  of  promoting  intelligence  and  stimulating  and  directing 


Mt.  Clare,  December  19,  1885. 

Dr.  W.  T.  Barnard, 

Assistant  to  President. 

Dear  Sir  :  With  reference  to  organization  of  shop-work,  I  have,  (luring  the  hours  not  spent  in  in¬ 
dividual  instruction,  heen  working  on  three  different  lines :  (1)  In  arranging  pieces  of  work  made  into 
a  shop-course ;  (2)  In  arranging  a  definite  agreement  with  foremen ;  (3)  In  determining  the  way  in 
which  instruction  in  the  use  of  tools  can  best  be  given  in  our  shops. 

On  the  latter  point  I  find  that  much  time  is  used  to  small  purpose  if  I  talk  to  apprentices  separately 
on  this  subject,  instead  of  to  classes.  I  have,  therefore,  decided  that,  while  I  can  continue  this  to 
some  extent,  my  best  plan  will  he  to  teach  in  small  classes  wherever  possible  ;  this  plan  also  making 
the  use  of  a  fixed  system  much  easier.  To  this  end  the  two  points  first  named  relate.  And  (1)  the 
cataloguing  of  standard  shop-pieces  has  been  continued,  and  I  purpose  to  have  sketches  of  them  ar¬ 
ranged  in  a  book,  noting  on  the  page  opposite  the  name  and  use  to  be  made  of  each  piece,  the  machine- 
tools  to  be  used  in  fitting  it  up,  the  various  cuts  to  be  made  and  the  cutting-tools  to  be  used  with  each 
machine-tool.  This  done,  they  can  be  classified  into  several  parallel  progressive  courses ;  and  though 
all  this  consumes  time,  it  will  in  the  end  save  far  more  by  securing  a  working  system  so  arranged  as 
to  give  better  instruction,  to  several  hoys  at  a  time— unquestionably  a  better  plan  than  to  give  in¬ 
dividual  instruction  only.  But  all  this  would  avail  little,  if  each  piece  used  as  an  exercise  had  to  be 
done  only  under  orders  from  the  foremen,  to  be  rushed  through  when  time  could  be  ill  afforded  for 
requiring  the  boy’s  attention  to  the  form  of  his  cutting-tool,  and  for  explaining  the  reason  why  each 
part  should  be  shaped  as  it  is,  or  perhaps  at  a  time  when  the  instructor  could  not  be  presen  ;  in  either 
case  merely  verbal  directions  and  no  working  drawings  being  furnished.  But  while  convinced  that 
to  work  in  this  way  I  must  have  sole  control  of  certain  machines  at  certain  hours,  and  of  the  work  to 
be  done  on  the  “ instruction-pieces,”  I  was  not  first  to  suggest  it,  as  I  had  to  be  sure  that  such  a  plan 
would  not  delay  the  work  ;  and  while  one  clause  of  our  shop  program  gives  the  instructor  the  use  of 
idle  machinery,  another  states  that  ‘  ‘  the  foreman  shall  have  undisputed  right  to  say  what  work  shall 
be  done  by  the  apprentices  and  when  it  shall  be  done,”  and  that  the  instructor’s  recommendations  in 
such  matters  shall  be  made  first  to  them.  I  am  glad  to  say,  therefore,  that  such  recommendations 
as  I  have  made  have  been  followed,  not  as  yet  by  the  foreman’s  enforcing  them,  but  by  his  suggest¬ 
ing,  himself,  that  it  would  he  much  better  and  simpler  to  detail  certain  machinery  at  certain  hours 
for  instruction-purposes,  fully  assenting  to  the  value  of  a  fixed  course  of  teaching  when  done  in  this 
way  on  selected  pieces  to  which  time  could  he  given.  I  then  proposed  this  plan  to  the  Master 
Mechanic,  who  not  only  at  once  assented,  but  said  he  felt  sure  that  this  method  would  give  the  best 
results,  and  was  in  fact  the  only  one  to  follow.  And  now,  since  this  proposition  has  come  from  the 
shop,  I  can  feel  sure  that  it  is  the  most  practicable  for  us,  and  the  most  practical,  too,  at  least  in  the 
sense  of  giving  satisfaction  to  all. 

I  referred  above  to  the  fact  that  the  boys  used  no  drawings.  I  now  intend  that  all  this  special  work 
shall  be  done  from  drawings  exclusively,  and  later  on  the  boys  can  work  from  drawings  which  they 
have  themselves  made  in  the  school — not,  of  course,  their  designs,  but  made  by  them  from  measure¬ 
ments  of  the  finished  piece  and  approved  by  the  head  draughtsman  of  our  works.  Thus  all  boys  so 
trained  will  be  able  to  do  all  their  work  from  standard  shop-drawings,  whenever  such  a  system  shall 
be  brought  into  more  general  use  in  our  shops  than  is  at  present  the  case. 

Very  respectfully  submitted. 

C.  W.  Scribner, 

Principal. 


NO  ELEMENTARY  TEXT  BOOKS  OF  RAILWAY  INDUSTRIES.  16'5 


invention.  The  workman  who  has  inventive  genius  will  be  much  more  likely  to 
develop  it  and  to  avoid  wasting  his  time  on  what  has  been  already  worked  out,  if 
he  knows  what  has  been  done  in  past  ages  in  the  field  of  his  specialty. 

LACK  OF  APPROPRIATE  TEXT  BOOKS  AND  LITERATURE. 

One  of  our  great  clifliculties  is  to  find  books  that  will  furnish  both  interesting 
and  profitable  technical  reading  for  boys  who  are  to  become  railway  mechanics  or 
operatives.'  A  literature  for  apprentices  needs  to  be  written.  Another  hindrance 
to  our  work  is  the  absence  of  text-books  bearing  on  railway  industries.  The  effi¬ 
ciency  of  any  industrial  school  is  dependent  upon  the  adoption  of  text-books  to 
the  purpose  for  which  the  school  was  established.  Our  teachers  have  had  to  work 
up  new  subjects  for  class-instruction,  and  they  often  feel  the  need  of  text-books  on 
these  subjects.  If  such  schools  become  common,  suitable  text-books  will  no  doubt 
be  forthcoming  from  enterprising  publishers. 

SUGGESTIONS  AS  TO  METHODS  OF  INSTRUCTION. 

Instruction  for  apprentices  must  at  first  deal  with  things  immediately  around 
them  and  proceed  from  these  to  things  more  remote  and  general.  I  am  quite  cer¬ 
tain  that  the  way  to  success  in  such  a  school  as  we  want  to  establish  at  Mt.  Clare 
for  regular  apprentices,  and  even  for  Cadets,  lies  not  so  much  in  the  class-room 
drills,  valuable  as  these  may  be  made,  as  it  does  in  each  teacher’s  ascertaining  the 
special  aptitudes  and  inclinations  of  the  different  boys,  and  then,  when  that  apti¬ 
tude  runs  in  the  direction  of  the  teacher’s  specialty,  in  its  being  developed  to  the 
highest  possibilities  by  class-instruction,  by  a  judicious  course  of  reading,  by  shop 
practice  and  instruction,  and  by  personal  influence  in  conversations  and  other¬ 
wise,  of  the  teachers  upon  the  students. 

GOOD  RESULTS  OBTAINED  BY  METHODS  USED. 

With  reference  to  what  the  school  is  accomplishing  this  year,  I  am  glad  that  I 
can  report  satisfactory  results,  considering  the  disadvantages  under  which  we  are 
compelled  to  work.  As  the  result  of  the  educational  examination  and  the  induce¬ 
ments  which  the  Technological  School  offers  to  aspiring  boys  and  young  men,  we 
now  have  at  Mt.  Clare,  in  the  shops  and  enrolled’  in  the  school,  about  seventy  ap¬ 
prentices  whose  ability  is  good  and  whose  early  education  has  not  been  wholly 
neglected.  Instruction  is  given  in  Drawing,  Descriptive  Geometry,  Physics,  Me¬ 
chanics,  Algebra,  and  Geometry.  There  is  a  strong  demand  for  classes  in  Steam, 
the  Locomotive  Engine,  Mensuration,  and  other  technical  subjects,  as  well  as  the 
systematic  shop-instruction,  but  the  limited  fund  at  our  command  prohibits  the 
employment  of  teachers  for  these  classes.  For  the  advanced  instruction  that  is 
now  in  progress  I  may  refer  you  to  the  reports  of  the  Instructor  in  Drawing,  and 
of  the  Instructor  of  Mechanics  and  Physics,  both  of  which  are  enclosed  herewith. 
In  addition  to  the  class-instruction,  books  are  given  out  to  be  read  and  reported 
on,  and  attention  is  frequently  called  to  the  mechanical  journals  on  the  library  ta¬ 
ble.  Some  of  the  boys  draw  back  numbers  of  these  journals  from  the  library  in 
order  to  read  them  at  their  homes.  It  is  our  purpose  to  continue  the  illustrated 
lectures  on  scientific  and  mechanical  subjects.  These  occur  every  week  or  every 
two  weeks,  and  at  the  close  of  the  lectures  opportunity  is  afforded  for  asking 
questions  and  discussing  the  points  that  have  been  presented.  Students  and  other 
employes  at  Mt.  Clare  attend  these  lectures.  Occasionally  a  half  hour  after  the 
lectures  is  spent  in  a  social  way,  so  that  teachers,  students  and  visitors  are  enabled 
to  become  acquainted.  In  this  way  much  is  done  toward  begetting  a  feeling  of 


166  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


esprit  de  corps  on  the  part  of  all  who  are  present.  Although,  on  account  of  the 
pressing  demand  for  new  engines,  many  of  the  apprentices  are  this  year  required 
to  work  in  the  shops  from  two  to  four  nights  each  week,  our  classes  have,  never¬ 
theless,  made  commendable  progress  in  their  studies — their  advancement  and  in¬ 
terest  this  year  being  by  far  the  most  satisfactory  to  the  teachers,  of  anything  that 
has  been  known  since  the  school  was  organized. 

DESIRABILITY  AND  ATTRACTIVENESS  OF  SUCH  SHOP  INSTRUCTION  DEMONSTRATED. 

The  fact  that  boys  of  ability  will  enter  the  shops  to  get  a  trade  and  an  education 
at  the  same  time,  and  that  they  can  and  will  learn  under  circumstances  so  discour¬ 
aging  as  those  resulting  from  our  limited  facilities  for  instruction  and  from  the 
requirements  of  niglit-work  in  the  shops,  goes  to  show  the  desirability  and  the 
economic  value  of  school-instruction  in  connection  with  workshops. 

That  progress  in  school-studies  was  at  all  possible  under  such  circumstances  is  to 
be  attributed  to  the  superior  ability  and  praiseworthy  perseverance  of  the  appren¬ 
tices  that  have  lately  entered  the  service. 

Many  of  these  young  men  are  soon  able  to  do  a  journeyman’s  work  and  to 
increase  the  efficiency  of  the  shops  in  numerous  ways  by  their  intelligence  and 
quickness  of  perception.  They  are  willing  to  accept  apprentice  wages  for  their  serv¬ 
ices  in  order  that  they  may  advantage  by  our  class-instruction.  But  I  very  much 
doubt  whether  we  can  hold  the  best  of  these  young  men  unless  they  are  afforded 
more  instruction  than  they  now  have.  Some  of  them  are  talking  of  going  else¬ 
where  to  enter  school,  and  I  cannot  blame  them  for  their  dissatisfaction  with  our 
present  school  facilities. 

SUPERIOR  CLASS  OF  APPRENTICES  SECURED. 

Of  the  young  men  who  have  become  apprentices  since  the  inauguration  of  the 
school,  our  records  show  that  the  number  who  have  been  at  least  two  years  in  their 
several  institutions  are  as  follows:  Baltimore  City  College,  5;  other  high  schools, 
7;  McDonough  School,  2;  University  of  Alabama,  1;  St.  John’s  College  1;  Johns 
Hopkins  University,  1  (one  year  only);  Naval  Academy,  1;  St.  Louis  Manual 
Training  School,  1.  Three  boys  have  come  from  the  Baltimore  Manual  Training 
School.  A  number  of  other  boys  have  attended  academies  or  good  grammar 
schools,  and  not  a  few  have  come  from  the  country.  Although  the  previous  school 
advantages  of  these  country  boys  have  not  been  very  great,  they  are  nevertheless 
among  the  most  faithful  and  earnest  workers  in  the  Mt.  Clare  school  and  shops, 
and  are  making  good  headway  in  their  school  and  shops. 

We  have  constantly  endeavored  to  do  the  most  that  could  be  done,  with  our  lim¬ 
ited  facilities,  toward  advancing  the  individual  interests  of  boys  who  have  come 
here  for  the  purpose  of  obtaining  an  education  while  learning  their  trades.  But 
we  have  not  lost  sight  of  the  fact  that  in  a  school  of  this  character,  sustained  by  a 
corporation  in  connection  with  its  shops,  the  highest  good  should  be  looked  for  in 
the  furtherance  of  the  material  interests  of  those  whose  money  goes  to  pay  for  the 
instruction.  Our  efforts  to  make  the  instruction  practical  and,  as  far  as  possible, 
of  immediate  usefulnsss  to  the  Company,  have  already  been  recognized  and  appre¬ 
ciated  by  some  of  the  heads  of  departments.  We  have  been  asked  to  recommend 
young  men  for  positions  requiring  intelligence  and  skill,  and  the  demand  for  young 
men  specifically  qualified  for  certain  positions  is  now  greater  than  we  can  supply. 

The  educational  requirements  for  apprenticeship  have  greatly  improved  the  char¬ 
acter  and  ability  of  apprentices  at  Mt.  Clare.  That  industrial  corporations  should 
recognize  the  value  of  common-school  framing  to  such  an  extent  as  to  make  edu¬ 
cational  qualifications  a  condition  of  admission  to  their  shops]  for  the  purpose  of 


RESULTS  OBTAINED  BY  TIIE  SCHOOL. 


167 


learning  a  trade,  is  an  important  movement  in  both  education  and  industry.  I 
would  recommend  that  the  monthly  educational  examination  be  extended,  under 
the  management  of  the  school,  to  shops  along  the  entire  line.  This  can  be  done 
by  sending  the  questions  each  month  to  the  managers  of  the  various  shops,  who 
should  see  that  they  are  submitted  to  applicants  for  apprenticeship.  The  papers 
could  then  be  sent  to  Mt.  Clare  to  be  looked  over,  graded,  and  returned  to  the 
proper  authorities.  The  standard  would  of  course  have  to  be  very  low  at  first,  but 
it  could  be  elevated  from  month  to  month.  The  expense  in  this  matter  would  be 
insignificant  compared  with  the  important  economic  results  that  could  thus  be 
attained. 


WHAT  THE  SCHOOL  HAS  ALREADY  ACCOMPLISHED. 

In  conclusion  I  will  briefly  summarize  what  has  been  accomplished  by  the  school 
and  its  management  since  it  was  inaugurated: 

1.  The  examination  of  147  apprentices  at  Mt.  Clare,  and  of  350  apprentices  along 
the  line,  who  were  in  the  service  when  the  school  began. 

2.  The  maintenance  since  March,  1885,  of  an  educational  examination  as  a  condi¬ 
tion  of  admission  to  apprenticeship  at  Mt.  Clare. 

3.  The  instruction  in  drawing  and  in  elementary  subjects  of  about  forty  appren¬ 
tices  who  had  been  received  into  the  service  before  the  inauguration  of  the  school. 

4.  The  admission  to  apprenticeship  of  more  than  100  boys,  many  of  whom  had 
already  laid  the  foundation  for  technical  training.  Some  of  these  young  men  do 
the  work  of  journeymen,  for  which  they  are  willing  to  receive  very  low  wages  on 
account  of  the  school-instruction. 

5.  For  more  than  a  year  we  have  been  giving  these  young  men  the  very  best 
technical  training  in  drawing,  descriptive  geometry,  physics,  mechanics  and  the 
locomotive  engine,  besides  in  the  more  general  subjects  of  algebra,  geometry,  his¬ 
tory,  English,  etc. 

6.  Our  teachers,  in  their  endeavors  to  make  their  instruction  practical,  have  gone 
into  the  shops  to  study  the  machines,  trades  and  manipulative  processes,  and  to  be¬ 
come  acquainted  with  the  boys  while  engaged  in  the  performance  of  shop-duties. 

7.  Shop-instruction  and  supervision  on  a  practical  and  systematic  basis  has  been 
attempted,  and  to  a  certain  extent  carried  out.  The  experience  thus  gained  will 
be  invaluable  in  future. 

8.  A  number  of  problems,  drawings,  etc. ,  have  been  prepared  by  our  teachers 
from  data  gathered  in  and  about  the  shops,  and  the  use  of  these  enables  the  in¬ 
structors  to  make  the  instruction  much  more  interesting  and  profitable  than  it 
would  have  been  had  the  instructors  relied  solely  on  the  use  of  text-books. 

9.  The  nucleus  of  a  physical  laboratory  for  class-instruction  and  experiments  by 
students  has  been  formed. 

10.  A  classification  of  the  various  steps  of  apprenticeship  has  been  attempted, 
and  some  headway  has  been  made  toward  that  end,  with  a  view  to  correcting 
errors  in  existing  methods  of  apprentice  work  and  adopting  the  school-instruction 
to  the  wants  of  the  shop.  Efforts  have  also  been  made  toward  working  out  sys¬ 
tematic  plans  of  shop-instruction  for  educational  results. 

11.  An  important  and  extensive  collection  of  scientific  and  mechanical  books 
and  magazines  has  been  carefully  made  for  the  library. 

12.  Apprentices  have,  through  the  school,  been  brought  into  intimate  relations 
with  the  library,  and  have  thus  been  induced  to  do  a  considerable  amount  of  useful 
reading. 

13.  Although  we  have  not  yet  succeeded  in  putting  the  Cadet  classes  into  operation, 
much  prejudice  has  been  overcome,  and  many  who  at  first  did  not  believe  in  such 


168  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


a  school  have  been  led  to  see  that  school-instruction  as  supplementary  to  apprentice¬ 
ship  is  both  possible  and  desirable. 

14.  The  knowledge  of  the  maintenance  of  such  a  school  by  the  Baltimore  and 
Ohio  Company  has  spread  through  the  community  and  the  country  at  large,  and 
has  given  the  Company  credit  for  manifesting  a  tangible  interest  in  the  welfare  of 
its  employes,  and  for  thus  adopting  efficient  and  practical  measures  toward  the 
effectual  solution  of  labor  problems. 

Already  other  railway  companies  have  indicated  their  intention  to  adopt  certain 
features  of  our  school-work  in  their  shops. 

15.  Finally,  the  managers  and  teachers  of  the  school  have  gained  much  practical 
experience  that  will  be  of  great  service  in  the  future  management  of  the  school. 
The  way  has  been  prepared  for  the  organization  of  the  Cadet  classes,  and  young 
men  are  ready  to  enter  upon  advanced  courses  of  study  as  soon  as  these  classes  can 
be  organized. 

Very  truly,  yours, 

.  G.  P.  COLER, 

Principal,. 


DEPARTMENT  of  drawing. 


G.  P.  Coler,  Principal : 

Dear  Sir  :  When  the  instruction  of  apprentices  in  drawing  first  began,  but  little 
could  be  accomplished,  owing  to  two  causes  :  1st.  The  character  of  the  students ; 
2d.  Lack  of  facilities.  With  only  a  few  exceptions  the  students  then  in  the  school 
were  those  who  had  been  for  some  time  in  the  service,  who  had  entered  simply  for 
work,  and  not  with  any  idea  or  desire  for  “schooling,”  and  who  had  been  condi¬ 
tionally  admitted  to  the  school  on  an  entrance  grade  far  below  the  regular  passing- 
mark.  Their  capacity  for  instruction  was  so  limited  as  to  render  any  attempts  at 
it  very  discouraging.  No  drawing  instruments  were  obtained  for  some  time,  and 
consequently  no  mechanical  drawing  was  done  at  first,  and  the  instruction  con¬ 
sisted  entirely  of  free-hand  drawing. 

Since  then  the  condition  of  affairs  has  changed  very  much  for  the  better.  Draw¬ 
ing  instruments  were  purchased  and  other  facilities  provided.  The  work  in  free¬ 
hand  drawing  is  now  equipped  with  a  set  of  Prang’s  Drawing  Models,  a  partial  set 
of  compressed  paper  “  models  en  relief,”  and  a  few  other  models  made  at  the  school. 
The  work  in  projective  drawing  is  illustrated  by  a  set  of  models  showing  the  inter¬ 
sections  of  various  geometrical  solids  by  planes  or  by  other  solids.  The  most  of 
these  last-mentioned  models  were  made  by  myself,  and  the  list  is  rapidly  being  in¬ 
creased.  The  work  in  machine  drawing  is  aided  by  a  set  of  Thorne’s  working  draw¬ 
ings  which  illustrate  the  best  methods  of  practice. 

The  grade  of  the  entrance  examinations  is  now  more  rigid,  and  the  larger  part  of 
the  old  students  have  either  left  the  school,  completed  their  apprenticeship,  or 
have  been  dropped  from  school-work  for  incapacity.  Raising  the  grade  of  the 
school-work  is  having  a  very  noticeable  result  in  the  corresponding  improvement  in 
the  character  of  the  apprentices  now  in  the  service.  Of  those  who  have  entered 
the  service  since  the  organization  of  the  school,  the  majority  are  young  men  wrho 
would  never  have  entered  as  apprentices  except  for  the  school,  and  it  has  come  to 
my  personal  knowledge  that  some  of  the  best  of  them  are  only  continuing  in  the 
service  in  the  hopes  of  the  speedy  enlargement  of  the  facilities  of  the  school.  There 
are  some  cases  of  students  showing  an  aptitude  for  drawing  amounting  almost  to 
genius,  and  who  already  do  work  which,  on  the  score  of  neatness,  will  compare  fav¬ 
orably  with  that  of  the  majority  of  professional  draughtsmen,  and  who  only  need 


REPORTS  BY  INSTRUCTORS  IN  DRAWING  AND  MECHANICS.  1G9 


additional  training  in  the  technicalities  of  draughting  to  make  them  proficient 
draughtsmen,  and  valuable  material  from  which  the  company  may  recruit  for  their 
drawing-rooms.  One  of  the  apprentices  has  already  been  advanced  from  the 
machine-shop  to  the  draughting  department,  and  only  recently  we  had  occasion  to 
recommend  another  apprentice  in  answer  to  a  call  for  another  student  for  the  same 
purpose. 

On  February  1,  1886,  there  were  78  students  in  the  drawing  classes  of  the  school. 
Of  these,  30  are  still  in  the  school.  The  remaining  48  have  either  left  for  cause,  or 
have  been  dropped  from  school-work  because  they  showed  an  incapacity  or  unwill¬ 
ingness  to  learn  that  made  it  impolitic  to  waste  further  energies  on  them.  There 
are  at  present  58  students  in  the  various  drawing  classes.  The  number  is  steadily 
increasing,  the  additions  being  invariably  of  a  much  higher  grade  than  any  of  the 
apprentices  were  at  the  formation  of  the  school. 

The  course  in  drawing  now  consists  of  a  first-year  class  in  geometrical  drawing, 
a  second-year  class  in  projective  drawing,  a  third-year  class  in  machine  drawing,  a 
class  in  free-hand  drawing,  and  a  class  in  descriptive  geometry.  The  instruction  is 
almost  entirely  “  individual”  instruction  rather  than  “  class”  instruction — this  plan 
rendering  it  possible  for  each  student  to  progress  as  fast  as  his  ability  warrants,  and 
allowing  his  work  to  be  slightly  varied  as  his  future  requirements  may  demand. 
The  drawings  sent  to  you  not  long  ago  are  a  fair  exponent  of  the  system  of  draw¬ 
ing  at  present  followed  in  the  school.  As  soon  as  a  proposed  sectional  model  of  a 
steam  engine  can  be  obtained,  the  instruction  in  machine  drawing  will  be  amended 
to  include  the  making  of  working  drawings  direct  from  the  models.  The  class  in 
machine  drawing  is  now  engaged  on  the  subject  of  spur  gearing,  and  this  will  be 
followed  by  work  in  bevel  and  worm  gearing.  It  is  intended  ultimately  to  give  a 
systematic  course  in  machine  design. 

Very  respectfully, 

Walter  L.  Webb, 

December  31,  1886.  Instructor  in  Draiving. 


DEPARTMENT  OF  MECHANICS  AND  PHYSICS. 

G.  P.  Coler,  Principal: 

Dear  Sir  :  Instruction  in  science  was  not  begun  until  the  school  had  been  in  oper¬ 
ation  for  some  time.  A  class  in  physics  was  first  formed,  and  this  year  one  in 
mechanics  was  organized.  In  addition  to  this  regular  work,  occasional  lectures  have 
been  given  to  other  classes  or  to  the  whole  school.  My  connection  with  the  school 
began  February  last.  There  have  been  under  my  charge  about  seventy  apprentices, 
in  classes  ranging  from  twelve  to  thirty  members. 

The  aim  has  been  to  impart  a  knowledge  of  some  of  the  elementary  and  funda¬ 
mental  principles  and  laws  of  the  subjects  considered,  to  illustrate  them  by  experi¬ 
ment,  to  direct  attention  to  their  important  applications,  and  especially  to  awaken 
an  interest  in  this  kind  of  study  and  cultivate  habits  of  thoughtfulness  and  a  desire 
for  an  intelligent  understanding  of  the  things  which  fall  immediately  to  the  notice 
of  the  student,  such  as  the  principles  involved  in  the  machinery  he  uses.  It  has 
been  borne  in  mind  also  that  these  subjects  are  the  necessary  foundation  for  subse¬ 
quent  study  of  mechanism,  the  steam  engine  and  other  advanced  and  technical  sub¬ 
jects,  and  especial  attention  has  therefore  been  given  to  those  topics  which  are  of 
most  importance  as  preparation  for  such  subjects. 

The  method  of  instruction  has  been  rather  an  experimental  presentation  of  the 
subjects  at  hand,  together  with  questions  and  class  discussion,  than  ordinary  text¬ 
book  recitation.  The  boys  have  naturally  shown  a  particular  liking  for  experiments, 
and  this  has  been  encouraged  by  the  introduction  of  such  experiments  as  have  been 
practicable.  They  are  not  made  mere  shows,  but  are  presented  in  such  a  way  as  to 


170  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


demand  careful  consideration  of  the  methods  employed  and  the  results  obtained. 
The  class  in  mechanics,  for  example,  arrives  at  principles  and  laws  as  the  result  of 
experiment ;  these  are  then  applied  to  the  solution  of  problems,  many  of  which  are 
to  be  determined  both  by  the  law  and  as  the  result  of  special  experiment.  Among 
the  latter  may  be  mentioned  the  determination  of  the  pressures  of  variously  loaded 
beams  upon  their  supports,  and  of  the  tension  on  the  tie-rod  of  a  crane  of  given 
form  when  supporting  a  known  weight.  A  considerable  part  of  this  work  is  per¬ 
formed  by  the  boys  themselves.  This,  besides  giving  clear  understanding  and  in¬ 
creased  interest,  serves  to  make  a  direct  connection  between  actual  and  theoretical 
work ;  it  shows  the  way  in  which  theoretical  study  may  benefit  the  practical  work¬ 
man,  and  also  leads  to  habits  of  considering  and  methods  of  dealing  with  real  and 
practical  problems  at  first  hand. 

Several  causes  have  tended  to  make  the  results  less  satisfactory  than  they  might 
otherwise  have  been.  Many  of  the  boys  have  had  no  previous  study  or  training  in 
this  kind  of  work  and  are  prepared  only  for  what  is  most  elementary  ;  the  classes 
have  not  been  well  graded,  and  that  which  is  too  advanced  for  some  is  already  very 
familiar  to  others ;  the  attendance  has  been  made  irregular  and  the  time  for  study 
(which  is  meagre  at  best)  has  been  seriously  interfered  with  by  night-work  in  the 
shops ;  there  has  been  almost  no  apparatus  except  that  constructed  with  limited 
facilities  by  the  instructor.  One  of  the  most  valuable  results,  however,  is  the  change 
in  the  attitude  of  the  boys  as  a  class  toward  study  and  school-work.  At  first  it 
seemed  that  the  boys  attended  their  classes  simply  because  they  were  compelled  to 
do  so ;  they  manifested  little  desire  for  anything  better  than  not  to  go  to  school.  It 
was  then  a  difficult  matter  to  even  hold  the  attention  of  a  class.  During  last  year 
there  was  marked  improvement  in  scholarship  and  interest,  which  was,  I  think, 
furthered  by  occasional  visits  to  the  shops  and  short  talks  with  the  boys  concerning 
their  school  and  shop-work.  This  year  opened  with  fresh  earnestness  and  spirit. 
The  improvement  made  by  those  attending  last  year,  and  the  superior  class  of 
apprentices  who  have  recently  entered  the  service  (many  of  whom  have  done  so 
especially  to  avail  of  combined  shop  and  school  advantages),  render  the  instruction 
much  more  satisfactory,  both  as  regards  the  grade  of  the  work  and  the  spirit  with 
which  it  is  done. 

The  marked  change  which  the  school  has  undergone  during  the  past  year  is,  in 
my  estimation,  a  matter  of  congratulation  and  gratifying  surprise.  The  influence 
of  the  school  in  raising  the  character  and  general  intelligence  of  the  apprentices, 
their  ambition  to  improve,  and  their  increased  earnestness,  cannot  but  lead  to  most 
satisfactory  results  in  their  value  and  efficiency  as  workmen. 

Very  respectfully, 

Chas.  F.  Scott, 

Instructor  in  Mechanics  and  Physics. 


December  31,  1886. 


CHAPTER  VI. 


TECHNICAL  MECHANICAL  SCHOOLS. 

Account  of  five  notable  Technical  Schools  in  the  United  States.  Pages  171-223. 

The  Worcester  Polytechnic  Institute,  formerly  known  as  the  Worcester  County 
Free  Institute  of  Industrial  Science — The  State  Report  for  1871 — State  authoriza¬ 
tion  for  free  technical  schools  in  cities  and  towns  suggested  in  this  report — This 
Institute  founded  by  John  Boynton,  Esq.,  a  citizen  of  Worcester,  Massachusetts — 
Purpose  of  the  school  defined — Hon.  Stephen  Saulsbury,  further  endows  the 
School — Bequest  by  the  late  Hon.  Iohabod  Washburn — The  course  of  instruction — 
The  catalogue  of  1890,  shows  the  development  of  the  school  since  its  establishment 
in  1868 — The  tendency  of  institutions  to  eliminate  the  term  “Industrial”  from 
their  titles — Professor  Thompson,  first  Principal  of  the  Institute,  is  called  to  take 
charge  of  the  Rose  Polytechnic  Institute,  at  Terre  Haute,  Indiana — List  of  the 
Faculty  of  the  Worcester  Polytechnic  Institute  in  1890.  Page  173. 

The  Rose  Polytechnic  Institute — Brief  account  of  the  school  and  its  founder,  Chaun- 
cey  Rose — The  school  first  known  as  the  Terre  Haute  School  of  Industrial  Science — 
The  name  changed  by  the  Trustees  in  honor  of  the  man  whose  liberality  and  public 
spirit  had  created  the  Institution — Chauncey  Rose  a  public  benefactor  of  the  same 
class  as  Stephen  Girard,  Peter  Cooper,  Charles  Pratt,  Anthony  J.  Drexel,  and  their 
noble  compeers — The  inauguration  of  President  Thompson  and  the  opening  of  the 
Institute — The  early  decease  of  the  lamented  President— The  calling  of  Professor 
T.  C.  Mendenhall  to  the  Presidency — Successful  administration  of  President  Men¬ 
denhall— He  is  called  to  take  charge  of  the  U.  S.  Coast  and  Geodetic  Survey — 
Dr.  Henry  C.  Eddy,  Dean  of  the  University  of  Cincinnati,  succeeds  President 
Mendenhall — Abstracts  from  the  catalogue  of  1893 — List  of  Faculty.  Page  184. 

The  University  of  Illinois,  Urbana,  Illinois,  formerly  known  as  the  Illinois  Indus¬ 
trial  University — School  of  Mechanical  Engineering — Brief  history  of  the  Uni¬ 
versity — The  child  of  the  Nation  and  the  State — Programme  of  courses  in  Draw¬ 
ing  and  in  Mechanical  Engineering — Impulse  to  Art  study,  and  an  Art  collection, 
given  by  President  Gregory— List  of  Faculty  in  1 874-’ 75 — The  Legislature  applied 
to  for  change  of  name  in  1885 — Extracts  from  Petition  of  President  Peabody  to  the 
Legislature  in  1885 — Growth  of  the  University  shown  by  catalogue  of  1891-’92 — 
Courses  in  Mechanical  Engineering.  Page  202. 

The  Mechanical  courses  in  Cornell  University;  “  Sibley  College  of  Mechanic  Arts  ” — 
This  department  founded  and  endowed  by  Hon.  Hiram  Sibley,  of  Rochester, 
N.  Y.,  in  1870 — Programme  of  the  several  courses — The  Building — List  of  the 
Faculty  in  1874-’75 — The  grand  result  of  the  foresight  and  public  spirit  of  Ezra 
Cornell — The  remarkable  growth  of  Cornell  University — Report  by  President 
Adams  for  the  year  1891-92 — The  growth  and  needs  of  Sibley  College — Increase 
in  value  of  the  property  and  endowment  of  Cornell  University  to  August  1st, 
1892 — Report  by  Professor  Thurston,  the  Director  of  Sibley  College — The  Depart¬ 
ment  of  Industrial  Training  and  Art — Report  of  the  Sibley  College  in  the  Regis¬ 
ter  of  the  University,  December,  1892.  Page  208. 


171 


172  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  University  of  California,  College  of  Mechanics,  Berkeley,  California — Histor¬ 
ical  summary  of  the  University — College  of  Mechanics  under  Professor  Le 
Compte,  opened  1870 — Chair  of  Industrial  Mechanics  founded  1874 — Drawing  a 
leading  study — List  of  Faculty  in  1875 — Details  of  the  courses  in  1891-92  will  be 
found  in  the  account  of  the  University  in  the  chapters  given  to  the  Land  Grant 
Colleges — Analysis  of  students  attending  different  departments  of  the  University 
in  the  year  1891-92.  Page  220. 

Introductory. 

The  five  schools  here  grouped  together,  though  situated  in  locali¬ 
ties  so  far  removed  from  each  other,  find  a  common  bond  uniting 
them  in  sympathy  and  purpose,  in  the  fact  that  they  owe  their  origin 
to  a  recognition  of  the  difficulties  which  everywhere  hedge  in  the 
path  of  the  American  boy  who  wishes  to  make  himself  a  skilled 
mechanic.  Apart  from  the  confessedly  unsatisfactory  training  to  be 
found  in  such  poor  remnants  of  the  apprenticeship  system  as  sur¬ 
vive  to  our  day,  the  several  Trade  Unions,  composed  often  largely 
of  European  emigrants,  rigidly  limit  the  number  of  apprentices,  or 
learners,  to  be  allowed  in  any  given  shop.  Were  there  no  such 
limitations,  however,  the  multiplication  of  machinery  in  all  the  pro¬ 
cesses  tends  to  make  of  the  ordinary  workman  a  sort  of  automatic 
attachment  to  a  machine ;  and  if  the  boy  enters  a  shop  as  an  appren¬ 
tice  his  chance  of  becoming  an  intelligent,  efficient,  all-round  me¬ 
chanic,  a  well-equipped  artisan,  qualified  to  adapt  himself  to  chang¬ 
ing  exigencies,  is  very  small. 

The  superiority  of  systematic  instruction  over  any  “rule-of- 
thumb  ”  practice,  has  come  to  be  so  generally  admitted ;  that  the  pub¬ 
lic-spirited,  philanthropic  men,  who  set  themselves  to  find  a  solution 
of  the  problem  of  training  a  race  of  skilled  artisans,  provided,  as 
a  matter  of  course,  for  the  establishment  of  a  training  school  of 
some  kind.  The  school  at  Worcester,  was  the  first  institution  defi¬ 
nitely  planned  to  effect  this  purpose ;  and  the  four  other  schools  here 
described  were  founded  on  similar  lines  and  have  therefore  been 
grouped  together. 

The  blending  of  actual  shop- work  with  intellectual  training  was 
the  distinctive  feature  adopted  in  Worcester  by  Professor  Thomp¬ 
son,  and  was  likewise  inaugurated  in  the  school  at  T.erre  Haute. 
The  tendency  in  all  such  combinations  of  intellectual  and  industrial 
training  is  towards  the  preponderance  of  the  one  or  the  other ;  as,  in 
a  greater  or  less  degree,  has  happened  in  the  Land-Grant  Colleges  be¬ 
tween  the  branches  of  Agriculture  and  Mechanics. 

The  students  find  themselves  led  to  higher  branches  of  education 
than  they  had  at  first  contemplated  and  the  very  excellence  of  the 
training  tends  to  raise  the  character  of  the  school  above  its  first  in¬ 
tent.  So  it  may  prove  with  these  schools ;  engineers  and  scientists 
may  be  the  product  instead  of  the  merely  skilled  mechanic  who  was 
first  expected.  A  brief  history  of  the  schools  and  of  their  founders, 


JOHN  BOYNTON,  ESQ.,  POUNDS  THE  SCHOOL  AT  WORCESTER.  173 


with  a  showing  of  their  equipment,  methods,  and  courses  of  study, 
is  all  that  is  here  attempted. 

The  Worcester  Polytechnic  Institute;  formerly  known  as 

The  Worcester  County  Free  Institute  op  Industrial 
Science,  Worcester,  Mass. 

The  Massachusetts  State  Report  for  1871,  pronounces  this  as  “the 
only  school  in  the  State  where  a  technical  Education  in  Mechanics 
combined  with  practice  can  be  obtained  ”  and  characterizes  it  as  “a 
model  institution  which  has  no  superior  in  the  Country.” 

The  Board,  while  not  deeming  it  “  feasible  or  advisable  to  attempt 
to  give  technical  instruction  in  the  common  schools,  other  than 
drawing,  suggest  that  the  State  authorize  cities  and  towns,  having 
a  population  of  5000  inhabitants  and  over,  to  establish  free  technical 
schools  for  instruction  in  such  branches  of  knowledge,  common  to 
the  leading  industries  of  the  entire  State,  as  may,  from  time  to  time, 
be  prescribed  by  the  Board  of  Education.” 

This  recommendation  shows  clearly  that  the  State  Educational 
Authorities  of  Massachusetts  at  that  time,  fully  appreciated  the  fact 
that  the  teaching  of  the  public  schools  needed  to  be  supplemented 
by  special  Industrial  training. 

This  Institution,  like  the  Cooper  Union  of  New  York  City,  owes 
its  existence  to  the  wise  beneficence  of  a  private  citizen  whose  gifts 
have  been  added  to  by  other  public  spirited  citizens. 

The  school  was  founded  by  John  Boynton,  Esq., Templeton, of  Massachusetts, in 
1865,  and  its  scope  and  purpose  are  set  forth  in  the  following  extract  from  his  letter 
of  gift,  dated  May  1,  1865  : 

Being  desirous  to  devote  a  portion  of  the  property,  which,  in  the  good  providence 
of  God  has  fallen  to  my  lot,  for  the  promotion  of  the  welfare  and  happiness  of  my 
fellow-men,  I  have  determined  to  set  apart,  and  do  here  set  apart  and  give  the  sum 
of  One  hundred  Thousand  Dollars,  for  the  endowment  and  perpetual  support  of  a 
free  school  or  institute,  to  be  established  in  the  County  of  Worcester,  for  the  bene¬ 
fit  of  the  youth  of  that  county. 

The  aim  of  this  school  shall  ever  be  the  instruction  of  youth  in  those  branches 
of  education  not  usually  taught  in  the  public  schools,  which  are  essential  and  best 
adapted  to  train  the  young  for  practical  life  ;  and  especially,  that  such  as  are  in¬ 
tending  to  be  mechanics,  or  manufacturers,  or  farmers,  may  attain  an  understand¬ 
ing  of  the  principles  of  science  applicable  to  their  pursuits,  wluch  will  qualify  them 
in  the  best  manner  for  an  intelligent  and  successful  prosecution  of  their  business; 
and  that  such  as  intend  to  devote  themselves  to  any  of  the  branches  of  mercantile 
business,  shall  in  like  manner  be  instructed  in  those  parts  of  learning  most  service¬ 
able  to  them  ;  and  that  such  as  design  to  become  teachers  of  common  schools,  or 
schools  of  the  like  character  as  our  common  schools,  may  be  in  the  best  manner 
fitted  for  their  calling  ;  and  the  various  schemes  of  study  and  courses  of  instruction 
shall  always  be  in  accordance  with  this  fundamental  design,  so  as  thereby  to  meet 
a  want  which  our  pubhc  schools  have  hitherto  but  inadequately  supplied. 


174  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


In  forwarding  Mr.  Boynton’s  purpose  by  a  gift  of  Two  Hundred 
Thousand  Dollars,  with  special  reference  to  enabling  the  Institute  to 
receive  students  who  are  not  residents  of  the  County,  Hon.  Stephen 
Salisbury  says: — 

There  is  no  intention  and  no  desire  to  establish  here  a  rival,  or  a  substitute,  for 
the  college.  This  school  will  not  attempt  to  turn  out  in  this  short  period  an  Ark¬ 
wright,  a  Stephenson,  or  a  Fulton,  but  it  may  give  facilities  and  helps  which  these 
great  mechanics  did  not  possess.  In  a  very  wise  speech  recently  made  by  Earl 
Carnaroon,  before  the  National  Association  for  the  promotion  of  Social  Science  at 
Birmingham,  he  says,  ‘  I  will  only  say  of  all  technical  education,  whether  of  the 
higher  grades  of  professional  life  or  of  those  lower  paths  with  which  the  manual 
labor  of  the  individual  artizan  is  concerned,  that  its  basis  must  be  laid  in  sound 
principles  of  elementary  instruction,  and  that  the  later  teaching  is  dependent  on 
the  earlier. 

In  addition  to  these  two  princely  gifts,  the  late  Hon.  Ichabod 
Washburn,  of  Worcester,  provided  that, 

There  shall  be  a  machine  shop  of  sufficient  capacity  to  employ  twenty  or  more 
apprentices,  with  a  sufficient  number  of  practical  teachers  and  workmen  in  the 
shop  to  instruct  such  apprentices,  etc. 

The  shop  is  a  handsome  three  story  brick  building,  one  hundred 
feet  long,  by  forty  feet  wide,  with  a  wing  sixty  five  by  forty  feet,  for 
engine,  boilers  and  blacksmith-shops.  These  rooms  are  all  equipped 
according  to  directions  of  the  benevolent  donor,  and  furnished  with 
every  facility  for  practical  work. 

The  main  building  known  as  Boynton  Hall,  is  a  commodious  and 
elegant  granite  building,  146  feet  long  by  61  wide,  built  by  the  citi¬ 
zens  of  Worcester.  It  contains  a  chapel  seating  four  hundred  per¬ 
sons,  lecture  and  recitation  rooms,  rooms  for  drawing,  also  rooms 
for  chemical  and  physical  laboratories  which  are  fully  equipped. 
The  value  of  the  two  buildings  of  the  Institute  is  estimated  at 
$120,000.  The  endowment  fund  is  $600,000.  The  income  for  the 
past  year  25,000.  The  Institute  is  under  the  supervision  of  a  Board 
of  Trustees  of  whom  Hon.  Stephen  Salisbury,  is  President.  Pro¬ 
fessor  Charles  O.  Thompson,  A.  M.  is  principal  of  the  Institute 
assisted  by  a  Corps  of  seven  Professors.  There  is  also  a  Superin¬ 
tendent  of  the  Machine  Shop,  an  Instructor  on  Field  work  and 
Topography,  a  lecturer  on  Geology  and  an  assistant  in  Chemistry. 
There  were  99  students  the  past  year,  divided  among  three  classes, 
Junior,  Middle,  and  Senior.  There  is  also  an  Apprentice  class,  so 
called,  who  devote  much  more  time  than  the  others  to  practice  in 
the  Machine  Shop.  They  spend  48  hours  a  week  in  the  shop,  eight 
in  free-hand  drawing,  and  five  in  recitation.”  The  Apprentice  Class 
of  1874,  numbered  19.  The  school  year  is  divided  into  two  terms. 
There  is  no  charge  for  tuition  to  residents  of  Worcester  County. 
Others  are  charged  $100.00  per  year,  payable  semi-annually  in  ad¬ 
vance.  In  1869,  the  State  made  a  grant  of  50,000  to  the  Institute,  on 


THE  SCHOOL  FURTHER  ENDOWED. 


175 


condition  of  its  receiving  annually,  twenty  free  pupils  from  loca¬ 
tions  outside  of  Worcester  County.  Hon.  Geo.  F.  Hoar  also  made 
a  gift  to  the  Institute  by  the  terms  of  which  three  students,  from 
that  part  of  Norfolk  County,  which  was  formerly  included  in  the 
ninth  Congressional  district,  may  receive  free  tuition. 

The  course  of  instruction  covers  three  years  and  is  so  planned  that 
the  student  can  acquire  thorough  elementary  knowledge  of  at  least 
one  of  the  following  ’branches — 

1.  Mechanical  Engineering.  4.  Chemistry. 

2.  Civil  Engineering.  5.  Physics. 

3.  Drawing.  6.  English,  French  and  German. 

At  the  Middle  of  Junior  year,  each  student,  except  the  Mechanics, 

chooses  a  department,  under  the  advice  of  the  instructors,  and  from 
that  time  to  the  end  of  the  course  devotes  to  it  his  practice  time  of 
ten  hours  each  week,  and  the  whole  of  the  month  of  July. 

DRAWING. 

All  the  students  spend  eight  hours  a  week  Junior  year,  and  two 
hours  a  week  Middle  year,  in  free-hand  drawing;  and  six  hours  a 
week  Middle  and  Senior  years,  in  mechanical  drawing.  The  course 
in  free-hand  di’awing  is  nearly  identical  with  that  pursued  in  the 
South  Kensington  Schools  of  Art.  By  carefully  studied  exercises 
in  outline  drawing,  shading  and  coloring,  from  copies,  models  and 
casts,  and  by  blackboard-work,  discipline  of  the  sense  of  form  and 
proportion  is  secured  and  an  ability  to  delineate  objects  is  acquired 
which  is  of  great  value  in  all  departments  of  applied  science.  In 
the  mechanical  drawing-room,  instruction  is  given  in  the  use  of  in¬ 
struments,  shading  and  coloring,  plane  and  isometric  projections, 
and  the  theory  of  shades,  shadows  and  perspective.  The  course  in 
drawing  is  the  best  preparation  for  the  business  of  a  designer,  whether 
for  prints,  fresco  and  ornamental  painting,  or  any  other  similar  art. 
All  drawing  is  done  under  the  eye  of  the  instructor. 

Every  student  in  the  department  of  Mechanics,  in  addition  to  the 
work  just  specified,  is  required  to  make  at  least  one  complete  set  of 
working-drawings  in  the  shop,  under  the  direction  of  the  Superin¬ 
tendent,  for  use  in  the  shop.  There  is  abundant  material  for  use  in 
the  instruction  of  the  students  in  the  way  of  casts,  models,  and  pat¬ 
terns.  The  nature  of  the  Institute,  and  the  purpose  had  in  view  by 
the  teachers  in  their  plan  of  instruction,  is  set  forth  by  Professor 
Thompson,  in  the  following  paragraphs  from  his  annual  statement 
for  1874-5  from  which  most  of  the  preceding  facts  have  been  taken. 

This  Technical  School  is  located  in  the  City  of  Worcester,  Massachusetts,  the 
centre  of  a  thriving  and  extensive  manufacturing  business.  The  opportunities  thus 
offered  to  observe  the  various  forms  of  practical  industry  are  signally  advantageous 
to  the  students  of  the  Institute.  It  is  now  fully  organized  and  has  graduated  four 
classes.  The  ease  with  which  most  of  these  young  men  have  at  once  secured  hon- 


176  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


orable  lucrative  employment  confirms  the  Trustees  in  their  confidence  in  the  sound¬ 
ness  of  the  general  principles  upon  which  the  School  is  organized  and  carried  on. 

In  its  scope  and  purpose  it  is  essentially  like  the  technical  schools  of  Europe,  but 
gives  special  prominence  to  the  practical  element. 

*  *  *  *  *  *  *  * 

What  is  wanted  is  a  system  of  training  boys  for  the  duties  of  an  active  life  which 
is  broader  and  brighter  than  the  popular  method  of  “learning  a  trade,”  and  more 
simple  and  direct  than  the  so-called  “  liberal  education.”  That  is,  boys  must  have 
a  good  education  based  on  the  mathematics  and  the  physical  sciences,  and  know 
enough  of  some  art  or  trade  to  enable  them  to  earn  a  living  when  they  leave  school. 
It  is  clear  that  schools  in  which  this  result  is  reached  must  be  essentially  new,  and 
that  the  plan  of  instruction  must  involve  some  manual  labor.  The  advocates  of 
this  system  do  not  pretend  that  it  is  adequate  to  all  the  intellectual  wants  of  the 
century  or  of  the  country,  but  they  claim  that  it  meets  a  want  long  and  widely 
felt. 

*  *  *  *  *  .  *  * 

Attention  is  exclusively  confined  during  the  first  year’s  drawing  time  to  free¬ 
hand  work.  Such  discipline  of  the  sense  of  form  and  proportion  is  secured  in  this 
way,  and  so  much  dexterity  in  developing  various  forms  is  acquired  by  the  stu¬ 
dents,  that  when  they  begin  shop  work  they  make  more  rapid  and  satisfactory 
progress  than  those  who  have  not  had  the  advantage  of  this  training. 

******* 

The  boys  are  advanced  as  fast  as  possible.  They  are  thus  relieved  of  one  hind¬ 
rance  to  apprentices,  in  general,  who  are  required  to  do  all  the  rough  work  of  the 
shops,  on  the  ground  that  in  this  way  the  owners  can  get  some  compensation  for 
the  subsequent  labor  of  teaching  them.  The  students,  therefore,  have  three  advan¬ 
tages,  viz:  the  discipline  and  culture  of  free-hand  drawing,  careful  distribution  of 
their  time,  and  relief  from  all  unnecessary  detail.  To  these  should  be  added  the 
consideration  which  far  outweighs  them  all,  that  they  come  to  their  work  with  the 
perceptive  faculties,  the  reason,  the  judgment  and  the  taste — all  under  constant  and 
careful  training  in  school.  Theory  and  practice  accompany  and  supplement  each 
other,  and  both  may  pre-suppose  the  actual  possession  of  the  elements  of  all 
knowledge.  With  these  advantages  it  is  hoped  that  the  graduates  will  be  as  skill¬ 
ful  mechanics  as  ordinary  apprentices  who  have  served  three  years  in  a  shop,  with 
the  immense  additional  advantages  of  educated  faculties. 

Now  it  is  clear  that  the  number  of  apprentices  likely  to  be  in  the  shop  imder 
these  circumstances  is  so  great,  that  its  business  prospects  must  be  seriously 
dimmed.  To  offset  this  disadvantage,  Hon.  Ichabod  Washburn,  who  gave  the  shop 
to  the  Institute,  provided  the  building  and  its  equipments  (which  by  the  act  of  In¬ 
corporation  are  free  from  tax),  a  fimd  of  $5,000  to  be  expended  for  stock,  and  the 
interest  of  a  fund  of  $50,000  to  provide  for  contingencies.  With  all  these  advan¬ 
tages  the  wmrk  done  by  the  apprentices  is  hardly  an  adequate  compensation  for  the 
expense  involved  in  their  instruction. 

A  very  serious  objection  to  “trade  school,”  and  “manual  labor  departments,” 
both  at  home  and  abroad,  has  been  that  boys  had  not  an  opportunity  to  see  or  to 
attempt  the  best  kinds  df  work.  Miscellaneous  jobbing  and  inferior  work  are  not 
the  models  for  a  boy  to  study,  nor  are  second  rate  workmen  his  proper  instructors. 
Nothing  is  too  good  for  a  boy,  though  the  popular  notion  is  the  exact  reverse  of 
this.  The  determination  on  the  part  of  the  Superintendent  to  maintain  the  highest 
standard  of  workmanship  has  so  far  been  successfully  carried  out,  and  is  undoubt¬ 
edly  the  only  way  to  fulfill  the  design  of  the  shop. 

******* 

The  whole  scheme  must  be  regarded  as  an  experiment  in  American  education, 
which,  at  the  present  stage,  is  sufficiently  promising  to  warrant  its  farther  prose¬ 
cution. 


DRAWING  A  LEADING  STUDY.  177 

Prizes  have  been  awarded  by  several  Mechanics  fairs  in  different 
cities  to  work  from  this  shop. 

Admirable  sets  of  models  for  drawing  classes  are  made  by  the 
pnpils,  these  are  from  designs  by  the  State  Art  Director,  Mr.  Smith, 
and  are  adapted  to  the  wants  of  the  public  schools.  A  very  ingen¬ 
iously  designed  drawing  table  or  stand  is  also  made  by  the  students. 

It  is  to  its  full  course  in  Drawing,  and  its  special  training  for 
pupils  as  “  designers,”  that  this  Institute  has  claims  to  our  notice 
in  the  consideration  of  Institutions  affording  training  in  Industrial 
Art. — In  its  Mechanical,  and  Civil,  Engineering  Course,  it  offers 
similar  instruction  to  that  of  the  various  scientific  Schools  of  the 
country,  and  has  no  greater  claim  to  special  notice  than  they  possess. 
Mechanical  drawing  is  of  course  taught  in  all  these  schools.  In  the 
fact,  however,  that  this  is  an  effort  made  in  one  industrial  commu¬ 
nity  to  supplement  the  common  instruction,  and  attempt  to  meet  a 
recognized  want  in  the  education  otherwise  offered  by  the  State;  it 
assumes  special  interest  in  connection  with  the  question  we  are  now 
considering.  The  claim  that  Drawing  shall  be  made  a  required 
branch  of  all  free  public  education,  rests  largely  upon  the  necessity 
that  has  arisen  for  trained  workers  in  all  the  industrial  arts,  and  the 
fact  that  the  present  system  of  common  School  training  is  of  very 
little,  if  any,  practical  advantage  in  fitting  the  pupils  to  become 
skillful  workers.  This  Institute  is  the  expression  of  the  fact  that, 
for  those  youth  who  have  passed  beyond  the  common  schools,  there  ex¬ 
ists  no  adequate  opportunities  for  acquiring  such  training.  It  is  at 
once,  both  an  argument  for  the  need  of  such  preliminary  training 
as  can  be  given  to  the  pupil  in  the  public  school,  and  an  illustration 
of  the  means  by  which  the  existing  want  in  our  American  industrial 
Education  may  be  met. 

That  which  the  Cooper  Union,  The  Franklin  Institute,  and  the 
Maryland  Institute,  are  seeking  to  do,  as  best  they  may,  in  their 
several  localities,  the  Worcester  Free  Institute  undertakes  to  do 
somewhat  more  systematically;  as,  having  control  of  its  students 
through  a  course  of  three  years,  it  is  enabled  to  do. 

The  latest  catalogue  at  hand,  that  for  the  year  1890,*  affords 
opportunity  for  noting  the  development  of  the  school,  and  furnishes 
a  record  by  which  the  results  of  the  experiment  here  initiated  in 
1868,  may,  in  part,  be  tested.  The  first  noticeable  fact  is  the  change 
of  name,  which  was  authorized  by  the  Legislature  in  May,  1877,  to 
take  effect  July  1,  1877.  From  that  date  the  school  was  no  longer 
to  be  known  as  ‘‘The  Worcester  County  Free  Institute  of  Industrial 
Science,”  the  appellation  borne  through  its  first  decade,  but,  as 
“The  Worcester  Polytechnic  Institute.” 

*  Twentieth  annual  catalogue  of  Worcester  Polytechnic  Institute,  1890.  Wor¬ 
cester,  Mass.  Press  of  Sanford  &  Davis.  Pp.  99. 

ART — VOL  4 - 12 


178  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


There  must  he  some  common  reason  for  this  desire,  shown  by 
these  modern  Industrial  Institutions,  to  drop  the  characterizing  term 
“Industrial”  from  their  legal  title.  It  will  be  observed,  in  the  sub¬ 
sequent  accounts  of  the  Land  Grant  Colleges,  that  several  of  the 
latter  have  secured  a  similar  change  of  name  from  their  respective 
Legislatures. 

The  term  “Polytechnic”  would  seem  to  imply  a  far  more  ambi¬ 
tious  institution  than  the  apprentice  training  school  which  John 
Boynton  had  in  mind  in  his  deed  of  gift.  No  objection  can  properly 
be  urged  against  the  upward  progress  of  an  Institution,  any  more 
than  against  the  superior  development  of  an  individual,  provided 
only,  that,  in  this  growth  from  a  practical  apprentice  school,  into 
an  apparent  rival  of  the  Massachusetts  Institute  of  Technology, 
and  the  higher  schools  of  science  of  which  that  is  a  type,  the  doors 
of  this  school  do  not,  of  necessity,  become  closed  and  barred  against 
the  very  class  for  whose  benefit  they  were  first  opened. 

The  Schools  of  Science,  and  the  Engineering  Departments  of 
Universities  and  Colleges,  form  a  familiar,  well  defined  class  of  edu¬ 
cational  institutions;  but  this  Worcester  School,  stood  almost  by 
itself,  and  seemed  to  offer  the  typical  model  of  a  class  of  most  desir¬ 
able  intermediate  institutions  between  the  free  evening  schools  of 
the  City  Mechanics  Institutes,  and  the  technical  professional  de¬ 
partments  of  the  higher  Schools  of  Science,  which  would  be  of  great 
practical  value.  In  the  “Washburn  Shops,”  connected  -with  the 
school,  one  of  its  most  striking  practical  features  is  still  preserved. 

In  1889,  a  new  department,  that  of  “Electrical  Engineering,”  was 
established.  In  this  course  an  additional  year  of  study,  after  having 
taken  the  full  three  years  and  a  half  of  the  Mechanical  Engineering 
course,  is  required.  A  “Department  of  Physical  and  Political  Sci¬ 
ence”  is  also  announced  to  open  in  the  autumn  of  1891. — The  won¬ 
derful  development  in  the  industrial  applications  of  electricity,  rival¬ 
ling  that  which  took  place  a  half  century  and  more  ago  in  the  like 
applications  of  steam,  is  the  most  notable  scientific  fact  of  the  day, 
and  one  which  has  compelled  the  Higher  Institutions  of  Science  to 
a  full  recognition  of  its  significance,  and  forced  them  to  enlarge 
their  courses  of  study.  It,  however,  already  enters  into  so  many 
forms  of  machinery,  and  has  created  a  demand  for  such  a  variety  of 
original  machines,  that  its  recognition  by  this  school  was  imperative. 

To  fairly  contrast  the  present  school  with  that  of  ten  years  or  more 
ago,  the  following  statements  of  the  1890  catalogue  are  quoted. — 

GENERAL  PLAN. 

The  Institute  offers  a  good  education, — based  on  the  mathematics,  modem  lan¬ 
guages,  physical  sciences,  and  drawing, — and  a  thorough  knowledge  of  some  branch 
of  applied  science.  It  is  especially  designed  to  meet  the  wants  of  those  who  wish 
to  be  prepared  as  mechanics,  civil  engineers,  chemists,  or  designers,  for  the  duties 
of  their  respective  professions. 


THE  SCHOOL  IN  1890. 


179 


The  plan  of  organization  is  in  the  main  that  of  the  Polytechnic  schools  of  Europe, 
but  with  such  modifications  as  are  rendered  necessary  by  differing  conditions. 
Special  prominence,  however,  is  given  to  the  element  of  practice  which  is  required 
in  every  department. 

In  favor  of  this  feature  of  the  training  adopted  at  the  Institute,  there  may  be 
assigned  the  following  reasons: 

1.  The  fact  that  some  of  the  most  successful  and  sagacious  manufacturers  and 
business  men.  as  well  as  many  able  educators,  continually  recur  to  the  idea  of  com¬ 
bining  manual  labor  with  school  instruction,  shows  the  increasing  demand  for  a 
closer  union  of  theory  and  practice  in  technical  training. 

2.  Those  who  are  actively  engaged  in  the  practice  of  Engineering,  are  generally 
agreed  that  every  young  man  training  for  an  engineer  should  acquire  familiarity 
with  the  practical  side  of  his  profession.  The  acquirement  of  the  manual  dexterity, 
conceded  by  all  to  be  desirable,  may  precede,  accompany,  or  follow  the  theoretical 
instruction.  In  this  school  the  two  are  combined. 

3.  Most  of  the  young  men  who  have  graduated  from  the  Institute  have  readily 
found  employment  in  situations  for  which  their  technical  education  especially  pre¬ 
pared  them,  and  have  proved  themselves  well  fitted  for  their  work. 

But  while  practice  is  made  thus  prominent,  it  is  insisted  that  it  should  spring 
from  a  clear  comprehension  of  principles.  Practice  is  not  an  end,  but  a  means  and 
help  to  the  best  instruction.  With  this  view  of  its  relation  to  theoretical  work  in 
the  school  training,  the  student’s  entrance  on  the  pursuit  he  has  chosen  becomes  an 
expansion  of  his  course  of  study,  rather  than  an  abrupt  transition  to  a  new  sphere 
of  life. 

In  acquiring  knowledge  of  any  form  of  handicraft,  or  of  the  practical  industries 
by  which  society  is  supported  and  carried  on,  it  is  essential  that  the  student  should 
work  under  conditions  as  like  as  possible  to  those  which  he  will  meet  in  life.  The 
more  his  work  is  subjected  to  the  inexorable  tests  of  trade,  and  the  more  he  feels 
just  the  same  responsibility  that  is  inevitable  in  actual  business,  the  better. 

Practice  in  the  Institute  is  subject  to  two  conditions: — First,  it  shall  be  a  neces¬ 
sary  part  of  each  week’s  work  ;  secondly,  it  shall  be  judiciously  distributed,  and 
constantly  supervised. 

At  the  middle  of  the  Junior  year  every  student  who  has  not  already  done  so* 
chooses,  with  the  permission  of  the  Faculty,  a  department  and  must  pursue  the 
studies  of  that  department  till  the  end  of  his  course.  The  mechanical  engineers 
practice  in  the  shops  from  the  beginning  of  the  Apprentice  half  year,  and  their 
practice  extends  over  the  whole  course  of  three  and  a  half  years. 

Sixteen  years  of  age  is  the  lowest  limit  allowed  for  admission  to 
the  Junior  class ;  the  average  age  of  those  who  enter  is  eighteen. 
The  entrance  examination  required  is  about  that  admitting  to  a 
good  High  School,  hut  it  is  recommended  that  candidates  should 
have,  if  possible,  such  a  preparation  as  would  be  required  for  en¬ 
trance  into  college.  All  beginners  in  Mechanics  must  enter  the 
“Apprentice  class,”  and  pass  from  that  into  the  regular  Junior 
class.  The  aim  of  the  school  is  to  give  as  complete  a  general  educa¬ 
tion  as  possible.  Pupils  are  taught  also,  to  read  French  and  German 
with  facility. 


*See  page  20,  Apprentice  Class. 


180  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


ORGANIZATION. 

Courses  of  study  and  practice  are  offered  in  the  following  departments : 

1.  Mechanical  Engineering. 

2.  Civil  Engineering. 

3.  Chemistry. 

4.  Electrical  Engineering. 

5.  For  course  in  Physical  anti  Political  Science  see  p.  42. 

The  training  of  students  preparing  to  be  mechanical  engineers  occupies  three  and 
one-half  years ;  of  those  proposing  to  take  electrical  engineering  four  and  one-half 
years ;  that  of  all  others  three  years  of  thirty-eight  weeks  each. 

PLAN  OF  INSTRUCTION. 

Instruction  is  given  by  recitations,  lectures  and  practice,  which  together  consti¬ 
tute  a  symmetrical  course  of  study.  The  course  closes  with  the  preparation  by 
each  student,  of  a  thesis  or  report.  Members  of  the  Apprentice  Class  who  appear 
in  the  Junior  Class  are  excused  from  Free  Drawing  for  the  first  half-year ;  and 
during  Senior  year  the  courses  for  the  different  departments  vary,  but  otherwise 
all  students  attend  the  recitations  and  lectures  appointed  for  their  respective 
classes.  But  the  exercises  in  practice  are  widely  different. 

Recitations. — The  classes  recite  in  small  divisions,  and  time  enough  is  allotted  to 
each  recitation  to  secure  the  utmost  thoroughness. 

Lectures  are  given  by  all  the  Professors  on  topics  suggested  by  their  work,  as 
occasion  may  demand,  and  in  some  departments  this  form  of  instruction  is,  of 
necessity,  chiefly  employed.  Students  are  in  all  cases  required  to  take  notes  and 
to  sustain  examination  on  the  lectures. 

Theses. — Each  student  before  graduating  is  required  to  prepare  and  submit  to  the 
Faculty  a  satisfactory  report  or  thesis  on  some  subject  connected  with  his  special 
department.  At  Commencement,  abstracts  of  these  papers  are  presented  by  the 
members  of  the  graduating  class. 

The  following  is  the  work  required  in  Drawing. 

DRAWING. 

All  students  are  taught  Free-Hand  Drawing.  The  course  for  the  Apprentice 
Year  embraces  (1)  black-board  practice,  (2)  the  principles  of  Orthographic  and 
Isometric  projection  as  applied  to  construction  in  the  Shop,  (3)  the  principles  and 
practice  of  lettering,  (4)  outline  sketching  from  geometrical  solids  and  natural 
objects.  During  Junior  Year  the  student  is  given  (1)  advanced  outline  drawing 
from  objects,  working  models  and  from  machinery,  (2)  principles  of  light  and 
shade  as  applied  to  object  drawing,  (3)  sketching  and  shading  from  nature.  In  the 
Middle  Year  the  time  is  alloted  to  (1)  diagram  drawing  and  enlarging  in  color,  (2) 
principles  of  color  as  applied  to  Free-Hand  Object  Drawings,  (3)  sketching  and 
coloring  from  nature. 

In  the  Mechanical  Drawing  Room  instruction  is  given  in  the  use  of  instruments, 
shading  and  coloring,  plane  and  isometric  projections,  and  the  theory  of  shades, 
shadows  and  perspective ;  also,  in  making  detailed  and  finished  working  drawings 
of  machines  from  specific  data,  including  the  drawings  used  in  the  construction  of 
the  machine  or  motor  built  in  the  Washburn  Shops  by  the  Senior  Class.  *  *  * 
All  drawing  is  done  under  the  eye  of  the  instructor. 

In  Mechanical  Engineering  and  Shop  practice  the  general  course 
of  the  method  of  instruction  and  work  is  as  follows  : 


THE  PRACTICAL  TRAINING  OF  THE  SCHOOL. 


181 


DEPARTMENT  OF  MECHANICAL  ENGINEERING. 

Those  who  desire  to  begin  the  course  in  Mechanical  Engineering  must  enter  the 
Apprentice  Class.  A  limited  number,  however,  may  be  admitted  to  this  department 
at  the  September  examination,  provided  they  have  had  at  least  one  year  of  actual 
work  in  wood  or  iron  in  some  approved  shop.  In  each  case  a  certificate  from  the 
proprietor  or  foreman  of  the  shop  will  be  required,  setting  forth  the  amount  and 
kind  of  work  which  the  apprentice  has  done.  The  work  in  this  department,  except 
the  shop-practice,  will  be  carried  on,  after  September,  1889,  in  the  Salisbury 
Laboratories. 

The  course  in  Mechanical  Engineering,  in  addition  to  the  studies  common  to  all 
departments  includes  instruction  in  Theoretical  and  Applied  Mechanics,  Thermo¬ 
dynamics,  Steam  Engineering,  Engineering,  Laboratory  work  and  Shop-Practice. 
*  *  *  *  *  *  * 

SHOP-PRACTICE. 

Two  principles  are  observed  in  the  arrangement  of  the  practice  in  this  depart¬ 
ment;  First,  that  while  labor  with  hand  tools  and  machines  should  be  wisely 
blended,  yet,  since  machinery  has  a  constantly  increasing  share  in  the  conversion 
of  material  into  useful  forms,  the  educated  mechanic  should  know  how  to  design, 
construct  and  assemble  the  parts  of  a  machine,  as  well  as  how  to  make  its  product ; 
and,  second,  that  excellence  in  construction  is  to  be  sought  as  a  most  valuable 
factor  in  instruction. 

The  power  of  the  engineer  to  decide  upon  general  grounds  the  best  form  and 
material  for  a  machine,  and  to  calculate  its  parts,  is  greatly  increased  by  blending 
with  it  the  skill  of  the  craftsman  in  minipulating  the  material,  and  the  fact  that 
the  product  is  to  be  tested  and  used,  kindles  interest  in  its  manufacture  and  fur¬ 
nishes  additional  incentive  to  thoroughness  and  exactness.  After  the  earliest 
lessons,  the  practice  is  on  commercial  goods,  and  follows  the  best  methods  of  com¬ 
mercial  production. 

******* 

Here  the  students  in  Mechanical  Engineering  spend  their  practice  hours  as 
apprentices,  and  it  is  found  that  the  graduates  in  this  department  are  as  skilful 
mechanics  as  ordinary  apprentices  who  have  served  three  years  in  a  shop,  and  they 
have  in  addition  the  advantage  of  a  solid  education.  This  result  is  attained  under 
the  following  conditions : 

1.  These  Shops  are  organized  and  managed  as  a  manufacturing  establishment, 
and  a  great  variety  of  work  is  always  in  process  of  construction,  in  order  that  the 
students  may  constantly  have  the  wholesome  atmosphere  of  real  business.  Tliis, 
with  a  determination  on  the  part  of  the  superintendent  to  maintain  a  high  standard 
of  workmanship,  has  made  the  progress  of  the  students  in  the  best  methods  of  con¬ 
struction  both  rapid  and  thorough,  and  has  proved  the  most  effective  means  of 
giving  them  an  exact  knowledge  of  shop  practice. 

2.  The  work  of  each  student  is  done  under  the  personal  supervision  and  direction 
of  a  skilled  workman,  and  with  the  advantage  of  the  best  obtainable  tools  and 
machinery ;  for  it  is  as  true  in  handicraft  as  in  the  training  of  the  intellect,  that 
the  best  tools  and  appliances  are  not  too  good  for  instruction. 

.3.  Every  student  receives  training  in  drawing  during  the  entire  course.  In  this 
way  exact  knowledge  of  form  and  proportion  is  secured,  and  the  students  make 
more  intelligent  and  satisfactory  progress  in  the  shop,  than  it  is  possible  for  those 
who  have  not  had  the  advantage  of  this  training.  Besides  the  general  training  in 
free-hand  and  instrumental  drawing,  students  in  this  department  have  practice 
during  Senior  Year  in  making  working-drawings  of  machines,  and  determining 


182  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


the  strength,  dimensions,  and  proper  proportions  of  machines  from  numerical 
specifications. 

4.  The  weekly  practice  is  distributed  so  as  to  occupy  five  hours  each  of  two  days. 
Each  student  is  required  to  render  a  strict  account  of  these  hours.  The  time  thus 
spent  serves  the  double  purpose  of  practice  and  of  exercise. 

5.  Each  student  advances  as  fast  as  possible,  unchecked  by  the  difficulties  of  his 
neighbor,  or  any  business  necessity  of  the  shop. 

To  these  advantages,  viz.  the  service  of  construction  in  the  work  of  instruction, 
and  discipline  and  culture  of  free-hand  drawing,  careful  distribution  of  time,  and 
relief  from  all  unnecessary  detail,  should  be  added  the  consideration  which  far 
outweighs  them  all,  that  the  students  come  to  their  work  with  the  perceptive 
faculties,  the  reason,  the  judgment  and  the  taste  all  under  constant  and  careful 
training  in  school.  Theory  and  practice  accompany  and  supplement  each  other. 
Under  these  conditions,  it  is  clear  that  the  students  must  during  their  practice 
have  direction  and  efficient  instruction.  To  provide  for  this,  Hon.  Ichabod  Wash¬ 
burn  also  gave  a  fund  of  $50,000,  the  income  of  which  may  be  applied  towards 
paying  the  running  expenses  of  the  shop,  with  the  expectation  that  twenty  young 
men  would  receive  its  benefits.  With  the  present  facilities,  over  one  hundred  are 
accommodated. 

In  general  the  members  of  the  Apprentice  Class  are  taught  the  use  of  wood-work- 
ing  tools  and  machinery,  and  are  given  a  thorough  course  in  pattern-making. 
Also,  there  is  instruction  and  practice  in  moulding,  and  casting  soft  metals.  Plans 
for  an  iron  foundry  commensurate  with  the  other  shops  are  projected.  The  Junior> 
Middle  and  Senior  Classes  work  mainly  on  iron. 

Practice  in  the  Shops  and  Draughting  rooms  is  given  in  manufacturing  the  prod¬ 
ucts  enumerated  on  the  last  pages  of  the  catalogue.  It  comprises, 

IN  THE  WOOD  ROOM: 

Bench  Work. — This  includes  a  great  variety  of  manipulation,  under  constant  in¬ 
struction,  in  laying  out  work  with  knife  and  pencil,  the  use  of  planes,  the  hand¬ 
saws,  chisels,  gouges,  squares,  gauges,  and  other  tools. 

Wood  Turning. — With  the  use  of  the  various  turning  tools,  on  hard  and  soft 
wood. 

Machine  Sawing. — With  large  and  small  circular  saws,  and  scroll  saws. 

Machine  Planing.—  With  the  Cylinder  and  Daniels  planer.  Machine  boring,  the 
use  of  the  shaping  and  moulding  machines,  and  the  auxiliary  manipulations  of  all 
the  machinery  used. 

IN  THE  IRON  ROOM: 

Bench  Work. — Filing  and  chipping,  preparing  work  for  lathes,  tapping,  reaming, 
scraping  and  fitting  plane  surfaces,  finishing  with  oil-stone  and  emery  cloth. 

Work  with  Speed  Lathe. — Drilling  and  countersinking,  filing  and  polishing,  hand¬ 
tooling. 

Work  with  Engine  Lathe. — Instruction  in  the  use  and  care  of  lathe  and  turning 
tools,  squaring  up,  the  proper  and  maximum  speed  for  cutting  metals,  turning  to 
exact  size,  the  use  of  the  caliper,  a  variety  of  turning,  both  heavy  and  light;  cut¬ 
ting  threads,  squaring  up  and  finishing  nuts,  chucking  straight  holes,  reaming, 
inside  boring,  boring  with  boring-bar,  fitting  bearing,  etc. 

Drilling. — With  speed-lathe,  upright  and  traverse  drillers. 

Milling. — Use  of  the  universal  milling-machine — milling-nuts,  bolt  heads  and 
studs,  cutting  splines,  fluting  taps  and  reamers,  milling  to  size  and  line,  cutting 
gears. 

Planing. — Instructions  in  the  use  of  the  planer,  planing  surfaces  and  bevels. 


TRAINING  IN  DESIGN  AND  CONSTRUCTION.  183 

Work  with  Screw  Machine. — Making  machine  bolts  with  revolving  head  screw 
machine,  cutting  up  stock,  making  screws  and  studs,  and  tapping  nuts. 

Tool  Making. — The  correct  forms  of  turning  tools,  and  the  principles  of  grinding 
them;  making  taps,  dies,  reamers,  twist-drills,  countersinks,  counter  bores,  mills, 
milling-machine  cutters,  mandrels,  boring-bars,  chuck-drills,  centers. 

Management  of  Steam. — Care  of  the  boilers  and  engine,  including  the  work  of 
firing ;  the  care  and  control  of  the  steam  pressure  and  the  water  supply  ;  also  the 
care  and  manipulation  of  the  steam  pump  and  injectors.  The  practice  in  the  steam 
department  is  under  the  constant  oversight  of  the  Engineer. 

Designing  and  Constructing. — In  Senior  Year  after  the  students  have  each 
accomplished  the  practice  just  specified,  they  will  build  one  or  more  complete 
machines  from  their  own  drawings.  These  drawings,  though  made  from  definite 
specifications,  are  intended  to  afford  ample  field  and  scope  for  the  personal  responsi¬ 
bility  and  originality  of  each  student  in  making  correct  design  and  arrangement  of 
parts  of  the  machine  in  hand.  While  this  work  is  not  copying,  it  must  not  depart  es¬ 
sentially  from  the  best  practice  among  manufacturing  mechanics.  Previous  classes 
have  constructed  a  twenty-five  H.  P.  Corliss  Engine,  a  ten  H.  P.  Upright  Reversible 
Engine,  a  forty  H.  P.  Buckeye  Engine,  a  thirty  H.  P.  high  speed  Straight-Line 
Engine;  the  Class  of  1885,  an  Engine  Lathe,  eighteen  feet  in  length  and  having 
twenty-six  inches  swing,  the  Class  of  1886,  a  Hendey  Shaper,  the  Classes  of  1887 
and  1888,  a  complete  No.  1  Cabinet  Turret  Lathe,  the  Class  of  1889,  a  sixteen-inch 
Swing  Lathe,  with  eight-foot  bed,  and  the  Class  of  1890,  two  improved  Engine 
Lathes. 

While  we  depend  mainly  upon  real  work,  with  machines  and  tools  in  the  hands 
of  the  students,  to  give  him  practical  knowledge  and  experience,  we  also  desire  to 
make  the  instruction  as  broad  and  general  as  possible. 

For  this  purpose  a  beginning  has  been  made  of  a  permanent  exhibit  of  the  best 
American  and  foreign  tools  of  all  kinds,  properly  arranged  and  open  to  the  inspec¬ 
tion  of  the  students,  and  used  as  an  illustration  of  the  best,  so  that  the  students 
may  become  familiar  with  standard  tools  and  the  names  of  the  makers.  This  ex¬ 
hibit  of  tools  and  machines  is  used  in  lectures  and  general  instruction  to  classes. 

A  certain  number  of  students  from  tbe  State,  from  the  County  of 
Worcester,  and  from  certain  towns  formerly  in  the  9th  Congressional 
District,  (these  provided  for  by  Hon.  George  F.  Hoar,  U.  S.  Senator, 
formerly  Member  of  Congress  from  the  9th  District,)  are  admitted 
free  from  tuition  charges.  Others  pay  $150.00  a  year  tuition.  The 
entire  expenses  of  a  student  are  estimated  at  $450.00  a  year.  Very 
interesting  statistics  are  given,  showing  by  classes,  the  present  resi¬ 
dence  and  occupation  of  all  the  graduates.  Nineteen  classes  have 
been  graduated  showing  a  total  membership  of  893,  of  whom  455 
completed  a  three  years  course,  and  434  graduated. 

“More  than  90  per  cent,  of  the  graduates  are  engaged  in  occupa¬ 
tions  for  which  their  training  at  the  Institute  specially  prepared 
them.” 

Several  pages  follow  in  the  catalogue  showing  some  of  the  articles 
made  at  the  Washburn  Machine  Shops.  Among  these,  are  the  sets 
of  the  admirable  “American  Drawing  Models,”  designed  for  school 
use  by  Walter  Smith;  and  an  excellent  adjustable  Drawing  Stand — 
these  articles  are  patented. 


184  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


THE  LATE  PROFESSOR  THOMPSON. 

Fortunate  as  the  Worcester  County  Free  Institute  was  in  the  lib¬ 
erality  of  its  founder,  John  Boynton,  and  in  the  generous  gift  by 
Mr.  Saulsbury,  the  bequest  by  the  late  Ichabod  Washburn,  and  the 
hearty  co-operation  of  Senator  Hoar,  it  may  be  questioned  whether, 
after  all,  the  good  providence  which  gave  to  the  capable  hands  of 
Professor  C.  O.  Thompson,  the  shaping  of  its  earliest  organization, 
and  the  directing  of  its  course  for  a  period  of  fifteen  years,  was  not 
the  best  fortune  of  all.  Professor  Thompson,  with  enthusiasm  and 
intelligence,  undertook  to  solve  the  problem  presented  by  this  edu¬ 
cational  experiment.  Familiar  with  educational  methods,  and  with 
European  experience  in  technological  institutions,  he  set  himself  to 
the  creating  of  a  kind  of  school  before  unknown  in  this  country. 
So  satisfactory  was  his  solution  of  this  problem  that  when  another 
liberal  American,  like  minded  with  John  Boynton,  proposed  to  do 
likewise  for  his  western  country,  and,  after  careful  investigation, 
had  fixed  upon  a  satisfactory  plan,  he  set  for  his  model  the  W orcester 
School.  Dying  before  the  Institution  he  had  initiated  was  ready 
for  opening,  the  Trustees,  who  sought  to  carry  out  his  intentions, 
secured  as  the  man  to  direct  his  proposed  Institution,  the  one  who 
had  made  the  Worcester  School  a  success;  and  induced  Professor 
Thompson  to  resign  his  position  at  Worcester,  and  to  accept  the 
Presidency  of  the  Institute.  After  a  preliminary  visit  to  Europe 
and  study  of  European  Schools  of  Technology,  President  Thompson 
was  inaugurated  March  7th,  1883.  The  new  Institution,  largely 
on  the  line  of  the  Worcester  School,  was  begun  under  brilliant  aus¬ 
pices.  This  new  career  so  brightly  opening  before  him  was,  how¬ 
ever,  suddenly  cut  short  by  the  death  of  this  most  promising  Edu¬ 
cator,  in  the  very  plenitude  of  his  powers. 

The  story  of  his  short  administration*  of  the  Rose  Polytechnic 
Institute  will  be  told  in  connection  with  the  account  of  that  School, 
which  here  follows. 

The  catalogue  of  the  Worcester  Polytechnic  Institute  for  1890, 
shows  171  students  in  attendance.  The  “Faculty”  consists  of 
eleven  Professors,  there  are  also  twelve  “other  Instructors.” 

Homer  T.  Fuller,  Ph.  D.  is  President  and  Professor  of  Geology 
and  Mineralogy.— George  I.  Alden,  S.  B.  is  Professor  of  Mechani¬ 
cal  Engineering.  George  E.  Gladwin,  Professor  of  Drawing. 
Milton  P.  Higgins,  S.  B.  Superintendent  of  Washburn  Shops. 

Rose  Polytechnic  Institute,  Terre  Haute,  Indiana. 

This  Technical  School,  modelled  after  the  plan  of  the  Worcester 
County  Free  Institute,  with  its  equipment  and  methods  chosen  and 

*  The  admirable  Inaugural  address  by  President  Thompson  will  be  found  in  Ap¬ 
pendix  X. 


CHAUNCEY  ROSE,  FOUNDER  POLYTECHNIC  INSTITUTE.  185 

perfected  by  the  distinguished  Educator  who  had  created  the  Wor¬ 
cester  School,  and  who  had  brought  to  the  shaping  and  directing  of 
this  new  institution  not  only  the  result  of  his  years  of  teaching  ex¬ 
perience  in  Worcester,  but  the  fruits  of  a  personal  examination  and 
careful  study  of  the  leading  Scientific  and  Technical  schools  of  the 
United  States,  and  of  Europe,  undertaken  with  the  direct  purpose 
of  perfecting  the  plans  of  this  proposed  institution,  should  certainly 
rank  as  a  model  of  its  class. 

It  stands  to  day  in  perpetual  memorial  of  the  two  men  to  whom  its 
existence  is  due. 

Chauncey  Rose,  the  Founder,  belonged  to  a  class  of  American  men 
not  uncommon  during  the  first  half  of  the  Nineteenth  Century;  the 
enterprising  energetic  emigrants  who  went  out  from  the  older  States 
to  settle  upon  the  unoccupied  lands  of  the  West,  the  hardy  pioneers 
of  a  new  settlement,  wide  awake  and  ready  to  seize  upon  and  de¬ 
velop  the  opportunities  then  offered  with  free  hand  by  Fortune.  To 
these  qualities,  inherited  and  developed  by  New  England  Ancestry 
and  training,  and  shared  by  a  class  of  sturdy  citizens,  the  Founder 
of  this  Institute  added  an  appreciation  of  his  relations  to  the  Com¬ 
munity,  and  an  interest  in  his  fellow  men,  which  led  him  to  regard 
the  large  fortune  with  which  his  sagacity  and  enterprise  had  been 
rewarded,  as  only  held  by  him  in  trust  for  his  fellows. 

It  is  this  characteristic  which  marks  him  out  as  an  unusual  man, 
and  enrolls  him  in  the  small  class  of  liberal  educational  philanthro¬ 
pists  whose  deeds  illumine  the  pages  of  American  progress;  with 
Girard,  Cooper,  Cornell,  Pratt,  Drexel,  and  their  compeers. 

Chauncey  Rose,  was  born  in  Wethersfield,  Connecticut,  December 
24th,  1794,  and  died  at  Terre  Haute,  Indiana,  August  13th,  1877.  He 
was  unmarried.  His  paternal  grandfather  was  an  emigrant  from 
the  Highlands  of  Scotland  early  in  the  last  century.  His  mother 
was  Mary  Warner,  of  Wethersfield;  and  he  seems  in  himself  to  have 
combined  the  indomitable  self-reliance,  enterprise,  integrity  and 
thrift,  of  both  his  Scotch  and  New  England  ancestry.  Surviving  his 
six  brothers  and  single  sister,  all  of  whom  died  childless,  he  was 
literally  “the  last  of  his  race.”  His  only  schooling  was  that  then 
given  in  the  district  common  schools  of  Connecticut. 

In  early  manhood,  like  so  many  other  New  Englanders  of  that 
day,  he  left  his  native  State,  and  started  upon  an  exploring  tour 
through  thethen  “West;”  visiting  Kentucky,  and  Indiana,  in  1817, 
and,  finally,  in  1818,  took  up  his  residence  in  the  town  of  Terre 
Haute,  Indiana;  which  had  been  laid  out  only  two  years  before. 
After  farming  a  few  years  he  became  a  merchant,  and  was  widely 
and  favorably  known  throughout  that  neighborhood. 

When  the  era  of  Steam  Transportation  began  Mr.  Rose  was  among 
the  first  to  realize  its  importance,  and  he  is  credited  with  the  early 
promotion  and  successful  completion  of  the  Railroad  from  Terre 


186  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Haute  to  Indianapolis;  and  became,  from  that  time,  largely  inter¬ 
ested  in  railroad  enterprises.  The  rise  in  value  of  land, — as  the 
outlying  farms  in  turn  were  changed  to  city  squares, — in  which  he 
had  early  invested  his  savings,  and  the  immense  and  rapid  develop¬ 
ment  of  the  steam  roads,  by  which  in  like  manner  in  Hew  York,  the 
great  Vanderbilt  fortune  was  built  up, — combined  to  increase  his 
wealth.  Two  of  his  brothers  were,  also,  likewise  successful  in  amass¬ 
ing  fortunes.  On  the  death  of  one  of  these,  John  Rose,  in  New 
York,  it  was  found  that,  owing  to  some  technicality,  the  intentions 
of  his  will  were  in  danger  of  being  thwarted;  Chauncey  Rose,  in 
order  to  prevent  this,  entered  upon  a  litigation  which  lasted  for  six 
years,  but  resulted  in  setting  the  will  aside,  and  Mr.  Rose  was  rec¬ 
ognized  as  sole  heir.  He  then  proceeded  to  dispose  of  this  great  for¬ 
tune  in  accordance  with  his  brother’s  intentions.  He  distributed  one 
and  a  half  million  of  dollars,  between  the  82  charitable  institutions 
of  New  York  City,  and  Brooklyn;  giving,  the  largest  single  gift, 
$220,000  to  the  “Children’s  Aid  Society”  of  New  York;  and  $20,000 
to  the  Brooklyn  Society  of  the  same  name.  The  other  gifts  ranged 
in  amount  from  seventy-five  thousand,  to  one  thousand,  dollars.  His 
native  town  was  also  remembered  with  a  gift  of  $18,000  to  the  Weth¬ 
ersfield  Seminary  and  $2,500  to  the  town  Library. 

In  the  disposal  of  his  personal  fortune  by  will,  Mr.  Rose,  in  addi¬ 
tion  to  specific  gifts  to  the  Institute,  as  well  as  making  it  the  resid¬ 
uary  legatee  of  the  estate;  gave  $150,000  to  the  Vigo  County  Orphan 
Home,  and  $75,000  to  establish  a  Free  Medical  Dispensary.  His  lib¬ 
eral  gifts  during  his  life  to  worthy  charities,  and  to  public  enter¬ 
prises  which  commended  themselves  to  his  judgment,  were  well 
known;  while  his  private  benefactions,  mostly  unknown  during  his 
life,  were  continual. 

He  always  took  great  interest  in  promoting  education,  and  by  gifts 
to  Wabash  College,  and  to  the  Library  of  the  State  Normal  College, 
and  by  aiding  pecuniarily  many  young  ladies  there  to  fit  themselves 
to  become  teachers,  he  had  shown  this  interest;  but  he  desired  espe¬ 
cially  to  promote  the  practical  education  of  young  men  in  a  way 
to  fit  them  for  the  best  service;  and  at  last  fixed  upon  the  plan  of 
founding  a  polytechnic  school. 

In  the  steps  that  Mr.  Rose  took  to  carry  out  his  plan,  he  displayed  all  his  best 
traits.  Naturally  distrustful  of  his  own  knowledge  of  schools,  he  went  to  see  some 
of  the  most  noted  institutions  that  gave  prominence  to  scientific  subjects,  and  con¬ 
sulted  all  his  friends  who  had  any  knowledge  or  experience  in  such  matters.  The 
timely  and  judicious  suggestions  of  these  friends — and  we  name,  without  disparag¬ 
ing  the  weight  of  others,  Josephus  Collett  and  Barnabas  Hobbs — had  decided  influ¬ 
ence  with  Mr.  Rose  in  his  final  decision  to  endow  a  polytechnic  school. 

To  obtain  the  information  necessary  to  determine  in  what  mould  the  institution 
should  be  cast,  he  commissioned*  two  of  his  associates  in  the  corporation  to  make 

*  Charles  R.  Peddle,  Esq.,  Superintendent  of  Motive  Power  on  the  Vandalia 
Railroad,  and  President  William  A.  Jones  of  the  Indiana  Normal  School. 


HISTORY  OF  THE  INSTITUTE,  BY  SECRETARY  EARLY.  187 


a  thorough  inspection  of  all  institutions  in  the  country  that  offer  courses  in  higher 
technology.  This  committee  discharged  their  duty  most  faithfully  and  presented 
to  Mr.  Rose  an  elaborate  report,  in  which  the  features  and  statistics  of  each  of  the 
great  polytechnic  schools  in  the  United  States  are  carefully  set  out. 

Mr.  Rose  studied  this  report  long  and  thoroughly.  He  sought  counsel  and  infor¬ 
mation  from  every  available  source.  The  result  was  that  he  decided  to  repeat,  as 
far  as  changed  circumstances  would  permit,  the  plan  of  the  Worcester  Free 
Institute.  * 

The  following  authoritative  statement  continues  the  history  of  the 
Institute  down  to  its  formal  opening  with  the  inauguration  of  Presi¬ 
dent  Thompson. 

This  is  given  in  the  handsomely  printed  pamphlet  which  contains 
a  full  report  of  the  Inaugural  Ceremonies  and  Addresses  with  a  por¬ 
trait  of  the  Founder,  and  views  and  plans  of  the  commodious  build¬ 
ings.  f  As  a  brief  account  of  the  opening  ceremonies  and  addresses, 
together  with  a  full  report  of  the  admirable  Inaugural  Address  by 
President  Thompson,  will  be  found  in  Appendix  R,  no  further 
notice  of  this  event  is  here  given. 

HISTORICAL. 

[Prepared  at  the  request  of  the  Board  of  Managers  by  Samuel  S.  Early,  Secretary  of  the  Board.] 

The  scientific  school  known  as  the  Rose  Polytechnic  Institute,  was  founded  in 
1874,  by  the  munificence  of  the  late  Chauncey  Rose,  of  Terre  Haute.  As  the  hon¬ 
ored  life  of  this  most  generous  and  public  spirited  gentleman  drew  near  its  close, 
among  the  many  benefactions  that  suggested  themselves  as  deserving  objects  of 
his  liberality  was  a  school  in  which  young  men  might  be  thoroughly  trained  in  the 
sciences  applicable  to  the  industrial  arts.  Careful  study  of  the  plans  and  methods 
of  such  schools  and  consultation  with  numerous  experienced  educators  fixed  this 
suggestion  in  his  thoughts,  and  out  of  his  deliberations  grew  the  establishment 
whose  first  detailed  and  formal  publication  of  its  progress  and  purposes  is  set  forth 
in  the  following  pages. 

Inviting  the  assistance  of  his  trusted  friends,  Messrs.  Josephus  Collett,  Firmin 
Nippert,  Charles  R.  Peddle,  Barnabas  C.  Hobbs,  William  A.  Jones,  Demas  Deming, 
RayG.  Jenckes,  Gen.  Charles  Cruft  and  Col.  Wm.  K.  Edwards,  he  associated  them 
with  himself  in  a  body  corporate  in  conformity  with  an  act  of  the  General  Assembly 
of  the  State  of  Indiana,  approved  February  20th,  1867,  and  the  amendments  thereto, 
said  act  being  entitled  “An  Act  Concerning  the  Organization  and  Perpetuity  of 
Voluntary  Associations,  and  repealing  an  act  entitled  ‘An  Act  Concerning  the 
Organization  of  Voluntary  Associations,  and  repealing  former  laws  in  reference 
thereto,’  approved  February  12,  1855,  and  repealing  each  act  repealed  by  said  act, 
and  authorizing  gifts  and  devises  by  will  to  be  made  to  any  corporation  or  purpose 
contemplated  by  this  act.” 

*  From  the  pamphlet  account  of  Rose  Polytechnic  Institute,  republished  from 
“Barnard’s  American  Journal  of  Education.”  The  authority  for  the  biographical 
statements  just  made,  is  found  in  the  “Memoir  of  Chauncey  Rose,”  with  which 
this  pamphlet  opens. 

t  Rose  Polytechnic  Institute,  Addresses  of  Inauguration  and  Dedication,  with 
Memorial  notices,  a  historical  introduction,  and  First  Annual  Catalogue.  Terre 
Haute,  Ind:  C.  W.  Brown,  printer  and  binder.  1883.  Pp.  84. 


188  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


On  the  10th  of  September,  1874,  articles  of  association  were  adopted,  setting  forth 
the  objects  of  the  corporation  to  be  the  establishment  and  maintenance,  in  the 
County  of  Vigo  and  State  of  Indiana,  of  an  “institution  for  the  intellectual  and 
practical  education  of  young  men,”  designating  the  corporate  name  as  “  Terre 
Haute  School  of  Industrial  Science,”  and  entrusting  its  administration  to  the  cor¬ 
porators  under  the  title  of  managers. 

Instruction  in  the  school  was  provided  to  be  based  on  the  practical  mathematics 
and  the  application  of  the  physical  sciences  to  the  various  arts  and  manufactures, 
with  other  branches  of  active  business,  and  was  to  include  such  training  as  would 
furnish  the  pupils  with  useful  and  practical  knowledge  of  some  art  or  occupation, 
and  enable  them  to  earn  competent  livings.  Preference  was  to  be  given  to  students 
who  were  residents  of  Vigo  county,  moderate  tuition  fees  were  permitted  to  be 
charged,  if  considered  necessary,  and  applicants  for  admission  were  required  to  be 
not  less  than  sixteen  years  of  age,  and  to  be  so  prepared  as  to  pass  satisfactory  ex¬ 
aminations  in  the  branches  of  a  fair  English  education. 

On  October  10th,  1874,  the  Board  of  Managers  was  organized,  by-laws  were 
adopted,  and  the  following  officers  elected: 

President — Chauncey  Rose. 

Vice-President — Josephus  Collett. 

Treasurer — Demas  Deming. 

Secreta vry— William  K.  Edwahds. 

At  the  same  time  a  committee,  comprising  Messrs.  Cruft,  Peddle,  Hobbs,  Jones 
and  Collett,  was  appointed  to  consider  plans  for  carrying  into  effect  the  objects  of 
the  association. 

On  the  12th  of  December  the  committee  reported  progress,  and  Messrs.  Peddle, 
Cruft,  and  Jenckes  were  deputed  to  confer  with  an  architect.  One  week  thereafter 
Mr.  Rose  made  his  first  donation,  being  a  deed  of  conveyance  of  the  ten  acres  of 
land  now  occupied  by  the  Institute,  and  personal  securities  to  the  amount  of 
$100,000.  The  committee  on  architect  reported  conferences  with  Mr.  Isaac  Hodg¬ 
son,  of  Indianapolis. 

December  26th  Mr.  Hodgson  was  elected  architect,  and  Mr.  Rose  made  a  further 
gift  of  $86,000  in  bonds  of  the  Evansville,  Terre  Haute  &  Chicago  Railroad  Com¬ 
pany. 

By  the  end  of  January,  1875,  the  architect  had  prepared  suggestive  sketches, 
which  were  submitted  to  the  consideration  of  Mr.  Rose,  and  having  met  his  ap¬ 
proval,  were  adopted  by  the  Board  of  Managers,  and  detailed  drawings,  with  speci¬ 
fications  and  estimates  of  cost,  were  ordered  to  be  prepared.  *  *  *  On  the  9th 
of  August,  all  preliminaries  in  the  way  of  gathering  materials,  executing  bonds  and 
contracts,  and  the  like,  having  been  accomplished.  Messrs.  C.  R.  Peddle,  Josephus 
Collett,  and  Charles  Cruft,  were  elected  a  building  committee,  and  Messrs.  Cruft, 
Jenckes,  Nippert,  and  Edwards  were  chosen  as  a  committee  on  the  laying  of  the 
corner-stone. 

On  the  11th  of  the  following  month  the  ceremony  of  laying  the  corner-stone  took 
place,  at  4  o’clock.  An  immense  concourse  of  citizens  of  Terre  Haute,  and  visiting 
strangers,  marched  in  procession  from  the  center  of  the  city  to  the  grounds  of  the 
School,  to  witness  the  exercises,  over  which  Gen.  Charles  Cruft  presided,  by  request 
of  the  Board.  When  the  company  had  been  called  to  order,  prayer  was  offered  by 
Rev.  E.  Frank  Howe,  pastor  of  the  First  Congregational  Church,  and  a  choir  of 
mixed  voices  sang  a  selection.  The  corner-stone  was  laid  by  the  architect,  assisted 
by  the  contractors  and  their  workmen,  a  metal  box  with  numerous  interesting  me¬ 
morials  of  the  occasion,  being  deposited  therein.  The  president  of  the  day  then 
introduced  Col.  William  K.  Edwards,  who  delivered  an  appropriate  and  eloquent 
address.  A  second  musical  selection  was  sung  by  the  choir,  and  was  followed  by 


EXTRACTS  FROM  SECRETARY  EARLY’s  HISTORY.  189 

a  masterly  oration  by  Barnabas  C.  Hobbs,  ll.  d.  The  benediction,  by  Rev.  Mr. 
Howe,  closed  the  exercises. 

On  the  same  day  a  meeting  of  the  Board  of  Managers  was  held,  and  unanimously 
passed  amendments  to  the  articles  of  incorporation,  which  changed  the  name  of 
the  association  from  the  “Terre  Haute  School  of  Industrial  Science”  to  “Rose 
Polytechnic  Institute.”  This  alteration  was  not  effected  without  persistent  protest 
from  the  venerable  founder;  but  the  universal  wish,  not  alone  of  his  fellow-mana¬ 
gers,  but  of  the  entire  community  of  his  fellow-citizens,  that  his  noble  benefaction 
should  bear  his  own  honored  name,  at  length  overcame  his  modest  scruples,  and  he 
reluctantly  gave  his  consent.  Proper  legal  measures  were  also  authorized  to  effect 
the  transfer  of  the  property  of  all  kinds  that  had  been  received  from  Mr.  Rose,  from 
the  Industrial  School  to  the  Polytechnic  Institute. 

******* 

On  the  27th  of  December  Mr.  Rose  presented  a  statement  of  certain  payments  he 
had  made  for  the  benefit  of  the  School,  amounting  to  $31,255.66,  with  quittance  in 
full  thereof,  and  at  the  same  time  transferred  the  sum  of  $100,000  in  certificates  of 
preferred  stock  in  the  Evansville  &  Crawfordsville  Railroad  Company,  as  an  addi¬ 
tion  to  the  endowment. 

At  the  annual  meeting,  held  on  the  2d  of  June,  1877,  Mr.  Rose  tendered  his  resig¬ 
nation  as  a  member  of  the  Board  of  Managers,  in  consideration  of  'his  great  age  and 
infirmities.  In  deference  to  his  wishes,  his  fellow-members  accepted  it,  but  most 
unwillingly.  Mr.  Josephus  Collett  was  elected  to  succeed  him  as  President  of  the 
Board,  and  Mr.  Charles  R.  Peddle  was  chosen  as  Vice-President.  *  *  *  Mr. 
Rose  died  on  the  13th  of  August,  1877,  and  on  the  17th  of  October,  the  vacancy  occa¬ 
sioned  by  his  resignation  was  filled  by  the  election  of  Mr.  William  Mack. 

The  total  of  Mr.  Rose’s  gifts  to  the  Institute,  prior  to  his  death,  reached  the  sum 
of  $345,614.61. 

*  *  *  *  *  *  *  * 

By  his  will  ^specific  legacy  of  $107,594.34  was  bequeathed  to  the  Institute,  and 
it  was  constituted  his  residuary  legatee  after  the  payment  of  his  devises  to  his  fam¬ 
ily,  to  the  Rose  Orphan  Home  and  the  Free  Dispensary.  What  may  be  the  exact 
amount  to  be  derived  from  the  settlement  of  the  estate  it  is  impossible  to  determine, 
but  it  is  reasonal  4e  to  estimate  that  the  grand  aggregate  of  his  donations  to  the 
school  will  considerably  exceed  $500,000.00. 

******* 

Diligent  inquiry  had  continued  to  be  prosecuted  also  into  the  availability  of  can¬ 
didates  for  the  professorships  of  the  faculty,  and  a  number  of  eminent  educators 
had  been  invited  to  visit  Terre  Haute  and  confer  with  the  Managers  upon  the 
future  organization  and  conduct  of  the  School.  Prominent  among  these  had  been 
Dr.  Charles  O.  Thompson,  Principal  of  the  Free  Institute  of  Technology,  at  Worces¬ 
ter,  Mass.,  Prof.  Wm.  D.  Marks,  of  the  University  of  Pennsylvania,  Prof.  T.  C. 
Mendenhall,  of  the  Ohio  State  University,  and  Prof.  F.  W.  Clarke,  of  the  Univer¬ 
sity  of  Cincinnati,  from  all  of  whom  most  valuable  counsel  and  suggestions  and 
hearty  encouragement  had  been  obtained. 

Finding  themselves,  by  the  receipt  of  the  specific  legacy,  possessed  of  funds  which 
yielded  an  income  of  about  $25,000.00,  the  managers  felt  that  the  time  had  come 
when  they  might  take  the  necessary  measures  for  opening  the  Institute.  The  first 
important  step  was  the  election  of  Dr.  Charles  O.  Thompson,  of  Worcester,  Mass., 
to  the  Presidency  of  the  faculty.  This  occurred  on  the  20th  of  February,  1882,  and 
the  President  of  the  Board,  with  the  Secretary  and  Gen.  Charles  Cruft,  visited  Wor¬ 
cester  for  a  personal  conference  with  Dr.  Thompson.  Toward  the  end  of  March  he 
accepted  the  appointment  and  immediately  began  the  work  of  selecting  a  faculty 
and  preparing  a  detailed  plan  for  the  organization  of  the  School.  Professors  of 
chemistry,  of  elementary  and  higher  mathematics,  ind  of  drawing,  and  the  Super- 


190  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


intendent  of  the  Machine  Shops,  were  chosen  and  accepted.  Those  whose  services 
were  necessary  reported  for  duty  as  soon  as  their  prior  engagements  admitted,  and 
by  the  end  of  the  summer  of  1882,  great  progress  had  been  made  in  the  work  of 
preparation.  It  was  found  that  a  small  class  could  be  provided  for  by  the  begin¬ 
ning  of  March,  1883,  and  in  August  of  1882,  circulars  were  published  inviting  appli¬ 
cations  for  admission.  An  opportunity  for  the  purchase  of  the  apparatus  and 
library  of  the  late  Dr.  John  Bacon,  of  Harvard  College,  was  availed  of  by  the 
Board,  and  a  most  admirable  collection  of  instruments  and  of  scientific  books  was 
added  to  the  resources  of  the  School.  Power,  machinery,  and  tools  for  the  Shop, 
were  purchased  by  Mr.  Edward  S.  Cobb,  the  Superintendent,  under  the  sanction  of 
a  committee  composed  of  Messrs.  Peddle,  Nippert  and  Cox  ;  cases  for  the  mineral- 
ogical  specimens  were  constructed,  after  the  plans  of  Prof.  Charles  A.  Colton,  of  the 
Department  of  Chemistry,  and  the  elegant  collection  was  mounted,  labeled  and 
stored  under  his  skilled  labors.  Shelving  for  the  library,  designed  by  Prof.  Clarence 
A.  Waldo,  the  future  librarian,  was  provided,  and  the  early  purchases  of  the  Board 
and  the  Bacon  library  were  catalogued  by  the  Secretary  and  arranged  by  members  of 
the  faculty.  Large  additions  to  the  library  and  apparatus  were  made  by  President 
Thompson,  who  had  sailed  for  Europe,  in  July  of  1882,  for  study  of  the  methods 
and  progress  of  technological  instruction  in  the  more  advanced  schools  abroad. 
Tables,  easels,  models,  in  brief,  all  the  required  appliances  for  the  department  of 
drawing,  were  procured  upon  the  suggestions  of  Prof.  William  L.  Ames,  of  that 
department,  and,  by  the  time  anticipated,  everything  was  in  readiness  for  the 
opening.  On  the  6th  of  March  candidates  for  admission  were  examined,  and  a 
class  of  twenty-five  members  selected  from  the  most  proficient. 

On  the  7th  of  March,  1883,  the  Inaugural  Ceremonies  were  held 
and  the  educational  work  of  the  Institute  formally  began.  (See 
Appendix  X.) 

The  following  is  the  brief  announcement  in  the  First  Catalogue 
of  the  opening  of  the  school,  with  the  “  four  years  course,”  concisely 
outlined.  Full  page  plans  of  the  five  floors  of  the  stately  main 
building,  and  of  the  two  floors  of  the  shop  building,  are  given. 

The  Rose  Polytechnic  Institute. 

This  Technical  School,  founded  by  the  late  Cliauncey  Rose,  of  Terre  Haute,  In¬ 
diana,  is  now  open  for  the  instruction  of  young  men  in  technology. 

In  accordance  with  the  directions  of  the  founder,  the  Institute  offers  a  good  edu¬ 
cation  based  on  the  mathematics,  physical  sciences,  living  languages  and  drawing, 
and  familiarity  with  some  form  of  applied  science  or  handicraft.  The  course  of 
study  is  so  planned  that  every  student  spends  a  fixed  portion  of  his  time  in  learn¬ 
ing  the  elements  of  the  business  or  profession  that  he  designs  to  pursue  after 
graduating ;  this  part  of  his  work  is  called  practice. 

Recitations,  lectures,  laboratory  work  and  drawing  are  of  uniform  kind  and 
amount  for  all  students;  exercises  in  practice  are  widely  different,  depending 
upon  the  department  selected  by  the  student.  The  general  course  of  study  does 
not  differ  essentially  from  that  pursued  in  other  Polytechnic  Schools.  The  practice 
is  offered  in  the  following  departments:  Mechanics,  Civil  Engineering,  Chemistry, 
Physics,  Drawing  and  Design.  The  choice  of  a  department  is  made  by  each  stu¬ 
dent  soon  after  entering,  under  the  advice  of  the  faculty.  A  department  of  Min¬ 
ing  Engineering  will  be  organized  as  soon  as  possible  and  duly  announced. 


E08E  POLYTECHNIC  INSTITUTE  IN  1883. 


191 


APPARATUS  FOR  INSTRUCTION. 

Recitation-rooms,  lecture-rooms,  laboratories  and  drawing-rooms  are  ready, 
ample  supplies  of  models,  plate,  and  laboratory  equipments  having  been  pur¬ 
chased.  Field  instruments  for  the  use  of  Civil  Engineers  have  also  been  provided. 

A  cabinet  of  minerals  containing  5,000  specimens  carefully  arranged  to  facilitate 
the  study  of  geology  and  mineralogy,  is  displayed  in  a  room  convenient  for  use. 

A  library  of  5,000  volumes,  selected  with  especial  reference  to  the  wants  of  stu¬ 
dents  of  technology,  but  not  destitute  of  works  of  standard  literature,  is  on  the 
shelves  and  will  be  increased  as  occasion  demands. 

In  the  shop  is  an  assemblage  of  rooms  in  which  iron  and  wood- working  tools  and 
machinery,  arranged  with  reference  to  instruction  by  means  of  construction,  are 
provided  for  the  use  of  students.  The  wood  room,  boiler  and  engine  rooms  are  in 
order ;  the  iron  room  and  forge  shop,  will  be  in  order  before  September  1,  1883,  as 
all  the  requisite  tools  a?e  now  under  contract ;  so  that  students  in  mechanics  will 
enjoy  the  advantage  of  practicing  in  a  large,  well-lighted,  manufacturing  machine 
shop,  which  is  equipped  with  the  best  modern  tools  and  machinery.  All  products 
of  the  shop  will  be  made  for  sale,  and  the  labor  of  the  students  will  be  supplemented 
by  that  of  skilled  journeymen,  who  will  finish  the  work  under  the  inspection  and 
for  the  instruction  of  pupils  ;  the  latter  will  thus  be  surrounded  by  the  influences  of 
actual  business  and  under  the  incentive  of  emulation  with  practiced  handicraft. 
In  the  equipment  of  the  machine  shop  the  sum  of  nearly  $30,000  has  been  expended. 

Plans  for  a  new  building  to  be  devoted  to  the  uses  of  a  chemical  laboratory,  have 
been  submitted  to  the  trustees  and  the  work  will  be  begun  early  in  the  autumn. 
Ample  provision  has  been  made  for  the  study  of  physics  according  to  the  most  ap¬ 
proved  modern  ideas. 

COURSE  OF  STUDY. 

The  course  of  study  occupies  four  years,  and  the  work  is  arranged  as  follows 
(the  figures  indicate  hours  per  week): 

Freshman  Class. — Free  Drawing,  6:  Mathematics,  7;  Practice,  25 ;  Private  Study, 
14.  Total,  52. 

Sophomore  Class. — Free  Drawing,  2;  Mechanical  Drawing,  6;  Mathematics,  6; 
Language  4;  Chemistry  and  Physics,  4;  Practice,  10;  Private  Study,  20.  Total,  52. 

Junior  Class. — Mechanical  Drawing,  6;  Mathemetics  and  Theoretical  Mechanics,  4; 
Language  4;  Chemistry  and  Physics,  4;  Practice,  10;  Private  Study,  24.  Total,  52. 

Senior  Class. — Mathematics,  5;  Language  and'  Ethics,  5;  Physics,  3;  Chemistry, 
1;  Engineering,  3;  Practice,  10;  Private  Study,  25.  Total,  52. 

In  this  course  the  term  Mathematics  includes  algebra,  geometry,  trigonometry, 
analytical  and  descriptive  geometry,  the  calculus,  theoretical  and  applied  mechanics; 
Physics,  heat,  light  and  electricity,  each  abundantly  illustrated;  Chemistry,  the 
study  of  the  elements,  the  use  of  the  blow-pipe  and  the  outlines  of  wet  analysis; 
Drawing,  free  hand  work,  perspective,  orthographic  and  isometric  projection, 
shades  and  shadows,  and  the  construction  of  working  drawings  of  machinery ; 
Language,  the  German  language,  the  English  language  and  the  elements  of  French. 

In  addition  to  the  general  studies  now  enumerated,  lectures  are  given  in  geology. 
Exercises  in  determinative  mineralogy  are  included  in  the  chemical  instruction. 

Only  such  changes  will  be  made  in  this  course  as  experience  may  show  to  be 
desirable.  Students  pass  from  class  to  class  only  by  passing  the  term  examina¬ 
tions. 

The  practice  of  the  students  in  chemistry  and  physics  will  be  in  the  laboratories, 
of  the  civil  engineers  in  the  field  and  drawing-room,  of  the  designers  in  the  draw¬ 
ing-room,  and  of  th«  mechanics  in  the  work-shop;  but,  in  order  to  give  the  civil 
engineers  some  knowledge  of  tools,  their  practice  will  be  in  the  workshops  for  the 
first  two  terms  of  the  Freshman  year. 


192  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


In  short,  it  is  the  intention  of  the  managers  and  faculty  that  nothing  shall  be 
lacking  to  give  the  students  of  the  Rose  Polytechnic  facilities  not  surpassed  in  this 
country  for  acquiring  a  sound  technological  training. 

ADMISSION. 

Candidates  for  admission  to  the  Freshman  class  must  be  at  least  sixteen  years 
old,  present  certificates  of  good  standing  and  pass  examination  in  the  following 
branches,  viz:  English  Grammar,  History  of  the  United  States,  Geography,  Arith¬ 
metic,  and  Algebra  to  Quadratic  Equations.  The  entrance  examination  will  take 
place  on  Tuesday,  September  18,  1883,  at  half -past  eight  o’clock  A.  M. ,  at  the  office 
of  the  President.  At  the  same  time  and  place,  candidates  for  the  Sophomore  and 
Junior  classes  will  be  examined  and  must  give  evidence  of  fitness  to  join  the 
desired  class.  The  senior  class  will  not  be  organized  till  September,  1884. 

I 

TERMS  AND  VACATIONS. 

The  first  term  of  14  weeks  begins  September  18,  and  closes  December  23,  1883; 
the  second  term  of  13  weeks  begins  January  2,  1884,  and  closes  March  30,  1884;  the 
third  term  of  12  weeks  begins  April  9, 1884,  and  closes  June  29,  1884.  Vacations  of 
one  week  each  occur  after  the  first  and  second  terms  respectively,  and  of  eleven 
weeks  after  the  third  term. 


EXAMINATIONS. 

All  students  are  examined  at  least  twice  a  year  on  the  work  of  the  year,  and  the 
result  of  these  examinations  determines  their  standing. 

TUITION. 

No  charge  for  tuition  is  made  to  bona  fide  residents  of  Vigo  County,  Indiana. 
All  others  pay  seventy-five  dollars  each  per  year.  Every  student,  of  whatever 
place  of  residence,  pays  an  annual  fee  of  twenty-five  dollars  for  use  of  chemicals, 
breakage  and  contingencies.  All  bills  for  tuition  and  incidentals  are  payable  in 
advance  on  the  first  day  of  each  term. 

BOARD. 

No  arrangements  for  board  are- made  at  the  Institute.  Students  find  excellent 
accommodations  in  private  families  at  prices  ranging  from  $4.00  to  $5.00  per  week. 

All  students  who  intend  to  apply  for  examination  should  make  application  in 
writing.  Letters  seeking  information  about  the  Rose  Polytechnic  Institute,  should 
be  addressed  to 

Pres’t.  Charles  O.  Thompson, 

Terre  Haute ,  Indiana. 

The  students  admitted  to  the  first  class,  March  6th,  1883,  num¬ 
bered  Twenty-five. 

List  of  the  Board  and  of  The  Faculty  in  1883. 

Board  of  Managers. 

Josephus  Collett,  Esq.,  President;  Charles  R.  Peddle,  M.  E.,  Vice-President; 
Samuel  S.  Early,  A.  M.,  Secretary ;  Demas  Deming,  Esq.,  Treasurer.  Firmin  Nip- 
pert,  Esq.,  Hon.  William  Mack,  Robert  S.  Cox,  Esq.,  Preston 'Hussey,  Esq.,  Hon. 
Richard  W.  Thompson,  L.  L.  D,  William  C.  Ball,  A.  M. 


DEATH  OF  PRESIDENT  THOMPSON  IN  1886. 


193 


Faculty  of  Instruction. 

Charles  O.  Thompson,  a.  m.,  ph.  d.,  Late  Principal  of  the  Free  Institute  of  In¬ 
dustrial  Science,  Worcester,  Mass.,  President. 

Charles  A.  Colton,  e.  m.,  Late  Assistant  to  the  Professor  of  Mineralogy  in  the 
School  of  Mines,  Columbia  College,  New  York,  Professor  of  Chemistry. 

Edward  Barnes,  b.  s.,  Graduate  Student  of  Johns  Hopkins  University,  Professor 
of  the  Higher  Mathematics. 

Clarence  A.  Waldo,  a.  m.,  Late  Assistant  Professor  of  Mathematics,  in  Wesleyan 
University,  Middletown,  Conn.,  Professor  of  Elementary  Mathematics  and  Li¬ 
brarian. 

James  A.  Wickersham,  a.  M.,  Late  Instructor  in  Kansas  University,  Professor  of 
Languages. 

- ,  Professor  of  Physics  and  Theoretical  Mechanics.* 

- ,  Professor  of  Engineering.* 

Edward  S.  Cobb,  B.  s.,  Late  Assistant  Superintendent  of  the  American  Paper  Bag 
Company,  Boston,  Superintendent  of  Machine  Shop. 

William  L.  Ames,  B.  s.,  Late  Student  at  Cincinnati  School  of  Design,  Professor 
of  Drawing. 

While  the  statements  of  the  first  catalogue  were  comprised  in 
eight  pages,  exclusive  of  those  given  to  the  floor  plans  of  the  build¬ 
ings,  the  second  annual  catalogue  contains  29  pages,  exclusive  of  the 
same  floor  plans.  This  contains,  also,  a  notice  of  the  “manufactures 
of  the  Rose  Polytechnic  Shops  ”  which  are  offered  for  sale  in  accord¬ 
ance  with  the  precedent  set  by  the  shops  of  the  Worcester  Institute. 
The  students  are  organized  in  three  classes:  Freshman,  Sophomore, 
and  Junior,  and  number  45  ;  an  increase  of  20  in  a  single  year.  The 
third  Annual  Catalogue  (1885),  shows  a  total  attendance  of  69  stu¬ 
dents  in  the  four  classes.  The  “  Senior  Class”  is  given  for  the  first 
time,  numbering  3  students.  In  the  Fourth  Annual  Catalogue, 
(1886)  the  name  of  President  Thompson  is  starred  with  the  simple 
note;  “Deceased,  March  17th,  1885.” 

The  unlooked  for  death  of  President  Thompson,  in  the  fullness  of 
his  powers,  produced  a  profound  impression  ;  and  was  felt,  not  only 
as  a  calamity  to  the  new  institution,  but  also,  as  a  great  loss  to  the 
educational  foi’ces  of  the  country.  His  experiment  at  Worcester, 
and  its  further  development  at  Terre  Haute,  which  gave  such  assur¬ 
ance  of  exceptional  success,  had  been  followed  with  unusual  atten¬ 
tion  by  all  interested  in  the  evolution  of  the  Hew  Education;  to  which 
it  was  conceded  that,  by  inventing  this  novel  form  of  school,  Dr. 
Thompson  had  made  an  original  and  important  contribution. 

An  influential  member  of  the  National  Council  of  Education  from 
its  organization,  Dr.  Thompson  had  freely  contributed  to  the  pro¬ 
motion  of  varied  educational  interests  by  numerous  addresses,  papers 
and  publications.  Dr.  Barnard,  in  the  pamphlet  already  quoted  from, 
gives  a  list  of  some  twenty-three  titles  up  to  the  time  of  his  assum¬ 
ing  the  Presidency  of  Rose  Institute.  Some  of  the  topics  are 


ART — VOL  4 - 13 


*  To  be  appointed. 


194  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

“Drawing,”  “Manual  Labor  and  the  use  of  Tools,”  “Technical  Edu¬ 
cation,”  “  Handicraft  in  School.”  “The  Polytechnic  School,”  “'The 
Worcester  Plan  of  Technical  Education.”  “  Hints  towards  a  Profes¬ 
sion  of  Teaching,”  etc.,  etc.  He  was  a  member  of  various  scientific 
societies.  Charles  Oliver  Thompson,  a.  m.,  ph.d.  was  born  Septem¬ 
ber  25th,  183G,  in  East  Windsor,  Connecticut,  where  his  Father,  Pro¬ 
fessor  William  Thompson,  d.d.,  was  a  professor  in  the  Connecticut 
Theological  Seminary.  He  fitted  for  College  in  the  East  Windsor 
Academy,  under  the  late  Paul  A.  Chadbourne,  an  inspiring  educator 
who  was  subsequently  President  of  the  Massachusetts  College  of 
Agriculture.  Graduating  at  Darmouth  College,  in  the  class  of  1858, 
he  spent  his  life,  with  the  exception  of  a  short  term  as  a  practical  sur¬ 
veyor  and  civil  engineer,  in  the  work  of  teaching;  first  in  the  district 
schools,  then,  in  the  work  at  Arlington  for  four  years,  of  successfully 
combining  an  English  High  School,  and  the  old  classical  “Cotting 
Academy,”  into  a  new  form  of  Public  High  School.  From  this 
work  he  was  chosen,  in  1868,  as  Professor  of  Chemistry,  to  the  Wor¬ 
cester  High  School  of  Industrial  Science ;  and  commissioned  to 
undertake  a  tour  of  some  months  in  Europe,  with  the  purpose  on  his 
return,  of  inaugurating  a  scientific  and  practical  course  of  instruc¬ 
tion,  such  as,  at  that  time,  “had  no  recognized  type  or  model  in  this 
country.” 

His  successful  execution  of  this  purpose  at  Worcester,  and  at 
Terre  Haute,  marks  the  opening  of  an  educational  era  in  the  United 
States.  Dartmouth  College,  conferred  the  title  of  ph.  d.,  in  1S70. 
The  tributes  called  forth  by  the  occasion  of  his  untimely  death, 
testified  not  only  to  the  ability  and  culture  of  the  scholar ;  but,  also, 
to  the  catholicity  of  the  educator,  and  the  high  character  and  love¬ 
able  qualities  of  the  man. 

The  same  wise  judgment  and  good  fortune  which  was  evinced  in 
the  calling  of  Dr.  Thompson,  to  become  the  first  President  of  the 
Institute  ;  was  again  illustrated  in  the  happy  selection  of  his  imme¬ 
diate  successor. 

We  have  seen  that  in  the  formative  period  of  the  new  Institute, 
the  Trustees  frequently  called  to  their  aid  for  advice  and  counsel, 
four  leading  educators;  one  of  whom  was  subsequently  chosen  to  be 
the  first  President  of  the  Institute. 

They  now  turned  to  another  of  their  former  counsellors  and  asked 
him  to  assume  the  Presidency  so  sadly  and  unexpectedly  left  vacant; 
and  Dr.  Thomas  C.  Mendenhall,  PH.  D.,  LL.  D.,  formerly  Professor 
in  the  University  of  Cincinnati,  later  a  Professor  in  the  Imperial  Uni¬ 
versity  of  Tokio,  Japan,  and  at  this  time  employed  in  one  of  the 
scientific  departments  of  the  U.  S.  Government  Service,  was  called 
to  the  chair.  Dr.  Mendenhall,  entered  on  his  new  duties  in  the  autumn 
of  1886,  and  remained  in  charge  for  four  years  ;  when  he  was  again 
called  to  resume  service  under  the  Government,  and  placed  at  the 


THE  LATER  PRESIDENTS  OF  THE  INSTITUTE.  195 

head  of  the  U.  S.  Coast  and  Geodetic  Survey,  where  he  still  remains. 
(1893). 

Such  official  recognition  of  his  unquestioned  distinction  as  a  sci¬ 
entist,  furnishes  the  best  endorsement  of  his  success  as  an  educator, 
and  of  his  standing  in  the  scientific  world. — 

His  successful  administration  of  the  Presidency  of  Rose  Poly¬ 
technic  Institute,  may  be  inferred  from  the  fact  that  the  total  yearly 
attendance  grew,  from  67,  as  given  in  the  catalogue  of  1886,  to  159, 
in  the  catalogue  of  1890;  which  is  the  last  issued  under  President 
Mendenhall. 

Dr.  Henry  C.  Eddy,  c.  E.,  ph.  d.,  Dean  of  the  University  of  Cincin¬ 
nati,  and  for  sometime  the  acting  President,  succeeded  Dr.  Men¬ 
denhall,  as  President  of  the  Institute. 

The  continued  growth  and  success  of  the  school  is  shown  by  the 
statistics  given  in  the  catalogues  since  issued.  From  the  latest  one 
at  hand,*  the  general  statement  of  the  purpose  and  methods  of  the 
Institute  is  here  taken,  together  with  the  programme  of  the  course 
in  Mechanical  Engineering,  and  that  of  the  department  of  Drawing. 
The  other  “  courses,”  in  “electrical”  and  “civil”  engineering,  and 
in  “  Chemistry,”  are  given  in  the  catalogue  in  similar  detail. 

The  Rose  Polytechnic  Institute,  is  devoted  to  the  higher  education  of  young  men 
in  Engineering.  This  term  includes  all  those  productive  and  constructive  arts  by 
which  the  forces  and  materials  of  nature  are  made  subservient  to  the  needs  of  man, 
together  with  the  principles  which  underlie  those  arts. 

The  course  of  instruction  at  this  Institute  deals  in  detail  with  the  principles  and 
the  practice  of  Engineering  with  special  reference  to  the  following  branches  of  the 
profession  :  Mechanical  Engineering,  Electrical  Engineering,  Civil  Engineering,  and 
Chemistry,  as  based  upon  Drawing,  Modern  Languages,  Mathematics,  Mechanics, 
Physics,  Chemistry,  and  Shop  Practice. 

The  advances  in  scientific  and  technical  education  which  have  been  made  during 
the  past  two  or  three  decades  in  Europe  and  in  this  country  have  been  largely  in  the 
direction  of  the  introduction  of  laboratory  and  practical  training  into  courses  of 
study  which  formerly  consisted  exclusively  of  text-book  and  theoretical  work.  So 
satisfactory  have  been  the  results  of  this  innovation  that  it  is  no  longer  a  question 
of  debate.  Engineering,  in  practice,  is  essentially  the  application  of  established 
principles  for  the  purpose  of  accomplishing  certain  results,  mainly  included  in  the 
conversion  of  matter  into  useful  forms  and  the  utilization  of  the  forces  of  natui'e. 
The  proper  training  of  an  engineer  should  include,  therefore,  not  only  a  study  of 
principles,  but  also  their  application  in  accordance  with  established  practice.  He  is 
thus  fitted  for  more  rapid  advancement  on  entering  his  profession,  and  is  saved 
from  the  many  errors  arising  out  of  ignorance  of  methods. 

In  this  Institute  the  student’s  study  of  principles  is  supplemented  by  constant 
practice  in  laboratory  and  work-shop.  In  the  former  he  learns  the  use  of  instru¬ 
ments  and  methods  of  research,  and  is  thus  prepared  to  attack  successfully  and  in 
a  scientific  manner  such  problems  as  are  sure  to  present  themselves  to  him  in  the 
practice  of  his  profession.  In  the  latter  he  is  made  familiar  by  actual  contact  with 

*  Eleventh  Annual  Catalogue  of  the  Rose  Polytechnic  Institute  Terre  Haute,  In¬ 
diana.  With  an  outline  of  the  course  of  study  and  the  Plan  of  Instruction.  1893. 
Terre  Haute,  Ind. :  Moore  &  Langen,  Printers  and  Book  binders.  1893.  Pp.  50. 


196  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


the  nature  and  properties  of  materials  of  construction;  the  use  of  machines  for  the 
manipulation  of  these  materials,  the  necessary  limitations  placed  upon  the  products 
of  machinery  as  to  form  and  methods  of  manipulation ;  and  to  this  is  added  skill 
in  the  use  of  tools  and  machines  which  will  greatly  enhance  his  power  as  an  engin¬ 
eer  in  design  and  construction. 

The  work  of  the  students  in  mechanical  engineering  is  so  distributed  that  they 
spend,  on  the  average,  fifteen  hours  per  week  in  practice  during  the  first  year,  and 
ten  hours  a  week  during  the  rest  of  the  course.  During  this  time  they  receive 
instruction  from  skilled  workmen  in  the  various  departments,  by  whom  their  prac¬ 
tice  is  constantly  supervised. 

Each  student  receives  throughout  his  course  six  hours  a  week  of  instruction  in 
drawing ;  by  this  discipline  such  perception  of  form  and  proportion  is  imparted  to 
the  student  that,  when  he  undertakes  shop-work,  he  makes  more  rapid  and  satis¬ 
factory  progress  than  one  who  has  not  had  the  advantage  of  this  training.  And 
each  student,  as  soon  and  as  far  as  possible,  is  required  to  make  working  drawings 
of  every  article  that  he  produces,  for  the  ability  to  make  and  to  read  drawings  is 
an  indispensable  necessity  to  every  engineer. 

As  the  work-shop  is  educational  in  its  character,  and  is  managed  solely  for  the 
advantage  of  the  students,  each  is  encouraged  to  make  as  rapid  advancement  as 
possible,  and  is  not  kept  back  by  his  fellows  or  by  the  financial  necessities  of  the 
institution. 

To  these  considerations  in  favor  of  a  school-shop  must  be  added  another,  which 
outweighs  them  all ;  that  the  student  comes  to  the  shop-work  with  his  perceptive 
faculties,  reason,  judgment  and  taste,  all  under  constant  and  careful  training  in 
other  departments  of  the  Institute ;  and  also  that  his  interest  in  the  study  of  theo¬ 
retical  principles  is  greatly  enhanced  by  the  opportunity  offered  for  their  immediate 
application  to  various  problems  arising  out  of  his  shop-work. 

In  accordance  with  these  general  ideas,  the  Rose  Polytechnic  Institute  offers  to 
young  men  a  good  education  based  on  Drawing,  Mathematics,  Mechanics,  the  Phys¬ 
ical  Sciences  and  the  Modern  Languages,  together  with  a  practical  training  in  and  a 
familiarity  with  some  form  of  applied  science. 

Plan  of  Instruction. 

Courses  of  Study. — Provision  is  now  made  for  four  parallel  courses  of  study. 
These  are: 

1.  Mechanical  Engineering. 

2.  Electrical  Engineering. 

3.  Civil  Engineering. 

4.  Chemistry. 

Each  course  occupies  four  years  of  three  terms  each.  There  are  four  classes: 
Freshman,  Sophomore,  Junior,  Senior.  The  Freshman  class  enters  in  September, 
and  entrance  examinations  for  this  class  are  held  at  the  Institute  in  June  and  Sep¬ 
tember. 

The  four  courses  are  identical  during  the  first  two  terms  of  Freshman  year,  but 
diverge  after  that.  At  the  end  of  the  second  term  every  student  elects  one  of  these 
courses. 

No  student  is  permitted  to  elect  any  special  or  partial  course.  Every  one  must 
take  full  work  in  one  of  the  regular  courses. 

Many  subjects,  such  as  Drawing,  Language,  Mechanics,  Elementary  Chemistry, 
and  Physics,  etc. ,  are  common  to  all  the  courses.  In  such  subjects  the  recitations 
and  lectures  are  attended  by  students  in  all  the  courses;  their  exercises  during 
hours  of  practice  are,  however,  widely  different  and  are  presented  in  detail  on 
another  page. 


COURSES  IN  SHOP  WORK  AND  MECHANICAL  ENGINEERING.  197 


All  members  of  the  Freshman  class  practice  in  the  wood-shop  during  the  first 
two  terms.  During  the  third  term  those  who  elect  Civil  Engineering  devote  but 
eight  hours  to  practice  in  the  machine  shop  and  the  remaining  hours  of  practice  to 
Civil  Engineering ;  those  who  elect  Chemistry  employ  all  their  hours  of  practice  in 
the  chemical  laboratory. 

In  practice  and  labratory  work,  each  student  working  independently  of  others, 
advances  as  rapidly  as  possible.  A  certain  standard  of  excellence,  however,  must 
be  reached  by  all. 

Recitations  are  an  hour  in  length,  and  the  classes  are  divided  into  sections,  so 
that  no  more  are  in  recitation  at  one  time  than  will  be  consistent  with  thorough¬ 
ness  of  instruction. 

Students  are  expected  to  spend  two  hours  of  study,  if  necessary,  in  preparing 
each  recitation,  and  time  enough  in  preparation  for  lectures  and  exercises  in  draw¬ 
ing  and  laboratory  to  secure  the  best  results. 

Courses  of  lectures  are  given  by  the  President,  Professors,  and  others  in  Geology, 
Astronomy  and  other  topics  not  included  in  the  regular  course  of  study.  Students 
are  required  to  take  notes  and  to  sustain  examination  on  these  lectures.  Instruc¬ 
tion  in  Physics  and  Chemistry  is  given  largely  by  means  of  laboratory  practice. 

Thesis. — At  the  close  of  the  year  each  member  of  the  Senior  class  presents  to  the 
faculty  a  graduating  thesis,  in  which  he  records  the  independent  investigation  of 
some  subject  congenial  to  his  tastes,  and  included  in  the  scope  of  his  course.  In 
order  to  afford  time  for  the  preparation  of  these,  one  week  of  each  month  after 
January  of  Senior  year  is  devoted  exclusively  to  this  work.  These  thesis,  with  all 
the  drawings  which  accompany  or  illustrate  them,  are  preserved  in  the  library  of 
the  Institute. 


COURSE  IN  MECHANICAL  ENGINEERING. 

As  preparatory  subjects,  this  course  includes  Drawing,  Modern  Languages,  Theo¬ 
retical  Mechanics,  Physics,  and  Chemistry.  In  the  more  purely  techanical  part  of 
the  course,  the  various  branches  of  Applied  Mechanics  form  the  most  important 
subjects.  The  course  embraces  instruction  by  text-book,  lecture,  laboratory,  and 
work-shop  practice  with  special  reference  to  the  following  branches:  Practical  Phy¬ 
sics  ;  the  Properties  of  Materials  and  their  bearing  on  the  Design  of  Structures  and 
Machines ;  the  Dynamical  Principles  involved  in  the  design  and  action  of  machines 
and  structures ;  Steam  Engineering ;  the  general  principles  of  Mechanical  Draw¬ 
ing  and  Machine  Design,  etc. 

Engineering  Laboratory. — For  the  instruction  of  the  students  in  the  investiga¬ 
tion  and  solution  of  problems  in  mechanical  engineering  a  collection  has  been  made 
of  the  best  apparatus  and  appliances  for  this  purpose.  The  following  areexamples: 
A  40-horse  power  Brown  automatic  engine,  with  distribution  valves  capable  of  in¬ 
dependent  adjustment  and  fitted  with  complete  arrangements  for  taking  indicator 
cards  under  widely  varying  conditions.  This  engine  is  fitted  with  an  absorption 
dynamometer  capable  of  absorbing  its  full  power,  and  also  with  devices  for  indica¬ 
ting  variation  of  speed  during  one  revolution  or  due  to  variation  of  load.  A  50- 
horse  power  compound  high-speed  Westinghouse  engine.  A  Wheeler  surface  con¬ 
denser,  and  Blake  air  pump,  arranged  to  be  used  with  either  or  both,  or  for  testing 
either  engine  ;  steam  engine  indicators  and  automatic  power  meters.  Tranmission 
dynamometers,  of  powers  varying  from  one  to  fifty  horse,  arranged  so  as  to  be 
easily  used  with  machine  tools,  dynamo-electric  machines,  etc.  A  Brackett  cradle 
dynamometer  especially  designed  for  the  study  of  dynamos  and  electric  motors. 
Testing  machines  for  determining  tensile  and  torsional  strength,  shearing  strength, 
cross-breaking  strength  and  torsional  stiffness,  together  with  the  various  elastic 
moduli  of  the  different  materials  of  construction,  such  as  wood,  iron,  stone,  cement, 
etc.  For  these  machines  very  complete  and  novel  sets  of  indicating  and  recording 


198  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


devices  have  been  provided.  Tool  dynamometers  for  testing  the  work  absorbed  by 
cutting  and  boring  tools.  Traction  dynamometers  for  determining  the  work  done 
in  drawing  cars  at  different  speeds  on  level  .and  graded  roads.  Engine-testing  de 
vices  for  testing  the  balancing  of  locomotives  while  running,  together  with  the 
quality  of  the  track,  etc.  Several  sets  of  apparatus  for  determining,  by  static  and 
kinetic  methods,  the  elastic  constants  of  materials  in  small  specimens.  Accurate 
linear  and  circular  dividing  engines.  Comparators  for  testing  standards  of  length. 
Standard  length  bars ;  strong  and  sensitive  balances  ;  thermometers,  pyrometers 
and  calorimeters  for  steam  tests  ;  speed  counters,  indicators,  etc. 

Each  member  of  the  Senior  class  in  the  course  of  Mechanical  Engineering  designs 
one  or  more  machines  during  the  year,  and  furnishes  complete  working  drawings 
of  the  same.  These  drawings  are  then  used  by  them,  with  the  assistance  of  the 
Freshmen,  in  making  patterns,  and  by  the  other  classes  in  making  the  machines. 

An  excursion  is  made  each  year  by  the  members  of  the  Senior  class,  if  they  so 
elect,  to  one  of  the  large  manufacturing  cities  of  the  country.  The  class  is  accom¬ 
panied  by  one  of  the  members  of  the  faculty,  and  a  special  study  is  made  of  the 
most  recent  machinery  and  methods. 

Shop  Equipment. — The  Polytechnic  shops  are  furnished  with  the  best  modern 
tools  and  machinery  for  working  wood  and  iron.  The  equipment  of  the  wood- 
shops  consists  of  thirty-six  benches,  sixty  sets  of  carpenters’  tools,  wood-turning 
lathes,  circular  saws,  jig-saws,  band-saw,  double-spindle  moulding  machine,  panel- 
planer,  Gray  &  Woods’  planer,  automatic  knife-grinder,  horizontal  boring  ma¬ 
chine,  etc. 

The  equipment  of  the  machine  shop  consists  of  the  following  tools: 

Sellers  planer  25”x25''x8,  Pond  lathe,  screw  cutting,  26"x20',  same  22''xl0',  Pow¬ 
ell  lathe  19  "xlO',  Washburn  lathe  16"x8',  Flather  lathe  16"x8',  Lodge  &  Barker  lathe 
18”xl0',  Pratt  &  Whitney  lathe  21"xl0',  Fitchburg  lathe  15"x6|',  Putnam  lathe 
15’'x6',  Pratt  &  Whitney  lathe  16"x8’,  Ames  lathe  16"x7',  and  one  16”  swing  6'  bed 
turret  lathe  made  in  the  shop,  universal  and  independent  chucks,  polishing  lathe, 
speed  lathes,  Brainard  milling  machine,  with  spiral  and  gear-cutting  attachments, 
Hendey  24”  shaper,  Bett’s  40"  radial  drill,  Pond  32”  upright  drill,  emery  wheels, 
buff  wheels,  grind-stones,  drills,  reamers,  standard  gauges,  chucking  reamers, 
squares,  surface  plates,  and  a  full  equipment  of  smaller  tools. 

The  Forge-room — Is  equipped  with  five  Buffalo  stationary  blast  forges,  each 
furnished  with  power  blast.  There  are  also  complete  sets  of  swages,  and  other 
tools  for  doing  all  kinds  of  blacksmithing. 

The  Brass  Foundry. — Students  practice  in  brass  moulding  from  a  large  variety 
of  patterns  and  under  the  immediate  supervision  of  a  skilled  moulder. 

The  Engine  and  Boiler  Rooms — Contain  a  40-liorse  power  automatic  engine, 
previously  mentioned,  and  five  boilers ;  this  engine  serves  the  double  purpose  of 
a  motor  and  a  piece  of  apparatus  ;  it  has  a  variable  cut-off  with  four  independent 
slide-valves,  and  represents  the  best  American  workmanship.  The  Westinghouse 
compound  high-speed  engine  of  50-horse  power  is  fitted  to  drive  a  set  of  counter 
shafting  and  speed  cones  for  experimental  and  testing  purposes.  There  are  also 
in  connection  with  this  plant  the  necessary  condensers,  air  pumps,  feed  pumps,  in¬ 
jectors,  inspirators,  test  gauges,  speed  counters,  engine  indicators,  calorimeters, 
pyrometers,  etc. 

The  boilers  are  connected  so  as  to  be  used  in  every  possible  combination  ;  arrange¬ 
ments  have  been  made  to  weigh  the  coal  and  ash,  and  to  measure  the  water  used, 
and  these  rooms  become  available  for  studying  problems  in  steam  engineering  by 
actual  experiment. 


FOUR  YEARS’  COURSE  IN'  MECHANICAL  ENGINEERING.  199 
The  follow  ing  is  the  outline  of  the  studies  and-  practice  in  this  course  : 


Course  in  Mechanical  Engineering. 


Year. 

First  Term. 

Second  Term. 

Third  Term. 

Freshman  . . 

Algebra  (4  t);  Geometry 
(4  t);  Free-hand  Drawing 
(6  h) ;  Elementary  Phys¬ 
ics  (2  t);  English  (3  t); 
Practice  in  Wood-shop 
(16  h). 

Algebra  (4  t);  Plane  Trigo¬ 
nometry  (4  t);  Mechani¬ 
cal  Drawing  (6  h);  Ele¬ 
mentary  Chemistry  (2  t); 
German  (4t);  Practice  in 
Wood-shop  (14  h). 

Algebra  (4  t);  Spherical 
Trigonometry  (4 1);  Free¬ 
hand  Drawing  (6  h);  Ele¬ 
mentary  Chemistry  (2 1); 
German  (4  t);  Practice  in 
Machine  -  shop,  Black- 
smith-shop,  etc.  (14  h). 

Sophomore  . 

Analytical  Geometry  (4  t) ; 
Descriptive  Geometry 
(2  t);  Elementary  Me¬ 
chanics  (2  t);  Free-hand 
Drawing  (6  h) ;  Chemistry 
(1  t);  Chemical  Labora¬ 
tory  (4  k);  German  (3  t); 
Practice  in  Machin  e- 
shop,  Blacksmith-shop 
and  Foundry;  Care  of 
Boilers  and  Engines  (10 
h). 

Analytical  Geometry  (4  t); 
Descriptive  Geometry  (2 
t) ;  Elementary  Mechanics 
(2  t);  Mechanical  Draw¬ 
ing  (6  h) ;  Chemistry  and 
Mineralogy  (1 1);  Chemi¬ 
cal  Laboratory  (4  h); 
German  (3  t) ;  Practice  in- 
Machine-shop,  Black- 
smith-shop  and  Foundry; 
Care  Of  Boilers  and  En¬ 
gines  (10  h). 

Calculus  (4  t) ;  Descriptive 
Geometry  (2t);  Elemen¬ 
tary  Mechanics  (2  t);  Me¬ 
chanical  Drawing  (6  h); 
Chemistry  and  Mineral¬ 
ogy  (1 1) ;  Chemical  Labo¬ 
ratory  (4  h) ;  German  (3 
t);  Practice  in  Machine- 
shop,  Blacksmith-shop 
and  Foundry;  Care  of 
Boilers  and  Engines  (40 
h). 

Junior . 

Mechanical  Drawing  (6  h); 
French  and  German  (4 1) ; 
Calculus  (4  t);  Analytical 
Mechanics  (2  t);  Physics 
(2  t);  Electricity  (2  t); 
Practice  in  Machin  e- 
s  h  o  p,  Blacksmith-shop 
and  Foundry  (10  h). 

Mechanical  Drawing  (6  h); 
French  and  German  (4 1); 
Calculus  (4 1) ;  Analytical 
Mechanics  (2  t);  Physics 
(4  _  t) ;  Practice  in  Ma¬ 
chine-shop,  Steam  en¬ 
gine  and  general  machine 
tool  construction  (10  h); 
Lectures  on  Astronomy. 

Mechanical  Drawing  (6h); 
French  and  German  (4  t) ; 
Calculus  (4  t);  Analytical 
Mechanics  (2t);  Physics 
(4  t);  Practice  in  Ma¬ 
chine-shop,  steam  en¬ 
gine  and  general  m  a- 
chine  tool  construction 
(10  h). 

Applied  Mechanics  (4  t); 
Thermodynamics  (1  t); 
Chemical  Technology  i  l 
t);  English  Literature  (3 
t) ;  Physical  Laboratory 
(fi  h) ;  Machine  Design  (6 
h);  Engineering  Labora¬ 
tory  (6  h);  Steam  En¬ 
gineering  (0  k);  Practice 
in  Machine-shop,  steam 
engine  and  machine  tool 
construction  (8  h). 

Applied  Mechanics  (4  t); 
Thermodynamics  (1  t); 
Chemical  Technology  (1 
t) ;  Political  Economy  (3 
t);  Physical  Laboratory 
(Oh);  Machine  Design  (G 
k);  Engineering  Labora¬ 
tory  (6  h);  Steam  En¬ 
gineering  (6  h);  Practice 
in  Machine-shop,  making 
of  standard  tools,  includ¬ 
ing  forging,  tempering, 
etc.  (8  h);  Thesis  work 
(2  w). 

Applied  Mechanics  (4  t); 
Thermodynamics  (1  t); 
Chemical  Technology  (1 
t);  Constitution  of  the 
United  States  (3 1);  Physi¬ 
cal  Laboratory  (G  li); 
Machine  Design  (G  h); 
Engineering  Laboratory 
(6  h);  Steam  Engineering 
(6  h);  Practice  m  Wood- 
shop  —  Construction  of 
patterns  for  foundry  use 
from  working  drawings 
of  machines  designed  by 
members  of  the  class  (8 
h);  Lectures  on  Geology; 
Thesis  work  (3  w). 

Drawing  Department. 


Professors  Ames  and  Kirekner. 

The  first  and  last  terms  of  the  Freshman  and  the  first  term  of  the  Sophomore 
year  are  devoted  to  free-hand  drawing.  The  work  done  includes'  model  drawing 
and  shading  with  pencil,  crayon,  brush  and  pen  ;  sketclnng  parts  of  or  complete 
machines  and  pen  drawing  from  photographs  (chiefly  of  machines). 

The  course  in  mechanical  drawing  begins  in  the  second  term  of  the  Freshman 
year  with  geometric  drawing  and  simple  projections  ;  the  problems  being  selected 
with  special  reference  to  their  use  in  drafting/  In  the  second  term  of  the  Sopho¬ 
more  year  working  drawings  and  tracings  are  made,  followed  in  the  third  term  by 
the  theory  and  practice  of  shades  and  shadows  and  of  isometric  and  perspective 
projections,  with  work  in  line  and  brush  shading. 

In  the  Junior  year  cam  outlines  are  studied  and  the  theory  applied  in  the  con- 


200  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


struction  of  cams  of  various  kinds/  In  gearing,  the  involute  and  cycloidal  tooth 
are  constructed  and  applied  to  spur,  bevel  and  worm  gears,  using  Grant’s  Teeth  of 
Gears  as  a  reference  book. 

The  remainder  of  the  year  is  spent  in  the  study  of  machine  movements  and  in 
elementary  designing. 

The  growing  use  of  the  camera  as  a  companion  to  the  engineer’s  note  book  is 
recognized  and  enough  time  in  the  Senior  year  is  devoted  to  the  practice  of  pho¬ 
tography  to  enable  the  student  to  expose  and  develop  dry  plates  with  fair  success. 

The  study  of  descriptive  geometry,  which  is  continued  throughout  the  Sopho¬ 
more  year,  is  valued  chiefly  for  its  direct  bearing  on  the  problems  of  the  designer 
and  engineer,  consequently  greater  attention  is  given  to  such  parts  of  the  subject 
as  may  be  oftenest  applied  in  engineering  practice. 

All  drawing  is  done  under  the  eye  of  the  instructor. 

The  course  as  arranged  by  year  and  terms  is  shown  below. 

Apparatus. — The  Free-hand  Drawing  Room  is  elegantly  finished  and  provided 
with  examples  of  the  most  approved  methods  of  drawing.  It  contains  a  collection 
of  casts  of  antique  forms  made  by  Malpieri,  of  Rome,  and  a  full  set  of  the  models 
designed  by  Walter  Smith,  of  Boston. 

The  Mechanical-Drawing  Room  is  equally  commodious,  and  easily  supplied  from 
the  shop  with  examples  of  Machine  Construction.  In  this  room  the  students  will 
see  specimens  of  the  drawing  and  machine  work  done  at  other  Polytechnic  Schools, 
especially  the  large  collection  presented  to  this  institution  by  the  Imperial  Institute 
of  Technology  at  St.  Petersburg. 


DRAWING. 


First  Term. 

Second  Term. 

Third  Term. 

Freshman  . . . 

Free-hand— Outline  Draw¬ 
ing  from  Models  Six 
hours  per  week. 

Mechanical— Geemetri  c  a  1 
Drawings  and  Projec¬ 
tions.  Six  hours  per 
week. 

Free  hand— Shading  from 
Models  with  pencil  and 
crayon. 

Machine  Sketching. 

Six  hours  per  week. 

Sophomore.  . 

Free-hand — Sepia  and  Pen 
and  Ink  Sketching  and 
Drawing  for  Photo-En¬ 
graving. — Six  hours  per 
week. 

Descriptive  Geometry — 
Point  line  and  plane — 
Two  times  per  week. 

Meehan  i  cal— W or  ki  ng 
Drawings  and  Tracings— 
Six  hours  per  week. 
Descriptive  G  e  o  m  e  try— 
Cone,  Cyl.  and  Sphere- 
Two  times  per  week. 

Mechanical — Shades  and 
Shadows.  Isometric  and 
Perspective  Projections — 
Six  hours  per  week. 

Descriptive  G  e  o  m  et  r  y — 
Warped  Surfaces  —  Two 
times  a  week. 

Junior . 

Mechanical  —  Problems  in 
Stereotomy,  Cam  Out¬ 
lines — Six  hours  per 
week. 

Mechanical  —  Gear  Tooth 
Outlines  and  use  of  Odon- 
tograph.  Special  Prob¬ 
lems  in  Machines  Move¬ 
ments— Six  hours  per 
week. 

Mechanical — Ele  m  e  n  t  a  r  y 
Machine  Design  and  mak¬ 
ing  working  and  finished 
Drawings — Six  hours  per 
week. 

* 

*  * 

*  * 

*  * 

BUILDINGS  AND  GROUNDS. 

The  Institute  occupies  a  well-graded  and  sodded  campus  of  ten  acres,  lying  on 
Locust  street  between  Twelfth  and  Thirteenth  streets,  in  the  city  of  Terre  Haute, 
Indiana. 

Three  buildings  have  been  erected,  the  Academic  Building,  Work-shop  and  Chem¬ 
ical  Laboratory.  The  Academic  Building  is  a  handsome  edifice  of  brick  with  stone 
trimmings,  four  stories  high  above  the  basement  story;  it  contains  forty-six  rooms. 
The  building  is  two  hundred  feet  long,  with  terminal  transepts  sixty-four  feet  deep, 


LIST  OF  FACULTY  IN  1893. 


201 


anti  central  transept  eighty.  The  Work-shop  is  also  of  brick,  two  stories  in  height, 
and  contains  ten  rooms.  The  Chemical  Laboratory  is  of  brick,  cruciform  in  shape, 
of  one  story  and  perfectly  ventilated;  it  contains  four  rooms — qualitative,  39  x43'; 
quantitative,  22'6"x39';  balance,  6'xlO';  office,  16'x21'. 

This  available  space  will  probably  receive  important  addition  at  an  early  day, 
from  the  bequest  of  $75,000  by  the  will  of  Josephus  Collett,  late  President  of  the 
Board  of  Managers  of  the  Institute,  and  its  generous  benefactor. 

The  statements  of  expenses,  conditions  of  admission,  etc. ,  remain 
substantially  as  given  in  the  first  catalogue.  The  following  is  the 
total  attendance  for  the  year  as  given  in  the  catalogue  of  1893. 

SUMMARY. 


Graduate  Students. . . . 

• 

...  3 

Seniors . 

22 

Juniors . 

, . . .  27 

Sophomores . 

. . . .  41 

Freshmen . 

. ...  71 

Total . 

...  164 

Faculty  Of  Instruction.  (1893.) 

Henry  T.  Eddy,  c.  e.,ph.d.,  441  North  Seventh  St.,  President. 

William  L.  Ames,  b.  s.,729  Ohio  St.,  Professor  of  Drawing  and  Descriptive 
Geometry. 

James  A.  Wickersham,  A.  M.,  451  North  Eighth  St.,  Professor  of  Languages. 
William  A.  Noyes,  ph.  d.,  320  North  Ninth  St.,  Professor  of  Chemistry. 

Malverd  A.  Howe,  C.  E. ,  637  Cherry  St. ,  Professor  of  Civil  Engineering. 

Carl  Leo  Mees,  M.  D.,  The  Terre  Haute,  Professor  of  Physics. 

Thomas  Gray,  B.  SC.,  318  North  Seventh  St.,  Professor  of  Dynamic  Engineering. 
Charles  S.  Brown,  ph.  B.,  613  Mulberry  St.,  Professor  of  Steam  Engineering  and 
Machine  Design. 

Arthur  S.  Hathaway,  B.  S.,  1317  South  Sixth  St.,  Professor  of  Mathematics. 
William  H.  Kirclmer,  B.  S.,  The  Terre  Haute,  Junior  Professor  of  Drawing. 
Edwin  Place,  B.  M.  e.  ,  409  North  Sixth  St. ,  Instructor  in  Physical  and  Engineer¬ 
ing  Laboratories. 

Robert  L.  McCormick,  b.  S.,  602  North  Eighth  St.,  Instructor  in  Mathematics. 
Samuel  B.  Tinsley,  b.  s.,  418  North  Center  St.,  Instructor  in  Civil  Engineering. 
William  H.  Kirchner,  B.  S.,  Librarian. 

Mrs.  S.  P.  Burton,  Registrar. 

Miss  Hannah  F.  Smith,  Assistant  Librarian. 

Instructors  In  The  Shops. 

Charles  S.  Brown,  ph.  b.,  Superintendent. 

Garrett  W.  Logan,  Instructor  in  Machine-work. 

William  P.  Smith,  Instructor  in  Wood-ivork. 

Thomas  O’Loughlin,  Instructor  in  Forging  and  Tempering. 

Harry  W.  Dickinson,  Instructor  in  Foundry  Practice. 

Benjamin  Grosvenor,  Engineer,  and  Instructor  in  Engine  and  Boiler  Manage¬ 
ment. 


202  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


The  University  of  Illinois,  Formerly  Known  as  The  Illi¬ 
nois  Industrial  University; — School  of  Mechanical  Engin¬ 
eering. 

The  University  was  founded  by  a  grant  of  public  lands  made  by  Congress  for  the 
establishment  of  colleges  of  Agriculture,  and  the  Mechanic  Arts. 

It  was  chartered  by  the  State  in  February,  1867,  and  was  formally  inaugurated 
March  lltli  1868.  It  is  both  State  and  National  in  character,  having  received  its 
endowment  from  Congress,  and  its  equipment  from  the  State  with  large  donations 
amounting  to  more  than  $400,000  from  Champaign  County.  In  the  autumn  of  1871 
the  University  was  opened  for  the  instruction  of  female  students,  and  now  it  offers 
its  advantages  to  all  classes  of  society,  without  regard  to  sex,  sect  or  condition. 

LOCATION. 

• 

The  University  is  situated  in  the  City  of  Urbana  adjoining  the  limits  of  the  City 
of  Champaign,  in  Champaign  County  Illinois.  It  is  one  hundred  and  twenty- 
eight  miles  from  Chicago  on  the  Illinois  Central  Railroad.  The  Indianapolis, 
Bloomington  and  Western  Railway  passes  near  the  grounds.” 

BUILDINGS  AND  GROUNDS. 

The  domain  occupied  by  the  University  embraces  about  623  acres  including  stock 
farms,  experimental  farms,  orchards,  gardens,  nurseries  forest  plantations  arbor¬ 
etum,  botanic  garden,  ornamental  grounds,  and  military  parade  ground.” 

The  University  is  well  furnished  with  buildings,  the  main  one  being  214  feet  in 
length  with  a  depth  on  the  wings  of  122  feet.  It  is  three  stories  in  height  with  a 
mansard  roof.  The  library  wing  is  fire  proof.  This  building  is  used  for  class 
rooms,  library,  chapel,  hall,  museums,  etc..,  Another  large  building  contains  80 
dormitories. 

The  Mechanical  Building  and  Drill  Hall  is  of  brick,  128  feet  in  length  by  88  feet 
in  width.  It  contains  a  boiler,  forge  and  tank  room;  a  machine  shop,  furnished 
for  practical  use,  with  a  steam  engine,  lathes  and  other  machinery;  a  pattern  and 
finishing  shop;  shops  for  carpentry  and  cabinet  work  furnished  with  wood  work¬ 
ing  machinery;  paint  printing  and  draughting  rooms,  and  rooms  for  models, 
storage,  etc. 

In  the  second  story  is  the  large  Drill  Hall,  120  by  80  feet,  sufficient  for  the  evolu¬ 
tions  of  a  company  of  infantry,  or  a  section  of  a  battery  of  field  artillery.  One  of 
the  towers  contains  an  armorer’s  shop  and  military  model  room,  an  artillery  room 
and  a  band  room. 

There  are  also  Dwellings,  barns  and  greenhouses.  In  addition  to  the  Colleges 
of  Agriculture,  Natural  Science,  and  Literature  and  Science,  the  University  has  a 
college  of  Engineering  with  separate  Schools  of  Mechanical,  Civil  and  Mining  En¬ 
gineering,  and  a  school  of  Architecture. — Wood  Carving  and  designing  are  also 
taught,  though  not  in  regular  courses. 

DRAWING. 

Complete  Courses  in  Geometrical  and  Projection,  Architectural  Engineering, 
Mechanical  and  Free-hand  Drawing  are  given.  Free-hand  drawing  is  given  by 
personal  instruction  in  the  execution  with  pencil  and  crayon,  of  “studies”  by  cele¬ 
brated  French  and  German  artists,  and  in  drawing  from  plaster  models  and  other 
objects.  The  selections  are  made  from  a  large  and  valuable  stock  purchased  in 
Europe.  Painting  in  Oil  and  Water  colors  will  be  ~  rovided  for. 

Modelling  in  Clay  has  been  recently  introduced  as  an  adjunct  study  in  the  Archi¬ 
tectural  course.  It  is  taught  by  an  educated  Sculptor,  a  graduate  of  the  Fine  Art 
School  of  Louvain  in  Belgium.” 


THE  UNIVERSITY  OF  ILLINOIS. 


203 


The  School  of  Mechanical  Engineering  with  the  practice  in  the  Machine  Shops, 
assimilate  this  department  of  the  University  to  the  Worcester  Free  Institute,  and 
the  Sibley  Mechanic  College  of  Cornell. — 

Accounts  of  the  School  of  Architecture,  and  the  Art  Collection  will  be  found 
under  the  appropriate  heads.  The  regular  course  is  one  of  four  years  and  the 
studies  are  arranged  as  follows.  [Recitations  in  studies  not  marked  occupy  one 
hour  daily,  figures,  indicate  the  number  of  recitations  in  the  study  each  -week.] 

COURSE  3.— MECHANICAL  ENGINEERING. 

First  Year. 

1.  Advanced  Algebra;  Projection  drawing;  English  or  French. 

2.  Advanced  Geometry;  Free-hand  Drawing,  10;  English  or  French. 

3.  Plane  and  Spherical  Trigonometry;  Drawing  and  Clay  Modelling;  English  or 

French. 

Second  Year. 

1.  Designing  and  Drawing  10;  Advanced  Descriptive  Geometry  and  Drawing; 

French  or  German. 

2.  Shop  Practice  and  Drawing  10;  Analytical  Geometry;  French  or  German. 

3  Shop  Practice  10;  Calculus;  French  or  German. 

Third  Year. 

1.  Principles  of  Mechanism;  Calculus;  Principles  of  Chemistry;  Vacation  Journal 

and  Memoir. 

2.  Analytical  Mechanics;  Physics;  Shades,  Shadows,  and  Perspective,  10. 

3.  Analytical  Mechanics  3;  Descriptive  Astronomy  4;  Physics;  Chemical  Labo¬ 

ratory  Practice  10. 

Fourth  Year. 

1.  Resistance  of  Materials,  and  Hydraulics;  Thermodynamics  and  Pneumatics; 
Geology  or  Mental  Philosophy;  Vacation  Journal  and  Memoir. 

2.  Prime  Movers,  Millwork;  Finished  Machine  Drawings,  10;  History  of  Civili¬ 
zation;  Experimental  Physics  10. 

3.  Millwork  and  Machines;  Designs  and  Estimates  10;  Political  Economy;  Thesis. 

DRAWING. 

Projection  Drawing — Use  of  Instruments  in  applying  the  Elements  of  Descrip¬ 
tive  Geometry;  Use  of  Water  Colors;  Isometrical  Drawing;  Shades  and  Shadows; 
Perspective.  Free-hand  Drawing — Sketches  of  Machinery;  Ornamentation;  Letter¬ 
ing.  Machine  Drawing — Working  Drawings  of  Original  Designs;  Finishing  in 
Water  Colors,  and  in  Line-shading;  Details  for  Shop  Use  according  to  the  practice 
of  leading  manufacturers. 

PROJECTS. 

The  Designing,  Drawing  and  Shop  Practice,  have  always  a  definite  practical  pur¬ 
pose.  The  students  under  the  immediate  direction  of  teachers,  carefully  determine 
the  dimensions  and  shapes  best  suited  for  the  parts  of  some  machine,  reduce  them 
to  neat  anti  accurate  working  drawings  and  make  tracings  for  shop  use.  In  the 
fourth  year  the  drawings  are  completely  finished  with  line-shading  or  colors  and 
detailed  according  to  the  best  methods.  Specimen  drawings  are  left  for  the  use  of 
the  School.  No  student  will  commence  his  shop  practice  without  working  draw¬ 
ings.  The  designs  are  such  as  require  execution  in  iron,  brass  and  wood,  for  the 


204  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


purpose  of  giving  breadth  of  practice.  The  student  is  required  to  make  the  pat¬ 
terns  and  castings,  finish  the  parts,  and  put  them  together  in  accordance  with  the 
working  drawings  and  the  required  standard  of  workmanship.  This  acquaints  him 
with  the  manner  in  which  the  Mechanical  Engineer  carries  his  designs  into  execu¬ 
tion  and  teach  him  to  so  shape,  proportion  and  dispose  the  parts  of  a  machine  as  to 
secure  the  greatest  economy  of  construction,  and  durability  in  use.  Experiments 
in  the  testing  of  Prime  Movers  and  other  machines,  are  undertaken  by  the  classes. 
They  take  Indicator  Diagrams  from  the  engine  of  the  Mechanical  Laboratory  and 
determine  from  them  the  power  developed  with  different  degrees  of  expansion. 

APPARATUS. 

This  School  is  provided  with  plates  and  a  cabinet  of  models  illustrating  mechani¬ 
cal  movements  and  elementary  combinations  of  mechanism. 

This  collection  is  rapidly  increasing  by  our  own  manufacture,  and  by  purchase 
from  abroad.  A  supply  of  Rigg’s  models  has  lately  been  added,  and  others  from 
the  celebrated  model  manufactory  of  J.  Schroeder  Darmstadt,  Germany.  About 
two  hundred  valuable  models  have  been  received  from  the  United  States  Patent 
Office. 

In  the  Pattern  Shop  are  four  complete  sets  of  tools,  benches  and  vises.  In  a 
separate  building  are  forges,  a  moulder’s  bench  with  sand,  and  a  brass  furnace. 

The  number  of  students  in  the  School  of  Mechanical  Engineering 
for  1874-5  was  33.  Tuition  is  free  in  all  University  classes. 

The  necessary  expenses  of  students  are  given  for  36  weeks  as  min¬ 
imum  122.50  maximum  213.00. 

Faculty  of  the  College  of  Engineering.  (1874-5.) 

Regent  and  Professor  of  Philosophy  and  History. — Hon.  John  M.  Gregory. 

Professor  of  Civil  Engineering.— J.  Burkett  Webb. 

Professor  of  Mathematics. — Col.  Samuel  W.  Shattuck. 

Professor  of  Mechancal  Engineering. — Stillman  W.  Robinson. 

Professor  of  Chemistry. — Henry  A.  Weber. 

Professor  of  Geology  and  Zoology. — Don.  Carlos  Taft. 

Instructor  in  Free-Hand  Drawing. — Miss  Charlotte  E.  Patchin. 

Instructor. — Ricker. 

Assistant  in  Mechanical  Engineering  and  Foreman  of  Machine  Shop. — Elna  A. 
Robinson. 


LATER  HISTORY. 

There  came  a  time  when  some  of  the  officers  and  friends  of  this 
institution  thought  that  its  interests  would  be  promoted  by  dropping 
the  word  “Industrial,”  and  application  was  made  to  the  Legislature 
of  the  State  to  authorize  the  proposed  change  in  the  name. 

This,  it  seems,  aroused  opposition  on  the  part  of  some  who  feared 
the  proposed  change  of  name,  meant  a  radical  change  in  the  purpose 
of  the  institution,  to  result  in  its  transformation  into  the  formal 
classical  college. 

To  meet  this  objection  Dr.  Selim  H.  Peabody,  Regent  of  the  Uni¬ 
versity,  addressed  a  memorial  to  the  Legislature,  a  copy  of  which  is 
made  a  part  of  his  report  to  the  Board  of  Trustees  at  their  meeting 
July  1st,  1885. 


DEVELOPMENT  IN  TECHNICAL  INDUSTRIAL  TRAINING.  205 


From  this,  the  following  paragraphs  showing  the  direction  of  the 
activity  and  growth  of  the  institution  in  the  line  of  technical  indus¬ 
trial  training,  are  taken. 

Extracts  From  Memorial  By  Dr.  Peabody.  (1885.) 

1.  As  to  students.  In  1880,  60  per  cent,  of  the  students  were  engaged  in  technical 
courses,  to  40  per  cent,  in  other  courses.  In  1885,  68  per  cent,  are  in  technical 
courses,  to  32  per  cent,  in  other  courses.  As  about  20  per  cent,  are  women,  nearly 
all  of  whom  are  in  the  literary  courses,  it  follows  that  68-80ths  or  85  per  cent,  of  the 
young  men  now  in  attendance  are  pursuing  technical  courses  of  study.  Moreover, 
the  essentially  scientific  character  of  the  instruction  is  defended  and  guaranteed  by 
law — a  guarantee  which  no  one  seeks  to  remove.  The  law  of  1873  prescribes  that 
each  person  shall  be  taught  and  shall  study  such  branches  of  learning  as  are  related 
to  “  agriculture  and  mechanic,”  and  consequently  the  Trustees  have  provided  a  list 
of  such  studies,  one  of  which,  at  least,  each  student  must  pursue  in  each  term  of 
his  residence  at  the  University,  and  this  rule  is  enforced. 

2.  As  to  the  facilities  for  instruction.  All  advances  made  have  been  such  as  have 
aided  the  technical  studies.  Among  these  may  be  noted:  The  tools  and  machines 
in  the  shops  have  been  duplicated  during  the  last  two  years,  and  are  yet  insufficient. 
More  will  be  bought  with  the  next  means  furnished.  The  working  space  in  both 
shops  has  been  enlarged  about  one-third.  A  blacksmith  shop  has  been  added,  and 
tills  may  be  changed  at  a  half  hour’s  notice,  into  a  foundry,  where  the  students  are 
employed  in  molding  and  casting  iron.  A  small  observatory  has  been  arranged  for 
the  use  of  instruments  for  advanced  students  in  civil  engineering.  A  dairy-house, 
for  the  proper  handling  of  and  experimenting  on  milk  and  cream.  Laboratories 
for  botanical,  zoological,  and  microscopical  work,  have  been  arranged  for  the  practi¬ 
cal  instruction  of  students  in  these  several  departments.  The  intent  is  to  fully 
organize  a  school  of  mining  engineering  at  the  opening  of  the  next  year,  and  also 
to  reorganize  the  department  of  veterinary  science  at  the  same  time.  We  are  doing 
all  the  work  of  a  thorough  school  of  pharmacy,  except  that  of  attendance  behind 
the  counter  of  an  actual  drug  store.  These  and  these  only  are  the  steps  by  which 
the  present  administration  of  the  University  is  seeking  to  convert  it  into  a  “mere 
literary  and  classical  college.” 

3.  Much  labor  has  been  expended  to  bring  the  work  of  the  University  before  the 
public  by  exhibits  of  its  actual  and  practical  results.  These  exhibits  have  been  of 
its  technical  products,  partly  because  these  tangible  things  are  more  easily  shown, 
but  chiefly  because  we  wished  the  public  to  see  in  these  the  leading  work  of  the 
University.  Many  of  you  will  remember  the  striking  display  made  in  the  State 
House  two  sessions  since.  At  the  great  educational  congress  held  at  Madison  last 
year  this  University  occupied  a  very  prominent  place  with  its  manual  training 
work  alone.  At  New  Orleans  the  University  may  claim  to  have  done,  with  its 
varied  and  elaborate  technical  exhibit,  more  than  any  other  interest,  and  almost  as 
much  as  all  others  combined,  to  save  the  credit  of  the  State  of  Illinois. 

******* 

The  founders  and  builders  of  this  institution  have  honestly  and  earnestly  labored 
to  develop  an  institution  which  they  have  fondly  hoped  may  be  worth  the  affection, 
the  pride  and  the  support  of  the  grand  State  of  Illinois,  and  they  have  placed  as  its 
cornerstone — Scientific  Education.  This  stone,  which  so  many  others  had  in  a 
measure  rejected,  we  have  made  the  head  of  the  comer.  We  have  joined  with  it 
such  other  elements,  as  seem  needful  to  a  broad  and  wisely  symmetrical  culture. 
With  no  antagonisms,  or  jealousies,  or  heart-burnings,  we  are  trying  to  show  in 
this  broad  prairie  land  the  virtue  and  the  force  of  the  “  New  Education.”  In  this 
we  shall  claim  no  more  of  success  than  others  are  willing  to  concede  to  us.  But 


206  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


will  not  those  who  believe  in  the  dignity  and  grandeur  of  scientific  training  consent 
that  our  and  their  University  shall  be  as  worthy  of  a  noble  name  as  those  other 
schools  which  have  built  on  the  chief  cornerstone  of  classical  learning,  but  are 
themselves  fast  discovering  from  their  and  our  experience,  the  equal  if  not  superior 
power  of  scientific  training  in  moulding  and  developing  human  and  scholarly  char¬ 
acter? 


THE  GROWTH  OF  THE  UNIVERSITY. 

The  catalogue  of  1891-92,  tlie  latest  at  hand,  gives  ample  evidence 
of  prosperous  growth  during  the  past  decade.  The  general  growth 
of  the  University  in  additional  courses  of  study,  and  in  increase  in 
the  number  of  Professors,  and  students,  is  amply  shown  in  the 
abstracts  from  this  catalogue  given  in  the  account  of  the  University 
in  the  subsequent  chapter,  containing  the  Land  Grant  Colleges  of 
Agriculture  and  the  Mechanic  Arts.  The  University  is  organized 
into  four  separate  colleges  as  at  the  beginning;  but,  in  each  of  these, 
courses  have  been  added.  The  College  of  Agriculture,  now  has  four 
separate  courses.  The  College  of  Engineering  has  seven,  namely: 
“Mechanical;”  “Electrical;”  “Civil;”  “Municipal;”  “Sanitary” 
and  “Mining;”  also  a  course  in  “Architecture”  and  one  in  “Archi¬ 
tectural  Engineering.”  The  College  of  Science  has  two  “Schools;” 
“Chemistry”  and  “  Natural  Science.”  The  College  of  Literature, 
has  three  “Schools;”  “English  and  Modern  Languages;”  “Ancient 
Languages;”  “Philosophy  and  Pedagogy.” 

There  is  also  a  “Military  School;”  a  “  School  of  Art  and  Design;” 
and  a  Post  “Graduate  School.”  The  process  views  of  the  interiors  of 
the  Work  Shops  and  Laboratories,  show  that  they  are  well  equipped. 

The  following  is  the  general  statement  of  the  training  given  in 
Mechanical  Engineering. 

Mechanical  Engineering, 
object. 

This  course  is  designed  to  prepare  students  for  the  profession  of  mechanical 
engineering.  It  aims  to  fit  them  to  invent,  design,  construct,  and  manage  machin¬ 
ery  for  any  branch  of  manufactures.  There  is  a  great  demand  for  men  who,  to  a 
thorough  knowledge  of  the  principles  of  machinery  and  of  the  various  motors,  add 
the  practical  skill  necessary  to  design  and  construct  the  machines  by  which  these 
motors  are  made  to  work. 


INSTRUCTION. 

The  instruction,  while  severely  scientific,  is  thoroughly  practical.  It  aims  at  a 
clear  understanding  and  mastery  of  all  mechanical  principles  and  devices.  Prac¬ 
tice  in  the  workshop  is  required  as  one  of  the  studies  of  the  course. 

In  principles  instruction  is  imparted  by  lectures,  illustrated  plates,  and  text 
books.  Examples  are  given,  showing  the  application  of  the  theories  and  principles 
taught.  Experiments  in  the  testing  of  machines  and  motors  are  undertaken  by  the 
student. 

In  practice  elementary  forms  are  produced  and  projects  are  executed,  in  which 


EQUIPMENT  ANT)  COURSES  IN  MECHANICAL  ENGINEERING.  207 


the  student  constructs  machines,  or  parts  thereof,  of  his  own  designing,  and  from 
his  own  working  drawings. 

In  designing  the  student  begins  with  elements  and  proceeds  with  progressive 
exercises  till  he  is  able  to  design  and  represent  complete  machines. 

Equipment. 

The  mechanical  laboratory  consists  of  a  large,  well  lighted  machine  shop,  a  pat¬ 
tern  shop,  a  blacksmith  shop,  and  a  foundry. 

The  machine  shop  is  supplied  with  twelve  first-class  engine  lathes,  ranging  from 
twelve-  to  twenty-four-inch  swing,  ten  hand  lathes,  two  shapers,  a  planer,  two 
milling  machines,  three  drill  presses,  one  punching  machine,  a  Brown  &  Sharpe 
universal  grinding  machine,  sixteen  vises  and  the  corresponding  sets  of  bench  tools. 
This  shop  is  also  provided  with  complete  sets  of  standard  guages,  reamers,  arbors, 
drillers,  etc. 

The  pattern  shop  is  provided  with  thirty-two  benches,  each  supplied  with  a  case 
of  wood-working  tools. 

The  blacksmith  shop  contains  sixteen  forges,  fitted  with  power  blast,  sixteen 
anvils  and  sets  of  blacksmith  tools. 

The  foundry  is  equipped  with  a  cupola  for  melting  iron,  the  necessary  sand, 
ladles,  flasks,  etc. ,  for  making  the  castings  which  are  afterward  to  be  used  in  the 
machine  shop. 

The  laboratory  is  also  suppled  with  dynamometers,  friction  brakes,  calorimeters, 
steam  engine  indicators,  and  other  apparatus  for  carrying  on  mechanical  laboratory 
work.  A  50-liorse  power  high  speed  engine,  made  by  the  students  in  the  machine 
shop,  furnishes  power  and  is  available  for  testing  purposes.  Three  other  steam 
engines,  a  gas  engine,  and  several  boilers  of  different  makes  furnish  ample  material 
for  testing  by  the  students  in  this  department. 

The  detailed  courses  for  each  year  follow,  hut  they  are  substan¬ 
tially  those  already  given  in  the  account  of  the  earlier  years  of  the. 
University.  The  general  methods  are  as  follows : 

Mechanical  Engineering. 

1.  S hop  Practice  A. — The  course  of  elementary  shop  practice  has  been  carefully 
arranged  to  familiarize  the  student  with  the  forms  of  the  parts  of  machines,  and 
the  mode  of  producing  them.  He  is  made  familiar  with  all  the  ordinary  cutting 
tools  for  iron  or  wood  ;  with  the  form  and  condition  for  most  effective  work  ; 
with  the  machines  and  appliances  by  which  they  are  put  in  action,  and  the 
instruments  by  which  desired  dimensions  of  product  are  obtained. 

(a)  Exercises  preparatory  to  pattern  making  in  wood,  consisting  of  planing, 
chiseling,  boxing,  sawing,  turning,  etc. ;  pieces  are  combined  by  mortise,  dove¬ 
tail,  and  glue  joints.  Finally,  finished  patterns  are  made. 

(b)  Exercises  in  chipping  and  filing,  in  which  true  surfaces  are  produced 
with  the  cold  chisel  and  file.  'After  the  hand  and  eye  are  sufficiently  trained, 
fitting  is  begun,  and  the  square,  bevel,  rule,  compasses,  and  other  auxiliary 
bench  tools  are  used.  Pieces  are  then  fitted  together  by  the  file,  with  surfaces 
carefully  finished. 

(c)  Blacksmith  ing,  including  such  operations  as  drawing,  upsetting,  punch¬ 
ing,  welding,  tempering,  etc. 

(d)  Elementary  exercises  in  machine  tool  work,  in  which  the  student  becomes 
familiar  with  the  various  machine  tools,  such  as  engine  lathes,  shapers,  plan¬ 
ers,  etc. 

(e)  Exercises  in  molding  and  casting. 


208  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


(/)  Machine  tool  work  executed  with  special  reference  to  finish  and  sizes, 
using  calipers,  scales,  gauges,  etc.  Fall,  winter,  and  spring  terms,  10  hours  a 
week.  Mr.  Anderson. 

2.  Mechanical  Drawing  and  Construction. — In  this  course  the  student  is  taught 

the  methods  peculiar  to  mechanical  drawing.  A  complete  set  of  drawings  is 
made  of  some  machine  or  parts  of  machines,  and  serves  as  working  drawings 
for  the  shop  work  of  the  course.  The  time  is  divided  between  the  drawing 
room  and  the  machine  shop.  Fall,  winter,  and  spring  terms,  13  hours  a  week. 
Mr.  Anderson. 

Required:  General  Engineering  Drawing,  1,  2,  3. 

3.  Mechanism. — In  this  course  the  student  takes  up  the  parts  of  machines  with 

reference  to  the  production  of  required  motions.  The  various  forms  of  gear 
wheels,  cams,  link  work,  etc.,  are  studied.  Finished  drawings  are  made, 
involving  the  more  important  problems.  Stahl  and  Wood’s  Principles  of 
Mechanism.  Full  term,  10  hours  a  week.  Professor  Scribner. 

Required:  Math.,  2,  4,  6. 

There  is  a  comprehensive  “Museum  of  Industrial  Art.”  Besides 
the  specimens  and  examples  pertaining  to  Agriculture,  and  to  the 
Fine  Arts : — 

The  Museum  contains  full  lines  of  illustrations  of  the  work  of  the  shops  ;  models 
made  at  the  University  or  purchased  abroad  ;  drawings  in  all  departments  ;  Patent 
Office  models,  etc. ,  samples  of  building  materials,  natural  and  artificial ;  a  large 
collection  illustrating  the  forestry  of  Illinois,  Florida,  and  California ;  with  what¬ 
ever  may  be  secured  that  will  teach  or  illustrate  in  this  most  important  phase  of 
University  work.  The  elegant  exhibit  made  by  the  University  at  the  Centennial 
and  Cotton  Exposition  at  New  Orleans,  finds  a  permanent  abode  in  this  apartment. 

The  Faculty  of  this  College  number  16  professors  and  instructors.  Nine  mem¬ 
bers  of  other  faculties  also  give  instruction  in  this  College.  Professor  Nathan  Clif¬ 
ford  Ricker,  M.  Arch.,  is  Dean  of  the  College  of  Engineering.  Thomas  Jonathan 
Burrill,  M.  A.,  Ph.  D.,  is  acting  Regent  of  the  University. 

Mechanical  Courses  In  Cornell  University. — The  Sibley 
College  of  Mechanic  Arts. 

The  courses  of  Civil  and  Mechanical  Engineering  of  Cornell,  are 
similar  to  those  of  the  other  Scientific  Schools  of  the  country;  which, 
from  want  of  space,  and  as  this  is  not  solely  a  report  upon  technical 
instruction  in  Engineering,  do  not  receive  special  description ;  the 
fact  that  a  knowledge  of  drawing  forms  an  essential  part  of  the 
training  of  an  Engineer  being  generally  understood.  Cornell,  how¬ 
ever,  receives  mention  elsewhere  in  this  Report,  both  on  account  of 
its  School  of  Architecture,  and  also,  because  of  its  Art  collections 
and  Museums. 

It  claims  notice  in  the  present  connection  on  account  of  its  De¬ 
partment  of  Mechanic  Arts,  known  as  The  Sibley  College  of 
Mechanic  Arts.  This  department  of  the  University  closely  resem¬ 
bles  The  Worcester  Free  Institute. 

This  is  one  of  the  departments  for  which  the  University  is  bound  by  the  Land 
Grant  to  make  special  provisions.  Professorships  of  Industrial  Machanics,  Civil  Engi- 


THE  SIBLEY  COLLEGE  OF  MECHANIC  ARTS. 


209 


neering,  Mathematics,  and  Practical  Mechanics  were  early  established  and  filled. 
Models  illustrating  mechanical  movements,  models  of  various  classes  of  motion, 
and  of  engineering  construction  had  been  imported.  A  large  amount  of  machinery 
had  been  acquired.  But  in  1870,  the  Honorable  Hiram  Sibley  provided  for  the 
erection  of  a  special  building  for  this  Department.  He  also  gave  ten  thousand  dol¬ 
lars  for  increasing  its  furniture,  and  has  since  enlarged  his  gift  by  a  further  dona¬ 
tion  of  thirty  thousand  dollars  for  the  same  purpose.  This  department  has  thus 
been  placed  in  a  condition  to  do  its  work  in  the  most  satisfactory  manner.  There 
are  now  closely  connected  with  the  lecture  room,  in  which  the  theoretical  side  of  the 
Mechanic  Arts  is  presented,  other  rooms  for  the  designing  and  modeling  of  machi¬ 
nery,  and  workshops  fitted  with  power  and  machinery  for  working  in  wood  and 
metals,  in  which  the  practical  side  will  be  conducted. 

The  machine  shop  is  to  be  conducted  wholly  as  a  means  of  instruction,  and  each 
student  in  the  department  will  be  required  to  devote  at  least  two  hours  per  day  to 
work  in  the  shop  ;  so  that  he  will  not  only  get  theory  and  practice  combined,  but 
he  will  also  have  opportunities  to  construct  and  use  tools  of  the  greatest  precision. 
Each  candidate  for  the  degree  of  Bachelor  of  Mechanical  Engineering  will  be  given 
an  opportunity  to  design  and  construct  some  machine  or  piece  of  apparatus,  or  con¬ 
duct  a  series  of  experiments,  approved  by  the  department,  such  as  promise  to  be  of 
public  utility.  While  the  University  does  not  propose  to  remunerate  students  for 
their  labor,  or  guarantee  any  return  except  instruction,  advanced  students  will  be 
allowed,  to  a  certain  extent,  to  make  tools  or  small  articles  of  utility  for  them¬ 
selves.  But  in  all  cases  they  must  work  from  approved  plans  and  by  the  consent 
of  the  director  of  the  shop.  Materials  wasted,  or  tools  injured,  will  be  charged  to 
the  student  wasting  or  injuring  them. 

Three  courses  of  study  have  been  arranged: — 

(1)  A  Four  Years  or  Full  Course,  upon  the  satisfactory  completion  of  which  the 
student  will  be  entitled  to  the  degree  of  Bachelor  of  Mechanical  Engineering. 

The  entrance  examinations  for  this  course  this  year  are  the  same  as  heretofore: 
but  hereafter  six  books  of  Geometry  in  addition  will  be  required. 

Course  in  Mechanic  Arts.* 

FIRST  YEAR. 

First  Terms. — Algebra  (5) ;  French  or  German  (5) ;  free  hand  drawing  and  shop 
practice  (7). 

Second  Term. — Advanced  geometry  (5) ;  French  or  German  (5) ;  free-hand  draw¬ 
ing  and  shop  practice  (7). 

Third  Term. — Trigonometry  (4) ;  French  or  German  (5) ;  linear  drawing,  projec¬ 
tions  and  shop  practice  (7). 


SECOND  YEAR. 

First  Term. — Analytical  geometry  (5) ;  German  or  French  (5)  or  (3) ;  chemistry 
(2) ;  experimental  mechancs  (2) ;  shop  practice  (34). 

Second  Term. — Calculus  (3) ;  Analytical  geometry  of  three  dimensions  (2) ;  Ger¬ 
man  or  French  (5)  or  (3) ;  chemistry  (2) ;  electricity  and  magnetism  (2) :  shop  prac¬ 
tice  (3$). 

Third  Term. — Calculus  (5) ;  German  or  French  (5)  or  (3) ;  electricity  and  mag¬ 
netism  (2) ;  mechanical  drawing  (2) ;  shop  work  (34). 

*  “  The  figures  indicate  the  number  of  exercises  per  week  or  their  equivalent  in 
hours  counted  towards  graduation.” 


ART— VOL  4 - 14 


210  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


THIRD  YEAR. 

First  Term. — Calculus  (5) ;  descriptive  geometry  (5) ;  heat  (3) ;  rhetoric  and  com¬ 
position  (2) ;  shop  practice  (31). 

Second  Term. — Acoustics  and  optics  (3) ;  machine  construction  and  drawing  (4) ; 
principles  of  mechanism  (5) ;  rhetoric  and  composition  (2) ;  shop  practice  (3-J). 

Third  Term. — Machine  construction  and  drawing  (4) ;  steam-engine  (4) ;  mill 
work  (4) ;  shop  practice  (3£). 


FOURTH  YEAR. 

First  Term. — Designing  machinery  (4) ;  machine  drawing  (4) ;  water  wheels, 
lectures,  etc.,  (4) ;  shop  practice  (31). 

Second  Term. — Mechanics  (5);  physical  laboratory  practice  (4);  designing  ma¬ 
chinery  (4) ;  shop  practice  (3.1). 

Third  Term. — Architecture  (2) ;  field  practice  and  the  use  of  instruments  (3) ; 
special  study  (4) ;  working  draughts  (4) ;  shop  practice  and  preparation  of  thesis  (4).” 

(2)  An  Optional  Course  under  the  direction  of  the  Dean.  In  this  course  entrance 
examinations  in  Grammar,  Geography,  Arithmetic  and  Algebra  through  Quadrat¬ 
ics  are  required.  Attendance  upon  ten  lectures  or  recitations  per  week  or  their 
equivalent,  in  addition  to  two  hours  daily  shop  practice,  two  hours  daily  in  draw¬ 
ing,  and  the  passing  of  the  examinations  at  the  close  of  each  term,  are  necessary  to 
remaining  in  the  University. 

(3)  A  Special  Course  has  been  arranged  for  such  young  men  as  have  a  fair  knowl¬ 
edge  of  the  machinist’s  or  pattern-maker’s  trade,  who  desire  to  fit  themselves  for 
foremen  or  leading  positions  in  their  business.  They  may  enter  the  department 
without  passing  entrance  examinations  ;  but  they  are  required  to  devote  at  least 
five  hours  per  day  to  shop  practice  and  four  hours  daily  to  machine  or  free-hand 
drawing,  and  to  take  such  other  exercises  as  may  be  prescribed  by  the  Faculty  of 
the  Department. 

The  instruction  in  shop  practice  embraces  the  study  and  construction  of  gearing 
and  link-work,  strength  and  proportion  of  parts,  accurate  surfaces  (such  as  face¬ 
plates,  straight-edges,  right  angles,  etc.),  shop  accounts,  management,  etc. 

On  leaving  the  University  a  certificate  of  proficiency  and  attendance  will  be 
granted. 

(4)  The  Sibley  College. 

The  sum  requisite  for  the  erection  of  this  edifice  was  the  gift  of  one  of  the 
Trustees,  the  Honorable  Hiram  Sibley,  of  Rochester.  The  foundations  were  laid 
in  the  autumn  of  1870,  and  the  building  was  completed  during  the  summer  of  1871. 
It  is  of  stone,  and  of  the  same  general  character  as  the  other  University  structures. 
Designed  for  the  Department  of  the  Mechanical  Arts,  it  affords  accommodation  to 
that  department,  and,  temporarily,  to  the  Department  of  Botany.  On  the  first  floor 
are  the  machine  shop  and  the  office  of  the  University  Press.  Onthesecond  floor  are 
the  lecture-rooms  of  the  professors  of  Industrial  Mechanics,  and  of  Botany  and  the 
Mechanical  Museums.  On  the  third  floor  are  the  mechanical  and  free-hand  draught- 
ing-rooms.  On  the  north  side  of  the  building  is  an  engine-room  and  a  stereotype 
foundry:  The  Sibley  College  was  formally  opened  on  Wednesday,  June  twenty- 
first,  1871,  by  the  Governor  of  the  State  and  the  authorities  of  the  University. 

II.  MACHINE  SHOP. 

The  Machine  Shop,  in  the  west  encj  of  the  Sibley  College,  is  carried  on  for  the 
sole  purpose  of  giving  instruction  in  practical  work.  It  is  supplied  with  lathes, 
planers  and  grinding  machinery,  drilling  machine,  shaping  machine,  a  universal 
milling  machine  fitted  for  cutting  plane,  bevel  and  spiral  gears — spiral  cutters — twist 


EQUIPMENT  AND  ATTENDANCE  IN  1874. 


211 


drills,  with  additional  tools  and  attachments  for  graduating  scales  and  circles  and 
for  working  various  forms  and  shapes.  In  addition  to  the  hand  and  lathe  tools  of 
the  usual  kind  and  of  the  best  quality,  there  are  tools  of  the  greatest  accuracy — con¬ 
sisting  of  surface  plates,  straight-edges  and  squares  of  various  sizes,  a  standard 
measuring  machine,  measuring  from  zero  to  twelve  inches  by  the  ten-thousandth 
of  an  inch,  and  a  grinding  machine  in  process  of  construction  for  producing  true 
cylindrical  and  conical  forms.  These  tools  are  for  the  purpose  of  manufacturing 
standard  gauges  in  addition  to  their  general  use  in  the  shop. 

The  machinery  is  driven  by  water  power  through  the  agency  of  “wire  rope  trans¬ 
mission,”  or  by  a  steam  engine  in  case  of  accident  to  the  water  power. 

All  students  in  the  course  of  Mechanical  Engineering  are  obliged  to  work  a  cer¬ 
tain  number  of  hours  a  week  in  this  laboratory.  The  door  in  the  rear  leads  to  the 
engine-room.  On  the  next  story  is,  at  the  right,  the  lower  draughting  room  of  the 
department  of  Free-hand  Drawing,  which  also  occupies  an  apartment  of  the  same 
size,  directly  over  this,  in  the  third  story.  Here  will  be  found  an  interesting  col¬ 
lections  of  casts,  representing  statues,  busts,  mouldings,  bas-reliefs,  friezes,  capitals, 
groups  of  flowers  and  a  great  variety  of  other  objects  ;  they  are  copies  of  antiques 
in  the  British  Museum  and  the  Louvre  at  Paris.  They  are  so  arranged  that  the 
sketcher  can  control  the  light  which  falls  upon  them.  The  west  room,  on  the  second 
floor,  is  partly  a  lecture  room  for  the  professor  of  Mechanics  and  partly  a  model 
room.  In  the  cases  may  be  seen  several  hundred  mechanical  models.  Among  them 
the  most  noticeable  are  the  series  of  Ollivier  models,  exhibiting  the  effects  pro¬ 
duced  by  intersections  of  curves  and  surfaces  ;  many  working  models  made  at  the 
College  of  Mechanics,  in  Chester,  England  ;  a  series  of  models,  executed  by  the 
mechanician  Schroder,  of  Darmstadt,  illustrative  of  mechanical  combinations,  of 
which  those  displaying  the  peculiarities  of  cog-wheel  motion  are  of  especial  interest ; 
and  some  exquisitely  finished  models  of  steam  engines  and  their  various  parts.  The 
drawings  on  the  walls  are  those  which  in  previous  years  have  received  prizes  offered 
by  the  Sibley  College.  Up  stairs,  the  room  above  this,  is  the  Mechanical  Draught¬ 
ing  room,  fitted  with  adjustable  tables,  which  can  be  lowered  and  raised  at  will. 

Number  of  students  in  Mechanic  Arts  as  given  in  the  University- 
Register  for  1874-75  was  49.  The  special  Faculty  of  The  Sibley  Col¬ 
lege  of  Mechanic  Arts  consists  of 

The  President  of  The  University,  Andrew  D.  White,  L.L.  D. 

Dean,  John  L.  Morris,  M.  A.,  C.  E.,  Professor  of  Mechanical  Engineering  and 
Machine  Construction. 

William  H.  Anthony,  Ph.  B.,  Professor  of  Physics  and  Experimental  Mechanics. 

Rev.  Charles  Babcock,  M.  A.,  Professor  of  Architecture. 

Estevan  A.  Fuertes,  Ph.  B. ,  C.  E. ,  Professor  of  Civil  Engineering. 

James  Edward  Oliver,  M.  A.,  Professor  of  Mathematics. 

Edwin  C.  Cleaves,  Assistant  Professor  of  Free-hand  Drawing  and  of  Mechanical 
Draughting. 

John  E.  Sweet,  Master  Mechanic  and  Director  of  the  Machine  Shops. 

Cornell  University  is,  perhaps,  the  most  notable  of  the  single  insti¬ 
tutions  called  into  being  by  the  vitalizing  influence  of  the  Land 
Grant  Law  of  1862.  It  furnishes,  also,  one  of  the  most  impressive 
instances  of  the  power  of  a  single  public  spirited  individual*  to 

*  For  a  graphic  showing  of  what  Ezra  Cornell,  planned,  effected  and  endured,  in 
his  efforts  to  create  and  sustain  this  novel  Institution  of  learning,  the  reader  is  re¬ 
ferred  to  the  extracts  from  the  Inaugural  address  by  President  Schurman. 


212  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

serve  liis  generation  and  to  send  liis  benefactions  down  the  stream  of 
time  in  ever  widening  flow;  and,  by  the  attractive  power  of  exam¬ 
ple,  to  secure  the  cooperation  of  other  noble,  generous  spirits,  whose 
direct  efforts  in  teaching  and  whose  munificent  gifts,  have  here  so 
augmented  the  gifts  and  efforts  of  the  original  benefactors,  that 
already  the  vigorous  sapling  planted  in  1862,  by  Ezra  Cornell,  and 
Andrew  D.  White,  has  developed  into  a  Banyan  Tree  Grove  ;  wherein 
the  names  of  a  Sage,  a  McGraw,  a  Sibley,  and  a  multitude  of  other 
willing  givers,  are  enshrined.  The  small  Experimental  College  first 
begun  in  1868,  which,  for  twenty  years,  under  the  guiding  hand  of 
its  first  President,  the  Hon.  Andrew  D.  White;  for  seven  years, 
under  that  of  President  Charles  Kendall  Adams;  and  now,  (in  1893,) 
for  a  single  year  under  the  rule  of  President  Jacob  Gould  Schurman, 
(for  some  time  previous  Dean  of  the  School  of  Philosophy,)  has 
prospered  with  vigorous  growth;  until,  with  its  many  departments 
and  schools,  and  with  its  grand  educational  opportunities  open  to 
students  of  both  sexes,  it  need  not  shrink  from  comparison  with  the 
oldest  and  best  endowed  of  the  American  Universities. 

It  is  because  of  the  interesting  features  of  its  origin  and  of  its 
representative  character, — due  to  its  varied  development,— as  one  of 
the  Institutions  called  into  being  by  this  beneficent  law  of  Con¬ 
gress,  that  so  much  of  space  is  here  given  to  showing  its  present 
condition;  so  far  as  it  has  developed  in  the  direction  of  those  studies 
with  which  this  Report  is  concerned. 

The  report,*  made  by  President  Adams  to  the  Trustees,  at  the 
close  of  the  last  year  of  his  administration,  shows  a  remarkable 
growth  both  in  the  University  as  a  whole,  and  in  all  its  departments; 
especially  is  this  apparent  in  the  increased  attendance  on  the  Law 
School,  and  on  Sibley  College.  The  increase  in  the  total  number  of 
post-graduate  students  is  large,  and  illustrates  the  growing  tendency 
everywhere  apparent,  towards  special  lines  of  study. 

Speaking  of  the  general  condition  of  the  University  as  a  whole, 
he  says: 

To  the  Board  of  Trustees  of  Cornell  University. 

Gentleman  : — In  submitting  the  seventli  annual  report  of  my  administration  as 
President  of  Cornell  University,  it  is  a  pleasure  to  state  that  the  year  has  been  one 
of  marked  prosperity  and  growth.  By  the  tables  herewith  submitted  it  will  be 
seen  that  the  number  of  students  in  attendance  has  been  much  larger  than  ever 
before.  The  increased  requirements  in  all  the  technical  schools,  which  went  into 
effect  in  the  Fall  of  1891  for  the  first  time,  seemed  to  justify  an  anticipation  that 
there  would  be  a  considerable  falling  off  in  the  number  admitted  to  those  depart¬ 
ments.  But  the  number  that  came  with  the  additional  requirements  were  so  large 
as  to  fill  all  the  classes  as  full  as  our  accommodations  would  bear.  The  largest 

^Annual  Report  of  the  President  of  Cornell  University  for  the  Academic  year, 
1891-92.  “With  Appendices  containing  the  reports  of  the  several  Departments.” 
Presented  to  the  Trustees  June  15,  1892.  Ithaca,  N.  Y.  Published  by  the  Univer¬ 
sity.  1892.  Pp.  48  and  40. 


CORNELL.  REPORT  BY  PRESIDENT  ADAMS,  1892.  2  1  3 


additions  to  the  ranks  of  the  undergraduates  have  been  in  the  School  of  Law,  in 
Sibley  College,  and  in  the  course  in  Arts.  We  have  received  students  to  advanced 
standing  from  fifty  different  colleges.  This  fact  affords  gratifying  evidence  of  the 
favor  with  which  the  University  is  held  by  other  institutions.  Of  the  89  students 
admitted  from  such  colleges,  21  entered  the  freshman  class,  25  the  sophomore,  22 
the  junior,  and  21  the  senior.  But  still  more  striking  is  the  fact  that  the  number 
of  graduate  students  upon  our  rolls  during  the  present  year  has  been  177,  and  of 
these  no  less  than  164  have  pursued  graduate  studies.  Only  two  other  institutions 
in  the  country  can  show  so  large  an  enrollment  of  this  most  valuable  class  of  stu¬ 
dents.  Last  year  the  number  was  113,  while  the  year  before  it  was  only  84,  and 
seven  years  ago  it  was  only  34. 

Taking  up  the  several  Departments  in  course — (the  reports  made 
by  the  heads  of  these  to  the  President  are  given  at  length  in  the 
Appendices) — he  thus  refers  to  Sibley  College: 

The  accompanying  Report  of  the  Director  of  Sibley  College  presents  very  fully 
the  needs  of  that  important  part  of  the  University.  The  appreciative  response  of 
the  public  and  of  the  profession  to  the  liberal  equipment  provided  by  the  Trustees, 
seems  likely  to  become  a  source  of  real  embarrassment.  The  Experimental  Labora¬ 
tory,  the  Lecture-rooms,  and  the  Museums  are  all  so  much  over-crowded  with  mate¬ 
rial  and  students  that  the  demand  for  more  room  at  almost  every  quarter  seems 
imperatively  urgent.  The  subject  invites  and  should  receive  the  careful  attention 
not  only  of  the  Trustees,  but  also  of  those  friends  of  higher  education  outside  of  the 
Board  who  are  interested  in  this  branch  of  professional  work.  In  the  opinion  of 
the  Director,  fully  a  million  and  a  half  of  dollars  could  be  advantageously  used 
for  the  enlargement  and  fuller  development  of  Sibley  College. 

In  the  course  of  the  year  the  water  power  has  been  improved  and  strengthened 
by  the  building  of  a  dam  and  the  putting  in  of  a  new  turbine  wheel  at  the  expense 
of  some  $11,000.  The  new  triple-expansion  engine  procured  at  a  cost  of  $10,000, 
has  been  put  in  its  place  and  is  an  important  contribution  to  the  efficiency  of  the 
department.  Large  and  important  gifts  have  also  been  received  from  generous 
benefactors.  The  additions  to  the  classes  have  been  so  great  as  to  overfill  all  the 
rooms,  and  the  University  is  confronted  with  the  necessity  of  either  restricting  the 
number  of  students  admitted  and  refusing  to  accept  gifts  of  machinery,  or,  on  the 
other  hand,  of  providing  without  much  delay  for  larger  accommodations. 

As  is  the  case  with  all  live,  growing  Colleges,  the  material  needs 
of  the  institution,  to  meet  the  pressing  demands  upon  it,  seem  always 
to  outstrip  the  resources;  no  matter  how  ample  these  may  have 
seemed. 

Cornell,  whose  rapid  growth  makes  ever  new  demands  for  in¬ 
creased  accommodations  and  additional  facilities,  seems  to  have  had 
no  lack  of  liberal  support  during  the  seven  years  comprising  the 
administration  of  President  Adams;  as  appears  from  a  series  of 
Tables  which  are  given;  showing,  in  detail,  the  increase  in  produc¬ 
tive  funds  and  in  the  material  equipment  of  the  University,  from 
August  1st  1885,  to  August  1st  1892.  the  period  of  his  rule. 

The  additions  to  “  Buildings,”  and  “  Equipments,”  made  from  the 
current  funds  of  the  University,  amount,  in  all,  to  $706,709,15;  while 
the  total  increase  of  values  from  all  sources,  aggregate  $3,157,0.37,01. 

The  President,  after  paying  a  graceful  acknowledgment  of  his 
indebtedness  to  the  Trustees  for  all  their  kindness,  and  expressing 


214  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


a  hearty  appreciation  of  tlie  cordial  co-operation  shown  by  his  col¬ 
leagues  of  the  Faculty,  closes  this  story  of  seven  years  of  prosperity, 
as  follows: 

At  the  end  of  my  inaugural  address  I  used  these  words: 

“  In  my  hopeful  moments  I  try  to  forecast  the  future.  I  see  in  imagination  these 
courses  of  study  perfected  and  extended;  I  contemplate  new  departments  added 
and  developed;  I  behold  museums  and  laboratories  established  and  amplified;  and, 
as  the  crowning  glory  of  all,  I  behold  a  great  library  arising  to  fulfill  the  provisions 
of  a  noble  and  unthwarted  purpose.  As  I  picture  all  these  provisions,  shedding 
their  influence  for  good  or  for  evil  over  the  future  generations  of  this  State,  and 
think  of  all  their  possibilities  and  promises,  and  see  them  in  imagination,  crowning 
these  beautiful  hills,  I  revently  pray  to  God,  that  all  the  fruits  of  wisdom  and 
benevolence  may  be  vouchsafed  to  the  people  of  this  State,  and  that  all  our  efforts 
may  be  sanctified  to  the  building  up  of  noble  men  and  women,  and  the  universal 
furtherance  of  all  good  learning,  and  of  every  form  of  Christian  civilization.” 

As  I  look  about  me  to-day,  I  cannot  suppress  a  feeling  of  reverent  gratitude  that 
in  the  seven  years  that  have  since  elapsed,  so  much  has  been  accomplished  for  the 
fulfillment  of  this  hopeful  prediction.  But  of  all,  I  rejoice  that  the  University 
never  before  was  in  so  good  a  condition  as  it  is  to-day;  and  in  passing  over  the  keys 
of  office  to  my  successor,  I  do  it  with  the  hope  and  the  fervent  prayer,  that  the 
prosperity  of  the  past  seven  years  may  prove  to  have  been  only  a  harbinger  and  a 
preparation  for  even  greater  prosperity  in  the  years  to  come. 

Charles  Kendall  Adams. 

From  the  full  report  made  by  the  Director  of  Sibley  College,  the 
following  passages,  which  show  its  development  on  several  lines, 
are  taken: 

REPORT  OF  THE  DIRECTOR  OF  SIBLEY  COLLEGE. 

To  the  President  of  the  University  : 

Sir:  I  have  the  honor  to  present  herewith  such  facts  as  relate  to  the  progress  and 
operation  of  the  several  departments  of  the  University  as  are  grouped  in  Sibley 
College,  and  such  statements  of  their  present  condition  and  needs  as  have  been 
suggested  by  the  various  heads  of  departments  to  the  Director. 

The  College,  as  a  whole,  has  participated  fully  in  the  steady  advance  of  the  Uni¬ 
versity,  and  has  gained  in  numbers  of  students,  in  quality  of  its  student-body,  and 
in  extent  and  effectiveness  of  its  courses  of  instruction.  Of  the  1,500  students  reg¬ 
istered  this  year,  as  reported  by  the  Registrar,  something  over  five  hundred  are 
enrolled  in  Sibley  College,  and  all  the  undergraduates,  with  possibly  a  dozen  or  less 
exceptions,  in  its  regular  courses.  Of  these,  also,  eighteen  are  graduate  students  in 
other  courses,  or  from  other  colleges  more  usually,  who  are  taking  work  as  candi¬ 
dates  for  our  first  degree.  About  a  dozen  others  are  candidates  for  advanced  de¬ 
grees,  usually  in  mechanical  and  electrical  engineering.  The  total,  some  525  in 
all,  exceeds  the  number  enrolled  in  1890-91,  by  about  75,  or  fifteen  per  cent.  The 
average  numerical  increase  for  the  whole  seven  years  of  existence  of  the  College  in 
its  present  form  has  been  nearly  the  same  and  the  growth  in  its  higher  work  and 
post-graduate  courses,  though  comparatively  small  in  numbers,  has  compared  most 
favorably  with  similar  changes  in  other  departments  and  has  been  exceedingly 
gratifying;  especially  so  when  it  is  remembered  that,  until  the  organization  of  Sib¬ 
ley  College  at  Cornell  University,  the  facilities  for  higher  instruction  in  engineer¬ 
ing,  in  this  department,  were  almost  nil  and  that  the  advanced  courses  leading  to 
higher  degrees  in  engineering  through  lines  of  work  involving  the  higher  depart¬ 
ments  of  applied  science  and  essentially,  those  in  scientific  research,  had  been  sel- 


215 


director  tiiurston’s  report,  1892. 

dom  offered,  if  at  all.  The  demand  for  this  higher  instruction  in  professional  work, 
and  the  importance  of  it,  has  now  been  so  well  illustrated  that  it  may  be  safely  as¬ 
sumed  that  we  have  entered  upon  a  period  of  permanent  growth  on  this  higher 
plane.  The  number  of  applicants  for  admission  to  these  higher  courses,  is  now 
constantly,  rapidly,  and  healthfully  increasing. 

Sibley  College  was  established  as  a  school  of  professional  study  and  practice  in 
engineering,  with  the  intention,  on  the  part  of  the  Trustees,  as  stated  at  the  time, 
of  developing  graduate  as  well  as  undergraduate  schools  on  a  purely  professional 
basis.  In  the  limited  time  allowed,  non-professional  studies,  even  if  appropriately 
forming  a  part  of  such  a  course,  could  not  be  taught  without  excluding  essential 
parts  of  the  professional  course,  even  now  in  that  sense  incomplete  and  capable  of 
further  improvement.  The  course  of  change  observed  in  its  curriculum  has  thus 
involved  the  displacement  of  the  limited  and  unsatisfactory  lines  of  non-professional 
work,  and  their  replacement  by  necessary  elements  of  a  complete  and  satisfactory 
professional  course.  These  branches,  well-taught  in  their  place  in  the  educational 
departments  and  schools,  are  now  taken  by  the  student  before  entering  upon  his 
professional  course,  and  the  result  is  coming  to  be  seen  in  the  better  preparation  of 
students  coming  to  the  College,  their  greater  maturity,  and  their  better  education, 
as  well  as  finally  better  professional  instruction.  The  result  will  undoubtedly  be 
the  custom,  on  the  part  of  tine  financially  competent,  of  securing  a  good  education 
first;  then  entering  upon  their  professional  preparation  and  training.  Thus  will 
be  produced  both  a  more  cultivated  man  and  a  more  successful  practitioner.  It  is 
early,  as  yet,  to  draw  very  definite  conclusions;  but  the  longer  experiences  of  the 
law  schools,  schools  of  medicine,  and  other  professional  schools,  may  probably  be 
taken  as  fully  confirming  the  above  deductions.  In  the  case  of  the  young  man 
without  the  means  or  the  time  required  for  the  complete  education  of  the  complete 
man,  it  is  now  possible  to  go  at  once  from  the  high-schools,  presumably  the  extent 
of  liis  reach  before  beginning  to  study  for  his  profession,  into  the  professional 
school,  and  there  most  efficiently  expend  the  time  and  effort  requisite  to  his  suc¬ 
cessful  entrance  into  his  chosen  field.  Both  classes  are  better  .able  to  accomplish 
their  ends  than  when  both  education  and  professional  training,  attempted  in  a 
single  school,  were  incompletely  and  ill-taught  and  measurably  unsuccessful. 

The  Schools  of  Marine  Engineering,  Mechanical  Engineering,  and 
Electrical  Engineering,  are  described  at  some  length;  then  follow 
the  accounts  of  these  other  schools  of  this  College  which  are  ger¬ 
mane  to  this  Report. 

Department  of  Industrial  Drawing  and  Art. 

The  Department  of  Industrial  Drawing  and  Art  has  continued  to  progress  at 
equal  rate  with  the  other  departments  of  the  college,  its  special  advances  being  seen 
in  the  direction  of  art  work,  both  pure  and  industrial.  The  number  of  students 
under  instruction,  as  a  maximum,  has  been  about  three  hundred  and  sixty.  Of 
these  the  larger  number,  about  two  hundred,  have  been  in  the  freshman  classes  of 
this  and  other  departments  of  the  University.  About  one  hundred  students  in  the 
junior  class  have  also  been  taught  designing  and  drawing  in  this  department.  The 
Sophomore  has  no  instruction  in  this  branch  and  the  Seniors  are  taken  charge  of  by 
the  professors  doing  the  advanced  work  in  design,  in  mechanical,  electrical,  and 
marine  engineering,  etc.  The  course  has  now  been  remodelled  so  as  to  extend  con¬ 
tinuously  throughout  the  whole  four  years,  and  is  expected  to  be  thus  rendered 
very  much  more  efficient. 

The  special  improvements  of  the  year  have  been  mainly  in  the  changes  resulting 
in  a  better  distribution  of  the  art  work,  and  mainly  as  given  students  ir.  arcliitec- 


216 


EDUCATION  IN  THE  INDUSTKIAL  AND  FINE  ARTS. 


ture  and  other  outside  courses.  Mr.  Willis  has  thus  been  able  to  carry  on  a  good 
course  of  instruction  in  water  color,  Mr.  Gutsell  and  Mr.  Noyes  in  free  hand  and 
instrumental  drawing,  and  the  former,  also,  in  decoration.  Mr.  Gutsell  has  erected 
his  kiln  and  secured  some  admirable  results  in  decorative  work  in  pottery.  It  is 
now  proposed  to  develop  something  useful  in  etching  with  the  advanced  students 
taking  industrial  art,  which  course  has  recently  been  entirely  reconstructed. 

The  work  of  the  Junior  class  is  largely  that  of  designing  and  under  the  immedi¬ 
ate  supervision  of  Assistant  Professor  Williams  and  Instructor  Reid.  They  have 
effected  important  improvements  in  methods  of  instruction  and  of  work,  and  have 
thus  been  enabled  to  do  good  work  where,  ordinarily,  twice  as  many  teachers 
would  very  probably  be  unsuccessful.  The  amount  of  work  done  throughout  this 
department — and  the  same  is  measurably  true  of  the  whole  college, — is  very  re¬ 
markable  and  unusual  for  so  small  a  force  of  instructors.  It  would,  however,  be 
probably  an  advantage  could  we  increase  their  number  to  double  that  at  present  on 
our  list. 

This  department  is,  in  some  respects,  more  seriously  in  need  of  proper  accommo¬ 
dations  than  any  other.  It  is  not  as  absolutely  crowded  out  of  doors  as  is  the  De¬ 
partment  of  Experimental  Engineering  ;  but  its  quarters  are  quite  unsuited  to  its 
work.  It  is  placed  above  the  mechanical  laboratory,  where  the  rumble  and  jar  of 
machinery  continually  in  motion  constantly  disturbs  the  students  at  their  work, 
both  by  distractions  due  to  the  noise  and,  even  more  seriously,  by  the  actual  shak¬ 
ing  and  tremor  of  the  floor.  It  is  practically  impossible  to  do  nice  work.  The 
building  was  built  as  an  extension  of  the  workshops,  and  not  for  present  purpose. 
We  have  no  suitable  rooms  for  this  department  of  the  college,  and  the  first  require¬ 
ment  in  putting  up  new  buildings  will  be  space  and  good  rooms  and  light  for  this 
work.  Probably  no  institution  in  the  country  is  in  such  pressing  need  of  suitable 
accommodations. 


Department  of  Mechanical  Arts. 

The  Department  of  Mechanical  Arts  has  been  pressed  as  never  before,  in  all  its 
divisions.  It  has  handled  between  140  and  150  students  in  its  shops,  as  a  maximum, 
usually  ;  the  figures  reading  thus  : 

Fall  Term  :  Woodworking,  146  ;  Forge,  139  ;  Foundry,  140  ;  Machine  Shop,  96  ; 
Total,  521. 

Winter  Term:  Woodworking,  145  ;  Forge,  98  ;  Foundry,  69  ;  Machine  Shop,  119  ; 
Total,  431. 

Spring  Term:  Woodworking,  152;  Forge,  64;  Foundry,  70 ;  Machine  Shop,  111; 
Total,  397. 

The  decreasing  figures  from  term  to  term  is  due  to  the  crediting  of  vacation  work, 
largely  in  the  Fall  Term.  Students  in  these  sections  of  the  department  have  paid, 
in  addition  to  their  tuition  fees  and  chemical  laboratory  charges,  as  in  other  courses, 
about  $7,000,  which  is  the  tax  against  Sibley  College  work. 

The  head  of  this  department.  Professor  Morris,  reports  the  above  figures  to  give, 
per  student,  an  average  of  273  hours  work  for  the  year. 

The  product  of  this  work  is  seen,  not  only  in  the  skill  acquired  by  students  in 
handling  tools,  and  as  mechanics,  but  also  in  the  construction  of  valuable  machir- 
ery,  and  in  the  saving  of  large  expense  accounts  to  the  University  by  doing  much 
of  its  repair  and  other  work.  The  foundry  has  produced  between  $1200,  and  $1500 
worth  of  castings  in  iron  and  brass,  which  would  have  cost  the  University  nearly 
a  thousand  dollars  more  than  was  actually  paid  out,  had  it  been  bought  in  the  gen¬ 
eral  market.  The  product  in  the  machine  shop,  in  marketable  work,  or  in  saving 
to  the  University  was  still  greater  than  in  the  foundry.  In  the  wood  shop,  as  in 
the  other  shops,  a  considerable  amount  of  productive  work  was  done  in  the  con¬ 
struction  of  work  benches,  cases,  tools, etc.,  in  value  amounting  to  large  sums,  with 


217 


director  thitrston’s  report,  1892. 

corresponding  saving  to  the  University  treasury.  All  this  work  was  done  without 
sacrificing  the  regular  graded  instruction  of  students  or  the  systematic  exercises 
which  have  made  this  instruction  so  efficient.  Visitors  familiar  with  such  matters 
constantly  express  surprise  at  the  rapidity  and  effectiveness  of  this  system.  The 
skill  of  students  who  have  any  natural  aptitude  for  the  work  is  a  never-ceasing 
source  of  wonder. 

The  work  performed  during  the  year  now  closing  has  included  some  very  inter¬ 
esting  constructions  and  the  beginning  of  more.  Steam  engines,  lathes  both  iron¬ 
working  and  wood-working,  steam-pumps,  dynamos  of  various  forms,  and  many 
minor  constructions,  have  illustrated  both  the  skill  of  the  student  as  a  workman, 
and  his  aptitude  for  design  and  proportioning.  Some  of  the  most  valuable  and 
satisfactory  of  all  the  apparatus  of  both  the  mechanical  and  the  electrical  divisions 
is  the  fruit  of  the  inventive  genius,  the  professional  knowledge,  and  the  manual 
skill  of  students. 

In  respect  to  space,  this  department  is  perhaps  better  accommodated  than  either 
of  the  others.  It  has,  for  the  time,  ample  room  and  an  equipment  so  complete  that 
it  will  probably  be  able  to  keep  up  with  the  demands  coming  of  further  growth  in 
large  part  by  its  own  work :  depending  upon  the  University  only  for  the  purchase 
of  important  tools,  and  apparatus  for  the  construction  of  which  we  have  not  the 
special  facilities  needed  to  do  the  work  economically.  When  the  needs  of  the 
departments  of  drawing  and  experimental  engineering  can  be  met,  it  will  be  able 
to  make  use  of  its  own  already  provided  space  in  the  “  annex,”  and  can  then  prob¬ 
ably  handle  a  thousand  students  with  little  difficulty,  so  far  as  accommodations  in 
the  wood  working  and  machine  shops  go.  The  blacksmith  and  moulding  shops 
will  need  further  extension.  Both  are  well-filled  already,  and  the  classes  sometimes 
even  crowd  them.  With  the  six  hundred  students  expected  another  year,  or  the 
year  after,  they  will  be  more  than  crowded. 

******* 

As  to  the  operations  of  the  college  as  a  whole,  it  will  be  seen  from  what  has  been 
stated  above,  that  its  growth  has  been  very  rapid  during  the  seven  years  now 
expiring  ;  that  its  progress,  so  far  as  can  to-day  be  anticipated,  is  losing  none  of  its 
striking  features,  either  in  rate  of  growth,  in  improving  quality  of  the  student- 
body,  or  of  the  courses  of  instruction,  or  in  extent  and  magnitude  of  the  opportu¬ 
nities  offering  to  do  that  work  which  is  the  peculiar  province  of  the  University  and 
of  Sibley  College.  It  has  been  raised  from  the  grade  of  the  mixed  manual  training 
and  high  school  to  that  of  a  high-grade  professional  school  prepared  to  give  a  good 
and  a  strong  professional  course  to  men,  rather  than  ineffective  tuition  in  both  edu¬ 
cational  and  professional  studies  to  immature  boys.  Such  students  are  now  dropped 
out  with  great  advantage  to  tlid  college ;  which  remains  crowded  with  the  higher 
class  of  men.  The  organization  of  the  undergraduate  departments  may  be  consid¬ 
ered  as  now  substantially  effected,  and  the  period  of  organization  of  advanced 
special  professional  schools  is  begun.  This,  the  work  for  which  the  director  was 
especially  appointed,  has  been  deferred  by  the  exigencies  arising  from  the  entirely 
unanticipated  and  extraordinary  growth  of  the  undergraduate  departments.  There 
is  apparently  no  reason,  except  lack  of  pecuniary  support,  for  longer  deferring 
their  special  work.  The  extent  of  the  college  as  now  organized,  with  its  great 
equipment  and  varied  work,  makes  their  formation  possible  with  less  cost  and  lower 
running  expense  than  would  be  the  case  in  any  other  University,  probably,  and  for 
less  than  would  otherwise  be  the  fact  here.  In  fact,  these  expenses  will  be  very 
small  as  compared  with  extension  in  other  directions.  Large  numbers  of  instructors 
will  be  demanded,  and  the  employment  of  a  specialist  in  place  of  a  general  instructor 
is  the  only  difference  of  importance.  In  each  graduate  school,  the  numbers  of 
students  will  be  likely  to  be  insufficient  to  pay  the  costs  of  their  instruction.  The 


218  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


equipment  will  be  supplied  by  the  collections  already  existing,  in  large  part,  and 
new  equipment  will  come  largely  from  interested  friends  of  tlie  movement. 

The  really  serious  difficulty  now  facing  us  is  that  of  finding  larger  space  into 
which  to  expand.  Until  the  State  does  its  part,  its  duty  under  the  agreement  with 
the  General  Government,  in  providing  the  needed  buildings,  or  until  friends  can  be 
found  in  other  directions  to  perform  that  work  for  the  State  and  the  University, 
further  growth  in  this  direction  will  be  attended  with  shell  inconvenience  as  will  be 
likely  to  seriously  impair  its  work,  and  interfere  most  seriously  with  any  attempt  to 
take  advantage  of  the  wonderful  opportunity  now  presenting  itself  to  the  University 
and  to  the  College.  The  officers  of  the  College  have  done  their  part,  as  would 
appear,  with  embarrassing  efficiency — they,  can  do  no  more  and  must  leave  this 
matter  in  the  hands  of  those  better  prepared  to  meet  the  situation.  They  are  help¬ 
less  in  face  of  the  class  of  difficulties  now  presenting  themselves. 

******* 


Very  respectfully  yours, 


Robert  H.  Thurston, 

Director. 


Tlie  latest  catalogue  of  the  University*  at  hand,  in  the  descrip¬ 
tion  of  the  Departments,  gives  a  general  account  of  the  departments 
in  Sibley  College,  which  begins  as  follows  : 


MECHANICAL  ENGINEERING  AND  THE  MECHANIC  ARTS. 

The  Sibley  College  of  Mechanical  Engineering  and  the  Mechanic  Arts  receives  its 
name  from  the  late  Hiram  Sibley,  of  Rochester,  who  between  the  years  1870  and 
1887  gave  over  one  hundred  and  fifty  thousand  dollars  towai'ds  its  equipment  and 
endowment.  It  includes  five  departments  :  Mechanical  Engineering,  Experimental 
Engineering,  Electrical  Engineering,  Mechanic  Arts  or  shop-work,  and  Drawing 
and  Machine-Design. 

After  an  account  of  the  three  courses  in  Engineering,  comes  that 
of 

TJie  Department  of  Mechanic  Arts. — The  aim  of  the  instruction  in  this,  the  de¬ 
partment  of  practical  mechanics  and  machine  construction,  is  to  make  the  student, 
as  far  as  time  will  permit,  acquainted  with  the  most  approved  methods  of  construc¬ 
tion  of  machinery.  The  courses  are  as  follows  : — 

Woodworking  and  Pattern-making  :  This  course  begins  with  a  series  of  exercises 
in  wood  working,  each  of  which  is  intended  to  give  the  student  familiarity  with  a 
certain  application  of  a  certain  tool ;  and  the  course  of  exercises,  as  a  whole,  is 
expected  to  enable  the  student  to  perform  any  ordinary  operations  familiar  to  the 
carpenter,  the  joiner,  and  the  pattern-maker.  Time  permitting,  these  prescribed 
exercises  are  followed  by  practice  in  making  member  of  structures,  joints,  small 
complete  structures,  patterns,  their  core-boxes,  and  other  constructions  in  wood. 
Particular  attention  will  be  paid  to  the  details  of  pattern-making.  Forging, 
Moulding  and  Foundry-work  :  These  courses  are  expected  not  only  to  give  the  stu¬ 
dent  a  knowledge  of  the  methods  of  the  blacksmith  and  the  moulder,  but  to  give 
him  that  manual  skill  in  the  handling  of  tools  which  will  permit  him  to  enter  the 
machine  shop,  and  there  quickly  to  acquire  familiarity  and  skill  in  the  manipula¬ 
tion  of  the  metals,  and  in  the  management  of  both  hand  and  machine  tools.  Iron¬ 
working  :  The  instruction  in  the  machine  shop,  as  in  the  foundry  and  the  forge,  is 


*  The  Cornell  University  Register  December,  1892.  “  I  would  found  an  institution 

where  any  person  can  find  instruction  in  any  study.”  Ezra  Cornell,  Ithaca,  N.  Y. 
Published  by  the  University.  Press  of  Andrus  &  Church.  Pp.  237. 


CORNELL.  DEPARTMENTS  OF  SIBLEY  COLLEGE. 


219 


intended  to  be  carried  on  in  substantially  the  same  manner  as  in  the  wood  working 
course,  beginning  by  a  series  of  graded  exercises,  which  will  give  the  student 
familiarity  with  the  tools  of  the  craft,  and  with  the  operations  for  the  performance 
of  which  they  are  particularly  designed,  and  concluding  by  practice  in  the  construc¬ 
tion  of  parts  of  macliinery,  and  time  permitting,  in  the  building  of  complete  ma¬ 
chines  which  may  have  a  market  value. 

Department  of  Drawing  and  Machine  Design. — Freehand  Drawing  and  Art :  The 
instruction  begins  with  freehand  drawing,  which  is  taught  by  means  of  lectures 
and  genex-al  exercises  from  the  blackboard,  from  flat  copies,  and  from  models.  The 
work  embraces  a  thorough  training  of  the  hand  and  eye  in  outline  drawing,  ele¬ 
mentary  perspective,  model  and  object  drawing,  drawings  from  casts,  and  sketch¬ 
ing  from  nature.  The  course  in  freehand  drawing  may  be  followed  by  instruction 
in  decoration,  in  every  industrial  art,  in  designing  for  textiles  and  ceramics,  in 
modelling,  and  in  other  advanced  studies  introductory  to  the  study  of  fine  art. 
Mechanical  Drawing :  The  course  begins  with  freehand  drawing,  and  in  the  latter 
part  of  this  work  considerable  time  is  expected  to  be  given  to  the  sketching  of  parts 
of  machines  and  of  trains  of  mechanism,  and,  later,  of  working  machines.  The 
use  of  drawing  instruments  is  next  taught,  and,  after  the  student  has  acquired 
some  knowledge  of  descriptive  geometry  and  the  allied  branches,  the  methods  of 
work  in  the  drawing-rooms  of  workshops  and  manufacturing  establishments  are 
learned.  Line-drawing,  tracing  and  “  blue  printing,”  the  conventional  colors, 
geometrical  construction,  projections,  and  other  important  details  of  the  draughts¬ 
man’s  work,  are  pi-acticed  until  the  student  has  acquired  proficiency.  The  advanced 
instruction  given  the  upper  classes  includes  the  tracing  of  curves  and  cams,  the 
study  of  kinematics  on  the  drawing  boards,  tracing  the  motions  of  detail-mechanism, 
and  the  kinematic  relations  of  connected  parts.  This  part  of  the  work  is  accom¬ 
panied  by  lecture-room  instruction  and  the  study  of  the  text-book,  the  instructors 
in  the  drawing-rooms  being  assisted  by  the  lecture-room  instructor,  who  is  a  special¬ 
ist  in  his  branch.  The  concluding  part  of  the  course  embraces  a  similar  method  of 
teaching  machine-design,  the  lecture-room  and  drawing-room  working  correlated 
in  the  same  manner  as  in  kinematics  or  mechanism.  The  course  concludes,  when 
time  allows,  by  the  designing  of  complete  machines,  as  the  steam  engine  or  other 
motor,  or  some  important  type  of  machine.  Students  often  make  original  designs, 
and  not  infrequently  put  on  paper  their  own  inventions. 

Industrial  Art.— Instruction  in  industrial  art  continuing  through  four  years  is 
arranged  for  students  having  a  talent  for  such  work,  and  desiring  to  devote  their 
whole  time  to  this  subject.  No  degree  is  conferred,  but  certificates  of  proficiency 
may  be  given  at  the  end  of  the  course.  Additional  interest  is  given  by  occasional 
general  and  public  lectures  on  the  history  of  art  and  the  work  of  gi-eat  artists. 

Special  Students. — Special  students  are  expected  to  follow  as  closely  as  possible  a 
course  of  instrxxction  iix  the  Mechanic  Arts  planned  with  reference  to  their  needs. 
This  instruction  does  not  lead  to  a  degree.  It  is  intended  for  students  who  are 
unable  to  pursue  a  complete  preparatory  and  college  coui-se,  but  who  may  be  able 
to  undertake  the  work  laid  out  for  those  intending  to  prepare  themselves  especially 
for  superintendents  of  shops  and  establishments,  and  who  are  not  likely  to  be  called 
upon  to  do  the  work  of  the  mechanical  engineer,  in  desigixing,  etc.  It  consists 
iqainly  of  shop  work,  drawing  and  elementary  mathematics  ;  but  studeixts  suffi¬ 
ciently  well  prepared  may  also  take  other  useful  stxidies. 

The  buildings  have  already  been  described  in  the  foregoing  ac¬ 
count.  The  main  building  is  1G0  feet  in  length  by  40  in  width,  and 
three  stories  in  liighth;  an  additional  building,  150  feet  long  by  40 
feet  wide,  and  two  stories  high,  is  given  to  the  laboratories  of  exper¬ 
imental  engineei'ing.  The  “collections”  of  apparatus,  machinery, 


220  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

models,  etc.,  of  tlie  college,  are  said  to  be  of  “  exceptional  extent, 
value,  and  interest.” 

The  collections  of  the  Department  of  Drawing  also  include  a  large  variety  of  % 
studies  of  natural  and  conventional  forms,  shaded  and  in  outline  geometrical  mod¬ 
els,  casts  and  illustrations  of  historical  ornaments. 

The  workshops  are  supplied  with  every  needed  kind  of  machine  or  tool,  includ¬ 
ing  lathes,  and  hand  and  bench  tools,  sufficient  to  meet  the  wants  of  one  hundred 
and  fifty  students  of  the  first  year,  in  wood-working;  in  the  foundry  and  forge,  all 
needed  tools  for  a  class  of  over  one  hundred  in  the  second  year;  in  the  machine 
shop,  machine  tools  from  the  best  builders,  and  a  great  variety  of  special  and  hand 
tools,  which  are  sufficient  for  a  class  of  one  hundred  and  fifty  in  the  third  year,  and 
hundred  seniors  and  graduate  students. 

The  Mechanical  Laboratories  are  extensive  and  abundantly 
equipped,  as  are  those  of  Electrical  Engineering.  For  the  details 
of  the  courses  of  instruction,  the  reader  must  be  referred  to  the 
current  catalogue  of  the  University,  which  in  these  as  in  other  fea¬ 
tures,  is  always  advancing. 

The  summary  of  students  in  the  University  shows  1665;  of  these 
203,  are  in  the  School  of  Law;  1245,  are  undergraduates;  and  85,  are 
special  students;  the  rest  are  graduate  students,  and  “Fellows;”  of 
these  last  there  are  18. — Of  the  undergraduates,  289  take  Mechanical 
Engineering. 

The  whole  number  of  teachers  connected  with  the  University  are 
145.  Robert  Henry  Thurston,  A.  M.,  LL.  D.,  Doc.  Eng.,  is  the 
Director  of  Sibley  College,  and  Professor  of  Mechanical  Engineering. 
Jacob  Gould  Schurman,  D.  Sc.,  LL.  D.,  is  President  of  the  Univer¬ 
sity,  and  Professor  of  Mental  and  Moral  Philosophy. 

The  University  of  California,  College  of  Mechanics, 

Berkeley,  Cal. 

The  University  of  California  was  instituted  by  a  law  which  re¬ 
ceived  the  approval  of  the  Governor  March  22,  1868,  and  instruction 
began  at  Oakland  in  the  autumn  of  1869. — On  July  16th  1873,  it 
was  formerly  transferred  to  Berkeley  its  permanent  site.  Besides  a 
college  of  Letters,  and  a  college  of  Medicine,  the  law  requires  the 
maintenance  of  five  distinct  colleges  which  are  known  as  The  Scien¬ 
tific  Departments — and  include  The  College  of  Agriculture,  The 
College  of  Mechanics,  The  College  of  Mining,  The  College  of  Engi¬ 
neering,  The  College  of  Chemistry. 

The  studies  in  all  these  colleges  for  the  first  two  years  are  nearly 
the  same,  the  full  courses  are  designed  to  occupy  four  years,  the  last 
two  being  the  special  studies  of  the  school  chosen. 

The  final  report  of  President  D.  C.  Gilman,  March  23rd,  1875, 
states  that — 

A  Chair  of  Industrial  Mechanics  was  instituted  by  the  Board  in  the  autumn  of 
1874,  and  was  subsequently  filled  by  the  appointment  of  Mr.  Fredrick  G.  Hesse, 


'UNIVERSITY  OF  CALIFORNIA:  COLLEGE  OF  MECHANICS.  221 


of  Oakland.  Mr.  Hesse  was  trained  in  a  German  polytechnic  school,  and  was  early 
engaged  as  a  teacher  in  Brown  University.  He  subsequently  held  a  scientific  ap¬ 
pointment  under  the  United  States  Government,  but  has  resided  for  the  last  few 
years  in  Oakland,  engaged  in  mechanical  occupations,  especially  in  the  invention 
and  improvement  of  some  ingenious  mechanical  contrivances.  It  is  rare  to  find  a 
man  qualified  to  fill  the  duties  of  a  Chair  of  Industrial  Mechanics,  both  by  his  scien¬ 
tific  attainments,  and  by  practical  knowledge  acquired  in  the  shop,  but  Mr.  Hesse 
is  such  a  man. 

Mr.  John  D.  Hoffman  was  appointed  in  the  autumn  of  1874  instructor  of  Indus¬ 
trial  Drawing.*  He  is  an  experienced  engineer  and  draughtsman,  who  was  trained 
in  Germany,  has  had  long  experience  in  the  construction  of  public  works,  especially 
in  the  service  of  the  U.  S.  Government,  and  he  is  in  all  respects  qualified  to  impart 
an  exact  knowledge  of  the  most  important  art. 

COLLEGE  OF  MECHANICS. 

Instruction  in  the  science  of  Mechanics  has  been  given  in  the  University  by  Pro¬ 
fessor  John  Le  Conte  since  1870,  but  for  the  further  development  of  the  College  of 
Mechanics,  two  new  instructors  have  been  appointed  recently — Professor  Hesse  and 
Professor  Hoffmann  ;  the  former  to  give  instructions  in  Industrial  Mechanics,  and 
the  latter  in  Industrial  Drawing.  These  gentlemen  are  regarded  as  qualified  in  a 
high  degree  to  give  efficiency  to  this  part  of  the  University.  Professor  Hoffmann’s 
classes  are  already  well  organized,  and  he  has  begun  a  collection  of  diagrams  and 
models  which  will  prove  very  helpful  in  his  work.  An  order  has  been  sent  to 
Darmstadt  for  a  collection  of  Schroeder’s  models  illustrative  of  the  elements  of 
mechanism,  to  be  purchased  at  an  outlay  of  $1,000,  and  their  arrival  may  be  soon 
expected. 

In  the  College  of  Mechanics  the  chief  object  is  to  teach  Applied 
and  Industrial  Mechanics.  Special  attention  is  given  to  Industrial 
Drawing,  with  the  construction  of  Machinery  as  the  principal  ob¬ 
ject  in  view. 

Mr.  Robert  E.  Ogilby  gives  instruction  in  free-hand  drawing,  in 
drawing  from  models,  in  perspective,  and  in  painting  both  in  oil 
and  in  water-colors,  to  all  students  not  in  the  Colleges  of  Letters, 
Mechanics,  and  Civil  Engineering. 

Students  in  the  College  of  Mechanics  are  instructed  in  Instru¬ 
mental  drawing,  and  in  accordance  with  the  following  schedule. 

Industrial  Drawing. 

THIRD  CLASS: — SECOND  YEAR. 

First  Term. — Construction  of  geometrical  problems  relating  to  points,  lines,  cir¬ 
cles,  and  polygons,  and  drawing  of  combinations  of  these  problems  to  give  practice 
in  the  use  of  instruments. 

Second  Term. — Drawing  of  problems  in  Descriptive  Geometry,  following  the 
course  given  in  this  branch;  practice  in  lettering  for  maps. 

SECOND  CLASS:— THIRD  YEAR. 

First  Term. — Application  of  Descriptive  Geometry  to  constructions  of  the  Civil 
and  Mechanical  Engineer.  Platting  of  field  notes  in  surveying  and  leveling  and 
mapping,  following  the  course  in  Civil  Engineering. 

*  See  Introductory  Lecture  on  Mechanical  Drawing,  by  Professor  Hoifman.  Ap¬ 
pendix. 


222  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Second  Term. — Application  of  Descriptive  Geometry  continued,  with  shades  and 
shadows.  Platting  of  road  and  railroad  work,  earth  work,  etc.,  following  the 
course. 

FIRST  CLASS:— FOURTH  YEAR. 

First  Term. — Construction  of  simple  machines,  screws,  helical  surfaces,  teeth  of 
wheels,  gearing,  etc. ;  examples  of  stonecutting  and  masonry-construction. 

Second  Term. — Drawing  of  steam  engines  and  machines,  etc. ;  drawing  of  joints, 
framing  bridges,  roofs,  etc.,  following  the  course. 

Instruction  is  also  given  in  free-hand  drawing. 

Students  in  tlie  College  of  Civil  Engineering  are  taught  topo¬ 
graphical  and  map  drawing,  in  addition  to  instruction  in  instru¬ 
mental  drawing. 

A  Museum  of  Mechanical  objects  has  been  started  in  connection 
with  the  College  of  Mechanics,  and  a  purchase  made  of  the  famous 
and  excellent  Auzoux  mechanical  models. — A  collection  of  fifty- 
eight  castings  in  brass  has  been  given  to  this  museum  by  W.  T. 
Garratt,  Esq.,  of  San  Francisco. 

The  University  possesses  a  few  objects  of  Art,  and  a  small  cabinet 
of  coins  and  medals,  which  last  contains  over  four  hundred  ancient 
coins,  mostly  Roman,  about  300  modern  coins,  and  350  medals;  among 
the  latter  is  a  rare,  perhaps  unique,  medal  of  Bishop  Berkeley,  pre¬ 
sented  by  Professor  Allen  of  Cornell  University. 

In  the  Library  are  a  number  of  works  on  art.  There  were  95  stu¬ 
dents  in  the  five  colleges  of  Science  in  1875. 

The  Faculty  of  the  College  of  Mechanics  includes  in  addition  to 
the  President  of  the  University,  who  is  ex  officio  President  of  each 
of  the  Colleges,  the  following  Scientific  Professors. 

Physics  and  Mechanics. — John  Le  Conte. 

Industrial  Mechanics. — Frederick  G.  Hesse. 

Mining. — William  Ashburner. 

Botany,  Zoology,  and  Geology. — Joseph  Le  Conte. 

Chemistry. — Willard  B.  Rising. 

Civil  Engineering.— Prank  Sould,  Jr. 

Mathematics. — William  T.  Welcker. 

Industrial  Drawing. — John  D.  Hoffmann. 

Assistant  in  Mechanics. — Edward  A.  Parker. 

PRESENT  STATUS  OF  THE  UNIVERSITY. 

From  the  latest  Register  of  the  University*  at  hand,  the  following 
statistics  of  the  officers  and  students  connected  with  the  University 
in  all  its  departments,  are  taken;  these  effectively  demonstrate  the 
extent  of  its  development  during  the  past  decade. 

As  abstracts  showing  the  courses  in  Drawing  and  the  facilities  for 
instruction  in  Mechanics,  with  an  account  of  the  Mechanical  Labora- 

*  Register  of  the  University  of  California  1891-92.  Berkeley;  Published  by  the 
Regents  of  the  University.  1892.  Pp.  190, 


UNIVERSITY  OF  CALIFORNIA:  SCIENTIFIC  EQUIPMENT.  223 

tory,  taken  from  the  catalogue  for  1890-91,  are  given  in  the  account 
of  the  University  contained  in  the  chapter  relating  to  the  Land 
Grant  Colleges  they  are  omitted  here. 

It  will  be  seen  by  reference  to  the  account  there  given,  that  ample 
provision  is  made  for  thorough  instruction  in  drawing  and  in  Me¬ 
chanical  Engineering,  and  that  the  facilities  provided  by  the  Uni¬ 
versity  for  education  in  Science  keep  pace  with  the  rapid  develop¬ 
ment  of  the  sciences.  The  catalogue  for  1891-92,  contains  a  descrip¬ 
tion  of  the  new  “Electrical  Laboratory,”  which  is  fully  equipped. 

Various  collections  illustrating  the  Sciences,  and  arranged  under 
twelve  departments,  are  contained  in  the  Museums.  Among  these 
are  valuable  examples  in  Ethnology,  Paleontology,  comprehensive 
Geology,  Mineralogy,  Botany,  Zoology,  Metallurgy,  Agriculture, 
Cabinet  Woods,  and  a  valuable  collection  of  a  variety  of  models. 
Many  of  these  collections  are  very  full  and  comprehensive. 

There  are  ten  “  Laboratories”  and  an  Astronomical  Observatory, 
for  the  use  of  the  students.  The  famous  Lick  Observatory  is  offi¬ 
cially  connected  with  the  University.  The  “Mechanical  Labora¬ 
tory,”  the  description  of  which  is  given  in  connection  with  the  Land 
Grant  Colleges,  furnishes  excellent  facilities  for  “Industrial”  and 
“Technical  Training.” — The  later  catalogue  shows  that  the  equip¬ 
ment  of  this  Laboratory  had  been  largely  increased. 

Nine  hundred  and  eighteen  students  are  recorded  as  in  attendance 
at  the  University,  during  the  Academic  year  1891-’92;  152  persons 
in  addition  were  enrolled  in  “  extension  courses.”  Of  the  regular 
students,  529  are  in  the  College  of  Letters,  and  Colleges  of  Science. 
The  remainder  are  in  the  Professional  and  other  post  graduate  de¬ 
partments  ;  these  comprise  the  Lick  University,  and  the  Colleges  of 
Law,  Medicine,  Dentistry,  and  Pharmacy. 

Nine  students  are  in  the  College  of  Agriculture;  30  in  the  College 
of  Mechanics;  32  in  the  College  of  Mining;  52  in  the  College  of 
Civil  Engineering.  A  total  of  194  officers  and  Instructors  are  con¬ 
nected  with  the  administration  of,  and  the  instruction  given  in,  the 
University.  Of  these,  G4  are  enrolled  as  Professors,  Instructors, 
etc. ,  in  the  undergraduate  Colleges  of  Letters  and  Science. 

The  Faculty  of  the  College  of  Agriculture  consists  of  twenty  Pro¬ 
fessors  in  addition  to  the  President  of  the  University.  The  Faculty 
of  the  College  of  Mechanics  consists  of  fifteen  Professors  in  addition 
to  the  President. 

Professor  Irving  Stringham,  Ph.  D.,  Professor  of  Mathematics,  is 
Dean  of  the  Faculty  of  Letters  and  of  the  Faculties  of  Sciences. 
Martin  Kellogg,  A.  M.,  Professor  of  Latin  Language  and  Literature, 
is  President  pro  tempore,  of  the  University. 


AGRICULTURAL  COLLEGES. 


ART — VOL  4 - 15 


225 


a*  V 


CHAPTER  VIL 


COLLEGES  OF  AGRICULTURE  AND  THE  MECHANIC  ARTS  ENDOWED 
BY  THE  NATIONAL  LAND  GRANT  OF  1862. 


Introductory  to  the  account  of  the  several  colleges — The  passage  of  the  Act  of 
Congress  in  1862,  creating  the  Land  Grant  Colleges — The  provisions  of  the  endow¬ 
ment — Discussions  concerning  the  proposed  institutions — Fortunate  far-sighted 
views  of  the  promoters  of  this  Law — Active  part  taken  in  the  preliminary  stages 
of  this  movement  by  the  Rev.  Amos  Brown,  LL.  D.,  of  the  People’s  College,  New 
York,  and  by  President  Evan  Pugh,  LL.  D.,  of  the  State  College  Pennsylvania. 
Careful  study  of  the  needs  of  institutions  fitted  for  scientific  training — Importance 
to  this  movement  to  Educators  and  to  the  scientific  world — Prominent  part  taken 
in  advocacy  in  Congress  of  this  movement,  by  Hon.  Justin  S.  Morrill,  M.  C.  from 
Vermont — Immediate  influence  of  the  preliminary  discussion  in  arousing  the  in¬ 
terest  of  educators  and  lovers  of  science — The  methods  in  use  by  scientific  schools 
of  European  countries  carefully  studied — Impetus  given  by  the  passage  of  this  law 
to  the  new  education — Eleven  millions  of  acres  of  the  Public  Domain  set  apart  for 
the  promotion  of  Industrial  Education — The  study  of  Drawing  a  necessary  feature 
in  the  courses  in  Engineering  and  Mechanics — No  attempt  is  made  in  these  chap¬ 
ters  to  give  a  full  account  of  these  colleges,  as  they  were  included  in  The  Report  on 
“Industrial  Education,”  issued  by  this  Bureau  in  1883 — Statements  of  the  officers 
of  these  colleges,  concerning  elementary  industrial  training  in  public  schools, 
freely  quoted  in  the  following  chapters. 

Introductory. 

In  1862,  the  Congress  of  the  United  States,  in  pursuance  of  the 
uniform  policy  of  the  government  in  providing  for  the  educational 
interests  of  the  people,  passed  an  act  entitled  “An  act  donating 
Public  Lands  to  the  several  States  and  Territories  which  may  pro¬ 
vide  Colleges  for  the  Benefit  of  Agriculture  and  the  Mechanic 
Arts.” 

This  act  which  became  a  law  on  the  second  of  July,  1862,  granted 
“to  the  several  States”  “an  amount  of  land  to  be  apportioned  to 
each  State  a  quantity  equal  to  thirty  thousand  acres  for  each  Sen¬ 
ator  and  Representative  in  Congress,  to  which  the  States  are  respec¬ 
tively  entitled  by  the  apportionment  under  the  Census  of  1860.” 
“  Mineral  lands  ”  are  not  to  be  selected  or  purchased  under  the  provis¬ 
ions  of  this  act.  The  bill  contained  in  all  eight  sections,  prescribing 
the  manner  of  selecting  the  land  and  many  details  in  regard  to  the 
fund,  which  it  is  not  necessary  for  our  present  purpose  to  quote. 
The  purpose  of  this  bill  and  the  object  sought  to  be  obtained  by  this 

327 


228  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


grand  appropriation,  is  set  forth  in  the  fourth  section  of  the  hill  as 
follows ;  which  section  is  here  quoted  verbatim  et  literatim  from 
the  law  as  found  in  the  Statutes  at  large. 

“  Sec.  4.  And  'be  it  further  enacted,  That  all  moneys  derived  from  the  sale  of  the 
lands  aforesaid  by  the  States  to  which  the  lands  are  appropriated,  and  from  the 
sales  of  land  scrip  hereinbefore  provided  for,  shall  be  invested  in  stocks  of  the 
United  States,  or  of  the  States,  or  some  other  safe  stocks,  yielding  not  less  than  five 
per  centum  upon  the  par  value  of  said  stocks,  and  that  the  moneys  so  invested  shall 
constitute  a  perpetual  fund,  the  capital  of  which  shall  remain  forever  undimin- 
shed  (except  so  far  as  may  be  provided  in  section  fifth  of  this  act),  and  the  interest 
of  which  shall  be  inviolably  appropriated,  by  each  State  which  may  take  and  claim 
the  benefit  of  this  act,  to  the  endowment,  support,  and  maintenance  of  at  least  one 
college  where  the  leading  object  shall  be,  without  excluding  other  scientific  and 
classical  studies,  and  including  military  tactics,  to  teach  such  branches  of  learning 
as  are  related  to  agriculture  and  the  mechanic  arts,  in  such  manner  as  the  legisla¬ 
tures  of  the  States  may  respectively  prescribe,  in  order  to  promote  the  liberal  and 
practical  education  of  the  industrial  classes  in  the  several  pursuits  and  professions 
in  life.” 

(37  Congress,  Sess.  II,  ch.  130,  1862,  page  504.) 

IMMEDIATE  INFLUENCE  OF  THE  NEW  LAW. 

The  passage  of  this  law  led  to  earnest  discussions  in  the  several 
States,  and  on  the  part  of  the  officers  of  various  educational  institu¬ 
tions,  as  to  the  kind  and  character  of  the  schools  to  be  created  by  it, 
the  inclusion  of  “the  Mechanic  Arts”  and  the  terms  expressing  the 
general  purpose  of  the  law  to  be  “in  order  to  promote  the  liberal 
and  practical  education  of  the  industrial  classes  in  the  several  pur¬ 
suits  and  professions  in  life  ”  gave  a  liberal  scope  which  saved  the 
new  institutions  from  becoming  mere  manual  labor  farm  schools, 
in  which  farmers  boys  should  be  taught  only  such  matters  as  related 
to  the  daily  routine  work  of  the  farm ;  which  in  the  opinion  of 
some  was  the  purpose  of  the  law. 

Fortunately  the  wise  advocates  of  the  movement, — among  whom 
were  numbered  many  of  the  most  advanced  Educators,  including 
also,  Presidents  and  Professors  of  Colleges,  several  of  whom  came  at 
their  own  cost  and  personal  inconvenience  to  Washington,  to  urge 
that  these  new  colleges  be  empowered  to  give  the  fullest  training  in 
modern  science, — had,  during  the  consideration  of  the  bill  by  Con¬ 
gress,  carefully  guarded  against  any  such  limitation  ;  and  the  result 
has  been  that  in  each  State  the  needs  of  the  people,  the  nature  of 
their  industries,  and  the  facilities  offered  by  the  other  educational 
agencies  of  the  State,  have  shaped  the  form  of  the  new  institutions; 
so  that,  while  no  two  of  them  are  exactly  alike,  they,  for  the  most 
part,  are  adapted,  or  are  rapidly  adjusting  themselves,  to  their  sur¬ 
roundings,  and  are  endeavoring  to  do  the  work  most  needed  by  the 
communities  in  which  they  are  placed.  The  agricultural,  the  me¬ 
chanical,  or  the  engineering  features  being  each  more  or  less  promi¬ 
nent  as  the  community  is  an  agricultural,  a  manufacturing,  or  a 
mining  community.  3 


THE  COLLEGES  OF  AGRICULTURE  AND  THE  MECHANIC  ARTS.  229 


THE  MODERN  DEMAND  FOR  TECHNICAL  TRAINING. 

The  marvellous  developments  of  science  during  the  last  twenty- 
years  have  led  to  a  demand  for  the  possession  of  technical  knowledge 
on  the  part  of  chemists,  civil  and  mining  engineers,  manufacturers, 
and  architects,  which  could  not  have  been  generally  anticipated  at 
the  time  of  the  passage  of  this  law.  Fortunately  as  already  stated, 
there  were  among  its  advocates  and  promoters,  some  who  realized 
that  a  new  era  had  dawned  upon  the  world ;  and  who,  awake  to  the 
ever  growing  developments  of  scientific  discovery,  were  far-sighted 
and  wise  enough  to  insist  upon  the  inclusion  of  the  two  clauses  in 
the  law  which  gave  power  to  these  new  institutions  to  adapt  them¬ 
selves  to  the  new  educational  needs  which  had  already  arisen,  or 
which  might  arise  in  the  future,  and,  thus  to  provide  not  only  for 
this  new  departure  from  the  established  educational  tradition,  but 
for  any  subsequent  modifications,  or  additions  thereto,  which  might 
become  desirable. 

These  new  Educational  Institutions  were  thereby  made  flexible, 
elastic,  and  adaptable  to  new  conditions  ;  contrasting  with  the  crys- 
talized  college  of  tradition,  as  modern  complex  machinery,  impelled 
by  the  motive  power  of  steam,  or  electricity,  contrasts  with  the 
hand  loom,  and  the  ox  cart,  of  the  past.  If  it  were  possible  I  should 
be  glad  to  enroll  here  the  name  of  each  one  of  those  earnest  educa¬ 
tors  and  wise  legislators,  who  aided  in  this  grand  patriotic  move¬ 
ment.* 

The  Scientific  Schools  which  have  been  created  by  this  National 
Land  Grant  law  of  1862,  f  have  been  potent  factors  in  the  great 
material  movements  of  the  past  two  decades. 

IMPULSE  GIVEN  TO  INVESTIGATION  OF  EDUCATIONAL  METHODS. 

The  opportunity  of  establishing  such  schools  which  was  given  by 
the  passage  of  this  law,  not  only  drew  public  attention  in  the  several 
States  to  the  new  education  but,  by  the  demand  thus  created  for  a 
body  of  instructors  for  these  new  colleges,  the  whole  subject  of  their 
establishment  was  brought  to  the  attention  of  a  large  class  of  trained 
educators,  and  such  an  investigation  of  the  nature  of  the  education 
which  the  new  discoveries  of  science,  and  the  needs  of  developing 
the  material  resources  of  the  country,  demanded,  and  such  thorough 
study  of  the  appliances,  methods,  and  training  institutions,  which 
were  in  operation  in  European  countries,  followed,  as,  in  itself  was 

*  For  notices  of  two  among  the  first  and  most  efficient  promoters  of  the  move¬ 
ment  embodied  in  this  bill — the  Rev.  Amos  Brown,  LL.  D. ,  of  the  People’s  College, 
New  York,  and  President  Evan  Pugh,  LL.  D.,  State  College,  Pennsylvania, — See 
Appendix  Z. 

t  By  the  law  passed  in  1890,  Congress  expressed  its  approval  of  these  schools  by 
adding  to  their  fund  $15,000  a  year,  to  be  increased  to  $25,000  by  annual  grants 
of  $1,000.  For  the  provisions  of  the  law;  see  Appendix  Z. 


230  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  AETS. 

productive  of  great  results.  For  the  first  time  a  large  number  of 
professional  educators  seriously  investigated  the  needs  of  a  special 
training  for  the  large  class  of  young  men,  who  will  be  needed  if 
this  country  is  to  keep  in  its  scientific  and  industrial  development 
abreast  of  the  civilized  countries  of  the  world. 

Not  only  were  all  the  latest  improvements  in  agriculture  and  the 
methods  adopted  in  the  foreign  agricultural  training  schools  mi¬ 
nutely  studied,  but  all  the  great  Technological  Schools  of  Europe,  the 
famous  chemical,  mining,  and  polytechnic  schools,  were  carefully 
investigated,  and  the  problem,  of  how  best  to  adapt  the  systems  and 
methods  that  had  proved  efficient  in  the  European  countries,  to  the 
changed  conditions  existing  in  this  country,  was  seriously  considered 
by  many  of  the  ablest  among  the  trained  educators  of  the  United 
States ;  so  that,  before  the  colleges  themselves  had  been  fairly  es¬ 
tablished,  the  influence  of  this  law  had  given  a  great  impetus  to  the 
new  education.  A  whole  class  of  scientific  instructors  had  thus  been 
created  by  the  coming  together,  from  the  different  classical  colleges, 
and  from  the  ranks  of  citizens,  of  an  enthusiastic  body  of  men  who 
had  made  the  sciences  their  peculiar  study. 

These  studies  were  thus  at  once  exalted  into  an  importance  before 
unknown,  and  the  advice  of  the  newly  associated  scientific  professors, 
was  speedily  sought  by  those  engaged  in  new  enterprises. 

BENEFICENT  INFLUENCE  OF  THESE  NEW  SCHOOLS. 

From  these  bodies  of  trained  scientific  Professors,  and  from  among 
the  graduates  of  the  schools  founded  by  them,  have  come,  many  of 
the  scientific  discoverers,  and  the  courageous  captains  of  Industry, 
who, — by  their  patient  investigations  in  search  of  knowledge,  their 
inventive  ingenuity  in  devising  new  methods  for  utilizing  the  forces 
of  nature,  their  skill  in  directing  the  employment  of  capital  and 
labor,  often  in  ways  and  for  purposes  before  undreamed  of, — have 
made  possible  the  varied  and  rapid  development  of  the  resources  of 
this  country  which,  during  the  past  quarter  of  a  century,  have  made 
it  the  marvel  of  the  world. 

It  needs  but  a  moment’s  reflection  on  the  important  part  which 
machinery  has  assumed  in  the  development  of  Agriculture  alone, — 
in  the  sowing,  harvesting,  and  moving  of  the  immense  crops  of 
grasses,  grains,  and  cotton,  to  realize  the  close  connection  between 
Agriculture  and  the  Mechanic  Arts,  and  to  see  how  wisely  the 
founders  of  the  new  colleges  in  naming  them,  chose  their  words. 

It  may  be  questioned  whether  the  direct  influence  of  any  body  of 
specially  trained  Professors,  was  ever  so  plainly  to  be  traced,  as  is 
that  of  the  men  composing  the  first  instructors  of  these  new  schools 
of  science. 


WISE  LEGISLATION  BY  THE  37TH  TJ.  S.  CONGRESS.  231 


EARNEST  ADVOCACY  OF  THE  BILL  IN  CONGRESS,  BY  HON.  JUSTIN  S. 

MORRILL  OF  VERMONT. 

This  bill  was  so  ably  and  persistently  advocated  by  the  Hon.  Jus¬ 
tin  S.  Morrill,  of  Vermont,  then  a  member  of  the  U.  S.  House  of 
Representatives,  that  it  became  familiarly  known  as  the  “  Morrill 
Bill.”  The  part  then  taken  by  the  now  venerable  Senator,  who 
has  since  been  so  deservedly  honored  by  his  State  by  being  six  times 
chosen  to  be  a  Senator  of  the  United  States,  is  not  the  least  of  the 
many  evidences  given  of  his  far  sighted  and  liberal  statesmanship 
during  his  exceptionally  long  congressional  career,  which,  beginning 
in  the  34th  Congress,  was  continued  in  the  House  of  Representatives 
through  the  39th  Congress,  when  he  was  first  chosen  to  the  Senate. 
It  is  evident  that  the  passage  of  the  law  could  not  have  been  effected 
without  the  cordial  and  earnest  co-operation  of  many  in  both  Houses 
of  Congress;  all  those  of  his  colleagues  who,  in  either  branch  of 
Congress,  thus  aided  in  promoting  its  passage  may  well  congratulate 
themselves  as  having  shown  the  truest  statesmanship  and  in  having 
given  an  enduring  impetus  to  the  prosperity  of  their  country. — It 
may  be, "that  in  this,  some  of  them  “builded  better  than  they  knew,” 
but  it  was  surely  not  by  accident  that  the  saving  clauses  of  that  law 
were  inserted,  and  to  those  who  thus  knowingly  provided  for  the 
future  welfare  of  their  country  a  full  meed  of  gratitude  is  due.* 

The  study  of  drawing  is  an  essential  part  of  all  courses  of  instruc¬ 
tion  that  relate  to  engineering,  or  the  mechanic  arts,  and  of  all  the 
scientific  courses. 

The  ability  to  draw  is,  also,  of  such  varied  application  and  utility 
in  practical  experience,  that  it  should  form  a  part  of  the  equipment 
of  every  educated  farmer  ;  so  that  this  study  must  be  included  in 
the  courses  of  all  the  schools  of  science,  which,  in  most  cases,  the 
institutions  which  have  grown  up  under  this  law,  have  become. 

As,  also,  these  institutions  are  practically  the  universities  for 
which  the  training  in  the  public  schools  of  the  country  prepares  the 
student  who  wishes  an  industrial,  rather  than  a  classical,  education ; 
and,  as  the  system  of  industrial  drawing,  which  it  is  sought  to  intro¬ 
duce  as  an  integral  part  of  the  common  school  courses  of  study, 
forms  one  of  the  most  direct  and  useful  means  of  preparation  for  the 
advanced  courses  of  the  “  Colleges  of  Agriculture  and  the  Mechanic 
Arts,”  it  has  seemed  proper,  in  this  Report,  to  include  an  account 

*“  The  country  was  in  the  midst  of  a  terrible  civil  war,  and  it  was  not  a  favorable 
time  to  inaugurate  a  great  movement  for  the  promotion  of  the  arts  of  peace,  but 
that  memorable  Thirty-seventh  Congress  rose  to  a  full  comprehension  of  its  duty, 
and  by  an  act  approved  July  2.  1862,  donated  public  lands  to  endow  colleges  “  for 
the  benefit  of  agriculture  and  the  mechanic  arts.”  By  this  act  and  its  subsequent 
amendments,  over  eleven  millions  of  acres  of  the  public  domain  were  set  apart  and 
consecrated  to  industrial  education.”  “A  Baccalaureate  Address,  by  E.  E.  White, 
LL.D.,  President  of  Purdue  Universty.  June  4th,  1882.” 


232  EDUCATION  IN  THE  INDUSTRIAL  AND  PINE  ARTS. 


of  such  part  of  the  courses  of  study  in  these  institutions  as  are  em¬ 
braced  under  the  very  general  term  of  drawing.  No  attempt  has 
been  made  to  give  here  any  adequate  statement  of  the  general  equip¬ 
ment  of  these  various  colleges.*  Such  details  of  the  courses  in  some 
of  the  different  institutions  are,  however,  given  as  may  afford  data 
for  comparison  between  them,  and,  also,  for  comparing  the  thorough¬ 
ness  of  the  training  given  in  the  United  States,  in  these  branches, 
with  that  given  in  European  schools  of  similar  character. 

As  the  officers  of  these  colleges  may  be  considered  as  qualified  to 
speak  with  authority  upon  all  matters  directly  connected  with  indus¬ 
trial  education,  and  as  they  have  peculiar  advantages  for  judging  of 
the  value  of  such  elementary  education  in  the  common  schools,  such 
utterances  as  they  have  publicly  made  upon  these  topics,  have  been 
here  freely  quoted. 

To  the  list  of  these  colleges  founded  in  whole  and  in  part  upon  the 
National  Grant,  is  appended  a  list  of  other  similar  schools  of  science, 
in  the  United  States,  no  details  of  their  courses  are  however  given  ; 
in  all  cases  the  study  of  drawing,  whether  included  in  other  courses 
or  not,  is  an  essential  feature  of  their  courses  in  engineering. — The 
National  Academies  at  Annapolis  and  at  West  Point  are  included 
in  the  list  of  the  “  Colleges  of  Agriculture  and  the  Mechanic  Arts,” 
because  they  are  directly  under  the  control  -of  the  Government  and 
must  necessarily  be  included  in  any  inventory  of  the  appliances  for 
industrial  art  education,  including  scientific  and  technical  training, 
possessed  by  the  United  States. 

The  several  colleges  are  arranged  alphabetically  by  States  simply 
for  convenience  in  tabulation. 

*  For  a  more  comprehensive  and  complete  account  of  these  colleges;  see  Appendix 
“A,”  to  the  Report  on  “  Industrial  Education  in  the  United  States,”  by  the  Com¬ 
missioner  of  Education.  This  Report  was  issued  in  1883,  and  was  prepared  in 
response  to  a  resolution  of  the  Senate.  (Senate  Ex.  Doc.  No.  25,  Forty-seventh  Con¬ 
gress  2d  session.) 


CHAPTER  VIII. 

CONCISE  STATEMENTS  OF  THE  SEVERAL  NATIONAL  LAND-GRANT 
COLLEGES,  TAKEN  FROM  THEIR  OFFICIAL  CATALOGUES,  WITH 
SPECIAL  REFERENCE  TO  1H0SE  COURSES  IN  WHICH  DRAWING 
IS  A  REQUIRED  STUDY. 

Page. 


ANALYSIS  OF  CHAPTER .  233 

Introductory .  235 

Alabama:  State  Agricultural  and  Mechanical  College. — Alabama 
Polytechnic  Institute,  Auburn .  236 


Four  courses  of  four  years  each,  leading  to  Degrees — Drawing  required 
for  first  two  years  in  all  courses  except  that  of  Literature — Draw¬ 
ing  required  through  the  course  in  Engineering  —  Details  of  the 
course  in  Drawing — Text  Books  in  Drawing — Catalogue  of  1880-’81 
shows  182  students  in  attendance  —  Development  of  the  College  shown 
by  Catalogue  of  1891-92  —  Increase  in  facilities  for  Laboratory  in¬ 
struction  —  255  students  in  attendance  ;  193  take  Drawing — 31  Pro¬ 
fessors  and  Instructors  comprise  the  Faculty — William  Le  RoyBrown, 

M.  a.,  LL.  D.,  President. 

Arkansas  Industrial  University,  Fayetteville .  239 

Preparatory  Department  largely  attended  —  Eight  courses  leading  to 
Degrees  in  the  University  —  Drawing  required  in  the  Preparatory 
Department  and  a  requisite  for  admission  into  three  Departments  of 
the  University — Catalogue  for  1881  shows  few  students  in  Science, 
Agriculture,  or  Engineering  ;  only  15  out  of  a  total  of  120  students  in 
all  the  four  College  classes  —  Total  attendance  in  1881 , 426  —  Catalogue 
of  1889  shows  great  increase  in  attendance  and  a  marked  development 
of  the  University  —  New  Buildings  and  new  Departments — The  Leg¬ 
islature  in  1887  passed  a  law  giving  a  great  impetus  to  the  University  — 

New  Buildings  Described  —  A  Manual  Department  inaugurated  — 
Equipment  of  Manual  Training  Shops  —  Course  in  Mechanical  En¬ 
gineering  —  Course  in  Civil  Engineering — Catalogue  of  1891  —  Details 
of  organization  of  University  —  A  School  of  Medicine  at  Little  Rock  — 

A  Normal  School  for  Colored  Teachers  at  Pine  Bluff  with  215  students 
— Attention  given  to  Manual  Training  —  Total  number  of  students  in 
the  University,  901 — Faculty  at  Fayetteville  numbers  36 — Edward 
Hunter  Murfee,  A.  M.,  ll.  d.,  President. 

California:  ITie  University  of,  Berkeley .  247 

Eight  regular  undergraduate  courses  of  four  years  each — Drawing 
a  required  study  in  the  Mechanical  and  Engineering  courses — De¬ 
tails  of  Drawing  in  the  several  “courses” — Catalogue  of  1881-82 
gives  an  attendance  of  224  students — The  “  Register  of  the  Univer¬ 
sity”  for  1891  shows  eleven  different  colleges  and  departments — 

Art  collections — Laboratories — 763  students  in  attendance ;  313  of 
these  are  in  Professional  and  Post  Graduate  Departments — 184  offi¬ 
cers  and  instructors  in  the  University ;  60  of  these  in  the  Under¬ 
graduate  colleges — Professor  Martin  Kellogg,  A.  M.,  President  pro 
tempore  in  1891. 


233 


234  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Page. 

Colorado:  State  Agricultural  College,  Fort  Collins .  253 

Course  of  four  years — A  preparatory  course  of  one  year — Co-education — 
Catalogue  of  1886,  gives  an  attendance  of  57  students ;  25  of  these 
were  girls — Catalogue  of  1887-88,  gives  in  detail  courses  in  practical 
Mechanics  and  Drawing — A  new  machine  shop — Much  attention 
given  to  agriculture — Students  required  by  law  to  give  two  hours 
a  day  to  labor — Farm  of  240  acres — A  series  of  experimental  plots  of 
ground  provided — 109  students  in  attendance;  38  of  these,  girls — 

12  Professors  and  Instructors  comprise  the  Faculty  —  Professor 
Charles  L.  Ingersoll,  M.  s.,  President. 

Connecticut:  Sheffield  Scientific  School,  New  Haven,  the  Land 

Grant  College  of .  256 

A  department  of  Yale  University — Regular  courses  of  three  years  for 
Degrees  in  Chemistry,  Engineering,  and  Agriculture  also  a  Post  Grad¬ 
uate  course — Catalogue  of  1881-82,  gives  an  attendance  of  188  stu¬ 
dents — Drawing  a  required  study  through  the  full  course — Extracts 
from  Biennial  Report  of  State  Governing  Board  for  1889-90 — Attend¬ 
ance  of  students  in  1889-  90,  341 ;  in  1890-  91,  381 — Students  come 
from  all  parts  of  the  United  States,  and  a  few  from  foreign  countries — 
Concise  history  of  the  origin  and  organization  of  the  school  from  the 
Catalogue — President  Dwight,  President  of  Yale  University,  is  Presi¬ 
dent  of  the  school  and  Professor  George  J.  Brush  is  Director — A 
corps  of  15  Professors  and  25  additional  Professors  and  Instructors 
comprise  the  teaching  force  of  the  school. 

Delaware  :  Delaware  College,  Newark .  260 

Where  situated — Recent  additions  to  buildings  and  facilities — Seven 
regular  courses  of  four  years  each — Drawing  a  requisite  during  some 
period  of  each  course — Details  of  courses  in  Mechanical  and  Elec¬ 
trical  Engineering — Catalogue  of  1891-92  gives  an  attendance  of  97 
students — The  Faculty  comprises  12  Professors — Albert  N.  Raub,  a. 
m.,  ph.  d.,  President. 

Florida:  State  Agricultural  College,  Lake  City .  262 

Four  Courses  of  five  years  each  lead  to  Degrees  in  Agriculture,  Science 
and  Classics,  Mechanical  Engineering,  and  Civil  Engineering — Draw¬ 
ing  is  required  during  the  whole  course  of  Mechanical  Engineering, 
for  three  years  in  Civil  Engineering  and  one  year  in  the  Course  in 
Agriculture — Special  importance  seems  to  be  given  to  the  Military 
organization  of  the  college  —  There  is  a  Preparatory  Department  with 
a.  course  of  two  years  —  College  established  in  1884  —  Greatly  aided 
by  its  one-half  share  of  the  supplemental  appropriation  made  by 
Congress  to  the  Land  Grant  Colleges  —  The  sum  given  to  Florida  is 
divided  between  this  College  and  the  Colored  Normal  School  at 
Tallahassee — Location  at  Lake  City  described — Course  in  .manual 
training  given  in  detail  —  Catalogue  of  1891-92  gives  a  total  attend¬ 
ance  of  107  students — The  Faculty  comprises  9  Professors  and  Instruc¬ 
tors —  F.  L.  Kern,  a.  m.  ,  President. 

Georgia:  State  College  of  Agriculture  and  Mechanic  Arts  of  the 

University  of  Georgia,  Athens .  266 

The  University  includes  four  branch  Agricultural  Colleges,  situated  in 
different  localities  —  Drawing  taught  in  the  several  departments  of 
the  State  College  —  The  Faculty  comprises  9  Professors — P.  A.  Will, 
d.  d.  ,  ll.  d.  ,  is  President — The  School  of  Technology  at  Atlanta  opened 
as  a  new  department  of  the  University  in  1888  —  This  school  was 
opened  with  great  eclat  and  the  occasion  celebrated  by  public  meet- 


PRELIMINARY  WORDS. 


235 

Page. 

ings  addressed  by  distinguished  orators  —  Inaugural  address  by 
Superintendent  Milton  P.  Higgins,  outlining  the  proposed  course  of 
training  to  be  given  in  this  new  School  of  Technology  —  Extracts 
from  addresses  by  Dr.  Hopkins,  President  of  the  school,  and  by  Hon. 

N.  E.  Harris,  of  the  State  Commission —  Extracts  from  the  Catalogue 
reciting  the  origin,  plan,  equipment,  and  courses  of  instruction  of  this 
new  school  —  Drawing  and  workshop  practice  made  prominent  — 
Catalogue  of  1889-90  gives  enrollment  of  145  students  —  The  Faculty 
comprises  8  Professors  —  There  are  4  foremen  of  the  shops  —  Isaac 
H.  Hopkins,  ph.d.,  d.  d.,  is  the  President. 

Illinois  :  The  University  of,  at  Urbana— Post-Office  Address,  “  Cham¬ 
paign,  Illinois .  276 

Opened  in  1868  — Opened  to  women  students  in  1871  —  Gallery  of  Fine 
Arts  established  by  President  Gregory  in  1874 — The  University  com¬ 
prises  four  colleges  subdivided  into  ten  “schools”  —  There  are  two 
additional  “  schools  ”  in  “Military  Science  ”  and  in  “Art  and  Design,” 
also  a  “Graduate  School”  —  Drawing  is  taught  through  all  the 
courses  in  the  Schools  of  Engineering  and  in  the  School  of  Art  and 
Design ;  it  also  finds  a  prominent  place  in  the  courses  of  the  other 
schools — The  Catalogue  of  1881-82  gives  an  attendance  of  352  stu¬ 
dents  ;  32  of  these  were  women  —  In  1891-92,  583  students  are  reg¬ 
istered;  of  these  89  are  women  —  The  Faculty  comprises  35  Pro-  , 
fessors  and  16  Instructors  and  Assistants— Professor  Thomas  Jona¬ 
than  Burrill,  m.  a.,  ph.d.,  is  Acting  Regent. 

INTRODUCTORY. 

As  has  already  been  stated  in  the  last  chapter,  which  introduces 
these  abstracts,  there  is  no  intention  of  giving  here  any  full  descrip¬ 
tion  of  the  resources  of,  or  courses  of  study  in,  these  Educational 
Institutions;  because,  first,  much  of  this  information  has  already 
been  given  in  the  Special  Report  on  “Industrial  Education  in  the 
United  States,”  issued  by  this  Bureau  in  1883;  and,  secondly,  be¬ 
cause  such  details  are,  also,  readily  accessible  in  the  official  Cata¬ 
logues  and  other  publications  of  the  Colleges  themselves.  * 

The  reasons  for  including  in  the  present  Report  such  abstracts  as 
are  here  given  were  also  stated.  In  retaining  these  abstracts  pre¬ 
pared  ten  years  ago,  while  adding  those  taken  in  1893,  from  the 
latest  Catalogues  then  at  the  command  of  the  Editor,  there  is  the 
purpose  of  showing,  by  the  opportunity  thus  given  for  comparison, 
the  growth  and  the  tendency  of  the  development  of  the  study  of 
Drawing  in  its  industrial  applications ;  as  well  as  in  its  relations  to 
thorough  courses  of  Educational  training  in  Science. 

What  has  been  the  progress  in  each  institution  in  developing  this 
study  of  Drawing  during  the  past  decade,  and  what  is  the  general 
result,  taking  these  institutions  “  en  masse?”  Such  comparisons,  by 
.their  interest  and  importance,  seem  to  justify  the  added  space  required. 

*  Those  interested  in  comparing  the  courses  of  study  in  different  colleges  will  find 
a  valuable  compilation  of  such  courses  in  the  Annual  Report  of  the  Commissioner 
of  Education  for  1888-’89.  See  pages  1224-1361  of  that  report.  A  brief  table  of 
Public  Schools  in  which  manual  training  is  given  follows.  See  pages  1362-1367  of 
same  report. 


236  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Nothing  as  to  the  relative  importance  and  rank  of  the  several 
schools  can  he  properly  inferred  from  their  order  as  given  in  these 
pages;  since  the  arrangement  follows  that  of  the  names  of  the  States 
in  which  they  are  situated  and  is  purely  alphabetical.  Neither  has  the 
relative  space  given  to  any  institution,  any  bearing  whatever  upon 
the  question  of  its  ranking  importance,  as  the  space  given  is  largely 
accidental ;  sometimes  one  feature  of  a  school,  and  sometimes 
another,  will  be  treated  in  a  fuller  or  briefer  manner,  as  this  or 
that  point  seems  more  or  less  desirable  to  be  shown;  or,  as  it  may 
happen  to  have  been  brought  out  in  the  Catalogues  themselves.  These 
statements  are  made  because,  formerly,  in  some  cases,  it  has  been 
erroneously  thought  that  an  expression  of  the  relative  importance  of 
an  Institution  was  thus  intended;  it  is  desired  hereby,  expressly  to 
disclaim  any  such  design. 

Alabama:  State  Agricultural  And  Mechanical  College: 

Alabama  Polytechnic  Institute. 

,  The  State  Agricultural  and  Mechanical  College  of  Alabama  is  situ¬ 
ated  at  Auburn,  Alabama. 

In  this  institution  there  are  four  regular  courses  for  which  Degrees 
are  granted.  These  are  1st  the  Course  in  Agriculture  with  the 
Degree  of  Bachelor  of  Scientific  Agriculture.  2nd.  The  course  in 
Engineering,  including  the  two  departments  of  Civil  Engineering 
with  the  degree  of  Bachelor  of  Civil  Engineering,  and  that  of  Mining 
Engineering,  with  the  degree  of  Bachelor  of  Mining  Engineering. 
3d.  The  course  in  Literature,  with  the  degree  of  Bachelor  of  Arts 
and  4th.  The  course  in  science,  with  the  degree  of  Bachelor  of 
Science.  Each  course  is  of  four  years;  for  the  first  two  years  the 
studies  in  all  the  courses  are  the  same;  all  students  except  those  in 
the  course  in  Literature  may,  however,  elect  to  study  the  modern 
instead  of  the  ancient  languages.  At  the  end  of  the  2nd  year,  the 
student  elects  the  Regular  Degree  course  he  will  attend.  Drawing 
is  studied  by  all  students  during  the  first  two  years  except  by  those 
in  the  Course  in  Literature,  who  are  not  required  to  take  it.  In  the 
course  in  Engineering  alone  it  is  obligatory  through  the  whole  four 
years. 

In  Civil  Engineering,  ‘  ‘  This  Course  extends  the  Scientific  Course  in  applied  mathe¬ 
matics,  embraces  full  instruction  in  regard  to  the  construction  of  common  roads, 
pikes,  railroads,  bridges,  canals,  improvements  of  rivers,  harbors,  &c.”  *  *  * 

“  The  Course  in  Drawing  extends  through  four  years.  During  the  first  year  the 
students  practice  linear  and  freehand  drawing.  In  the  second  year  the  elementary 
principles  of  instrument  drawing,  embracing  a  course  of  orthographic  and  isomet- 
rical  projections,  shades  and  shadows,  structural  drawing  and  topographical  de¬ 
lineation,  are  taught.  This  course  is  obligatory  on  the  students  of  all  the  Courses, 
except  the  Courses  in  Literature. 

During  the  third  and  fourth  years,  instruction  in  drawing  is  obligatory  only  on 
the  students  in  Civil  Engineering.  In  the  former  year  the  system  of  instruction 
embraces  orthographic  projections,  isometric  drawing,  shades,  and  shadows,  tinting 


ALABAMA  AGRICULTURAL  COLLEGE. 


237 


in  India  ink  and  colors,  the  practice  of  drawing  in  sketches  of  tools,  the  finished 
work  of  mechanics,  bridges  and  other  structures.  In  the  last,  or  fourth  year  of 
the  Course  in  Engineering,  the  students  are  taught  perspective.  They  then  cease 
to  draw  for  mere  practice,  and  use  their  graphical  skill  in  machine  construction,  in 
making  drawings  of  works  visited  in  excursions  to  mines,  furnaces,  water,  gas 
and  railway  structures.  Plans,  profiles,  and  sections  of  railroad  surveys  complete 
the  course. 

Drawing  Instruments. — The  instruments  used  at  the  College  are  the  Swiss,  which 
are  preferred  for  their  general  excellence  and  moderate  cost.  The  instruments, 
with  the  materials  for  geometrical  and  topographical  drawing,  cost  from  ten  to 
twenty-five  dollars.  The  student  is  advised  to  defer  his  purchases  of  drawing  in¬ 
struments  and  material  until  he  comes  to  the  College,  when  he  will  have  the  ad¬ 
vantage  of  procuring  them  under  the  direction  of  the  Professor  of  Drawing. 

The  Drawing  Room  is  fitted  up  with  all  necessary  arrangements.  A  full  set  of 
geometrical  models  is  provided.  A  large  number  of  photographs,  lithographs  and 
manuscript  drawings — English,  German  and  French — have  been  imported.  They 
illustrate  the  following  subjects:  General  Descriptive  Geometry,  Linear  Perspec¬ 
tive,  Shades,  Shadows,  and  Reflections,  Masonry  and  Stone  Cutting,  Girders  and 
Trusses  of  Wood  and  Iron  ;  Furnaces,  Boilers,  Railroad  Shops,  Depots,  Offices, 
Machines,  and  their  details,  shown  in  the  conventional  colors  used  in  France  and 
Germany. 

A  selection  of  portfolios  in  landscape,  figures  and  classic  subjects,  and  casts  from 
the  gallery  of  the  Louvre  in  Paris,  is  calculated  to  meet  the  wants  of  students  desir¬ 
ing  to  pursue  a  full  course  in  freehand  drawing.” 

The  attention  given  to  drawing  is  shown  by  the  following  schedule 
of  studies  and  weekly  recitations.  The  figures  indicate  the  number 
of  weekly  recitations. 

First  Term — 2  Linear  Drawing — Second  Term — 2  Freehand  Drawing:  Third  Class. 
First  and  Second  Term— 2  Topographical  Drawing.  Course  in  Civil  Engineering. 
First  Term— 5  Bridge  Drawing.  Second  Term — 5  Sketches  of  Tools,  of  the  Com¬ 
ponent  Parts  of  Machines,  and  of  Bridges  and  other  Structures.  In  the  1st  Class. 
First  and  Second  Term — 10  Plans,  Profiles,  and  Sections  of  Railroad  Surveys — 
Course  in  Mining  Engineering — Second  Class.  First  and  Second  Terms — 2  Sketches 
of  Tools,  and  Component  Parts  of  Machines. 

The  following  Text  Books  are  used  in  the  1st  Class.  Davidson’s 
Linear  Drawing,  White’s  Art  Studies.  2nd  Class.  Davidson’s  Pro¬ 
jections  and  Model  Drawing.  3d  Class.  Smith’s  Linear  Perspec¬ 
tive.  4th  Class.  Mahan’s  Industrial  Drawing.  5th  Class.  Smith’s 
and  Enthoff er’s  Topography,  W arren’s  Machine  Drawing.  Church’s 
Descriptive  Geometry  and  Shades  and  Shadows. 

The  catalogue  of  1880-81,  gives  a  total  of  182  students  in  attend¬ 
ance. 

The  following  summary  taken  from  the  annual  catalogue  for  the 
year  1891-92,*  will  serve  to  show  something  of  the  development  of 
the  college  during  the  ten  years  that  have  elapsed  since  the  foregoing 
account  was  abstracted  from  the  catalogue  of  1881-82. 

The  direction  of  this  development  may  readily  he  infered  from 
the  fact  that  the  title  “Alabama  Polytechnic  Institute”  has  been 

*  Catalogue  of  the  State  Agricultural  and  Mechanical  College,  Alabama  Poly¬ 
technic  Institute,  1891-92.  Auburn,  Alabama. — Montgomery,  Alabama:  Brown 
Printing  Co. ,  Printers,  Binders  and  Stationers.  1892.  Pp.  88. 


238  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


added  to  the  former  one  of  the  “  Agricultural  and  Mechanical  Col¬ 
lege.”  The  present  catalogue  is  a  handsome  pamphlet  of  88  pages 
illustrated  with  views  and  plans  of  the  buildings,  the  following  gen¬ 
eral  statement  prefaces  the  account  of  the  several  departments. 

An  agricultural  experiment  station  has  also  been  established  in 
connection  with  this  college  and  a  weather  Bureau  for  Alabama,  by 
which  the  relation  of  this  Educational  Institution  to  the  farming 
interests  of  the  citizens  of  the  State  is  still  further  emphasized. 

CIVIL  ENGINEERING  AND  DRAWING. 

Prof.  Lane. 

CIVIL  ENGINEERING. 

The  special  studies  of  this  department  begin  in  the  Junior  class,  and  require  a 
good  knowledge  of  Algebra,  Geometry,  Trigonometry  and  Analytical  Mechanics. 
They  are  as  follows: 

Junior  Class. — Simple,  compound,  reversed  and  parabolic  curves,  turnouts  and 
crossings,  leveling,  gradients,  setting  stope  stakes,  location  and  construction  of 
common  roads  and  railroads. 

Senior  Class. — Classification,  appearances,  defects,  reasoning,  durability  and  pre¬ 
servation  of  timber;  classification  and  description  of  natural  building  stones; 
bricks  and  concretes;  cast  and  wrought  iron,  steel  and  other  metals;  limes,  cements, 
mortars  and  their  manufactures;  paints  and  other  preservatives;  classification  of 
strains  and  a  general  mathematical  discussion  of  the  same;  joints  and  fastenings; 
solid  and  open  built  beams;  classification,  construction  and  mechanics  of  masonry; 
foundations  on  land  and  in  water;  bridges  and  roofs  of  different  kinds;  their  con¬ 
struction  and  strains  determined  mathematically  and  graphically;  common  roads, 
their  coverings,  location  and  construction;  location  and  construction  of  railroads; 
navigable,  irrigation,  and  drainage  canals;  river  and  sea-coast  improvements. 
Theory  and  practice  are  combined  in  both  classes. 

TEXT  BOOKS. 

Junior  Class. — Henck’s  Field  Book  for  Railway  Engineers,  Gillespie’s  Roads  and 
Railroads,  Parson’s  Track. 

Senior  Class. — Wheeler’s  Civil  Engineering.  Von  Ott’s  Graphic  Statics. 

DRAWING. 

All  the  students  of  the  Freshman  and  Sophomore  classes  are  required  to  take 
Drawing;  but  only  the  students  in  Mechanics  and  Engineering  in  the  Junior  and 
Senior  classes. 

The  Freshman  class  is  taught  linear  and  free-hand  drawing.  The  Sophomore 
class  is  instructed  in  the  principles  of  orthographic  and  isometric  projections,  shade 
and  shadows,  perspective  and  tinting.  In  the  Junior  class  the  instruction  embraces 
a  more  extended  course  in  orthographic  and  isometric  drawing,  perspective, 
shades  and  shadows  and  tinting;  also  sketches  of  tools  and  machines,  plans,  eleva¬ 
tions  and  cross-sections  of  buildings  and  blue  prints.  The  Senior  class  make  topo¬ 
graphical  drawings  and  drawings  of  machines,  roofs,  bridges,  etc. ,  to  different 
scales,  and  blue  prints.  Plans,  profiles  and  sections  of  railroad  surveys  complete 
the  instruction  in  this  department. 

TEXT-BOOKS. 

Freshman  Class. — Hitchener’s  Geometrical  Note  Book,  Thorne’s  Junior  Class  in 
Mechanical  Drawing,  and  Davidson’s  Model  Drawing. 

Sophomore  Class. — Projections,  Davidson’s  Practical  Perspective,  Keuffel  & 
Esser’s  Alphabet. 


ALABAMA  MECHANICAL  COLLEGE. 


239 


Junior  Class. — Davidson’s  Building  Construction,  Davidson’s  Drawing  for 
Mechanics  and  Engineers,  Plates  belonging  to  the  College,  Keuffel  &  Esser’s 
Alphabet. 

Senior  Class. — French,  English  and  American  Plates  belonging  to  the  College, 
Keuffel  &  Esser’s  Alphabet.” 

The  Faculty  and  Officers  of  the  College  proper,  number  31,  includ¬ 
ing  13  “Assistant  Instructors.”  The  whole  number  of  students  is 
given  as  255,  of  these  30  are  in  the  “  Sub-Freshman”  class  and  11  are 
“Graduates.”  193  take  Drawing,  152  Mechanic  Arts,  35  Civil  Engi¬ 
neering,  13  Electrical  Engineering  and  117  Agriculture.  All  the 
225  students  in  the  College  classes,  take  English.  Wm.  Le  Roy 
Brown,  m.  a.,  ll.  d.,  is  the  President. 

Arkansas  Industrial  University. 

The  Arkansas  Industrial  University  is  situated  at  Fayetteville; 
Washington  Co. ,  Arkansas.  A  largely  attended  preparatory  Depart¬ 
ment  is  connected  with  the  University.  The  pupils  in  this  Depart¬ 
ment  in  1880-81  numbered  306,  in  the  college  proper  there  were  120. 
Eight  classes  of  Degrees  are  conferred  by  the  University ;  Bachelor 
of  Arts,  Bachelor  of  Science,  Bachelor  of  Agriculture,  Bachelor  of 
Letters,  Civil  or  Mining  Engineer,  etc. 

Map  drawing  is  taught  in  the  preparatory  department  and  Di*aw- 
ing  is  one  of  the  studies  required  of  the  pupils  fitting  to  enter  the 
Scientific,  Engineering,  or  Agricultural  Departments  of  the  Univer¬ 
sity. 

The  catalogue  for  the  year  ending  June,  1881,  shows  no  agricul¬ 
tural,  scientific  or  engineering  students  in  the  Senior  class  of  9,  one 
agricultural  and  no  scientific  or  engineering  students  in  the  J unior 
Class  of  23,  one  scientific,  three  engineering  and  no  agricultural  stu¬ 
dents  in  the  Sophomore  class  of  40  and  two  engineering  and  eight 
‘English  Course/ no  scientific  and  no  agricultural  students  in  the 
Freshman  class  of  48.  In  the  Freshman  class  drawing  is  taught  in 
the  ‘English  Course’  for  the  first  two  terms. 

This  gives  a  total  of  15  students  in  four  college  classes  who,  ac¬ 
cording  to  the  schedule  of  studies,  are  taught  drawing ;  of  these 
there  were  none  in  the  Senior  class,  one,  in  the  Junior,  four,  in  the 
Sophomore,  and  ten  in  the  Freshman  class  ;  five  only,  are  pupils  in 
Engineering.  — 

In'  the  tabulated  courses  of  study  Drawing  is  required  during  the 
first  two  terms  of  Freshman  year,  in  the  five  courses  of  “  Agricul¬ 
tural,”  “Mining  Engineering,”  “Civil  Engineering,”  “Scientific,” 
and  “English.”  The  third  term,  only  pupils  in  Agricultural  and 
Engineering  take  drawing.  The  term  “  Drawing”  does  not  appear 
in  any  of  the  courses  for  the  three  last  years  of  the  college  course;  but 
is  included  under  “Applied  Mathematics.”  The  following  extracts 
are  from  the  announcement  of  the  course  of  Applied  Mathematics. 

For  students  wishing  to  pursue  the  Engineering  Course,  a  course  of  special 


240  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


training  in  English,  French,  German,  Elementary  Mathematics  and  Drawing  has 
been  provided,  embracing  two  years  in  the  Preparatory  Department,  and  the  first 
year  in  Collegiate  department. 

The  School  of  Applied  Mathematics  is  designed  as  the  basis  of  the  course  in  Civil 
Engineering  and  Mining  Engineering.  The  work  proper  begins  with  the  first  term 
of  the  second  or  Sophomore  year,  and  embraces  a  three  years’  course  in  the  appli¬ 
cations  of  Pure  Mathematics  to  the  solutions  of  such  problems  as  are  constantly 
presented  to  the  practical  engineer. 

ARCHES,  BRIDGES,  ROOFS. 

The  general  principles  of  the  arch  and  its  modifications  are  given,  together 
with  the  calculations  of  its  strength.  The  various  kinds  of  bridges  are  discussed. 
Particular  attention  is  paid  to  the  forms  of  truss  used  in  the  construction  of  roofs. 
Students  make  the  working  drawings  for  different  construction,  and  calculate  the 
stability  required  in  the  various  parts. 

ARCHITECTURE. 

This  subject  is  devoted  to  the  consideration  of  the  different  ancient  orders  and 
their  modifications,  with  a  brief  history  of  the  same.  Special  attention  is  given 
to  the  modern  styles  of  public  and  private  buildings.  Plans,  elevations  and  per¬ 
spective  drawings  of  various  kinds  of  buildings  are  made  by  students. 

DRAWING. 

In  this  course  the  use  of  drafting  instruments  is  taught,  and  the  student  is  gradu¬ 
ally  led  from  the  representation  of  simple  objects  to  those  more  complex  in  form. 
Students  in  the  course  of  civil  engineering  pursue  this  branch  throughout  the  entire 
three  years;  for  those  in  Mining  Engineering  the  subject  is  not  carried  to  the  same 
extent.  But  in  both  courses  it  is  as  far  as  possible  made  parallel  with  the  above 
mentioned  branches.  Each  student  is  required  to  execute  for  himself  such  draw¬ 
ings  as  serve  to  impress  the  principles  taught  under  the  different  subjects. 

A  commodious  drawing  room  has  been  fitted  up  with  the  most  approved  style  of 
furniture.  But  each  student  has  to  provide  himself  with  suitable  drafting  instru¬ 
ments.  The  cost  of  such  a  set  will  be  about  fifteen  dollars. 

The  catalogue  for  the  year  ending  September  2nd,  1889,*  is  the 
latest  at  hand  ;  from  this  it  appears  that  new  buildings  have  been 
added  and  the  facilities  of  the  University  largely  increased. 

The  statement  is  made  that  the  “  General  Assembly,”  by  act  ap¬ 
proved  March  30th,  1887,  gave  liberal  appropriations  for  strengthen¬ 
ing  the  Agricultural  and  Mechanical  Departments  of  the  University, 
and  directed  that  all  State  “ beneficiaries”  should  pursue  one  of  these 
courses.  Ample  provisions  are  made  for  full  courses  in  Manual 
Training,  evidently  a  new  departure.  One  thousand  students,  called 
“beneficiaries,”  are  entitled  to  be  sent  by  the  counties  to  the  Univer¬ 
sity;  these  are  distributed  pro  rata  among  the  counties.  In  case  a 
county  fails  to  send  its  quota,  the  Governor  of  the  State  may  fill 
vacancies. 

*  Seventeenth  Catalogue  of  the  Arkansas  Industrial  University,  Fayetteville, 
Washington  Co,  Ark.,  for  the  year  ending  September  2,  1889,  and  announcement 
for  1889-90.  1889:  Woodruff  Printing  Co.,  Little  Rock,  Ark.,  Pp.  117.  Illustrated. 


ARKANSAS  INDUSTRIAL  UNIVERSITY.  241 

The  following  is  the  account  of  the  Buildings,  full  page  views  of 
which  are  given: 

UNIVERSITY  BUILDINGS. 

The  main  University  building  is  a  magnificent  structure  of  brick,  three  stories  in 
height,  with  a  stone  basement  and  mansard  roof.  It  occupies  three  sides  of  a 
quadrangle,  and  has  a  frontage  of  214  feet. 

In  the  north  wing  are  situated  the  Chapel  on  the  first  floor,  the  Library  on  the 
second,  and  the  Engineering  Drawing  Room  on  the  third ;  in  the  south  wing,  the 
Preparatory  Hall  on  the  first  floor,  the  College  Hall  and  Drafting  Room  on  the 
second,  and  the  Museum  on  the  third. 

The  main  front  of  the  building  is  divided  into  offices,  recitation  rooms,  and  labora¬ 
tories.  The  offices  of  the  President  and  the  Commandant,  and  the  rooms  of  the 
Preparatory  and  Musical  departments  are  on  the  first  floor,  the  Departments  of 
Mathematics,  Engineering  and  Physics,  Ancient  and  Modern  Languages,  and 
Pedagogics,  have  convenient  rooms  on  the  second  floor,  while  the  Departments  of 
Agriculture  and  Chemistry  and  Biology  and  Geology,  are  accommodated  on  the 
third  floor.  Above,  on  the  fourth  floor,  are  the  commodious  and  well-furnished 
halls  of  the  Literary  societies. 

This  building  covers  an  area  of  26,108  square  feet,  and  contains  seventy  rooms, 
together  with  broad  corridors  and  ample  stairways.  As  a  safeguard  against  fire, 
and  to  insure  uniform  temperature,  the  entire  building  is  heated  throughout  by 
steam. 

The  new  Dormitory,  in  accordance  with  legislative  enactment,  was  erected  by 
the  Board  of  Trustees  in  1887,  and  opened  to  the  use  of  students  in  the  Spring  of 
1888. 

It  is  a  substantial  brick  building  three  stories  high,  containing  over  forty  rooms. 
In  finish  and  appearance,  both  externally  and  internally,  it  is  a  model  structure. 
The  rooms  are  large,  airy,  well  ventilated  and  lighted,  and  open  into  broad  corri¬ 
dors  extending  lengthwise  through  the  building.  The  entrances  are  five  in  num¬ 
ber,  three  in  front,  which  open  upon  a  broad  veranda,  and  two  in  the  rear.  As  to 
location  and  drainage,  every  precaution  has  been  taken  to  insure  good  health  to  its 
occupants.  That  proper  care  may  be  exercised  a  member  of  the  teaching  body 
resides  here  with  his  family,  and  the  University  Faculty  make  a  regular  tour  of 
inspection.  In  this  building  the  electric  light  has  been  substituted  for  kerosene 
lamps,  and  a  source  of  danger  is  thus  eliminated. 

The  building  of  the  Agricultural  Experiment  Station  is  of  brick,  one  story  in 
height.  It  contains  the  office  of  the  Director,  the  apartments  of  the  Chemist,  Hor¬ 
ticulturist,  Veterinarian  and  Entomologist,  together  with  a  commodious  Chemical 
Laboratory,  Weighing-Room  and  Store-Rooms. 

The  new  Shop  Building  was  erected  in  the  Spring  of  1889.  It  is  of  wood  and 
iron,  170  feet  long,  40  feet  wide,  and  one  story  in  height,  with  ample  light  and  ven¬ 
tilation.  The  Wood-Room  is  40  x  60  feet  in  size,  the  Metal-Room  40  x  40  feet,  the 
Forge-Room  40  x  25  feet,  and  the  Foundry  40  x  45  feet. 

Connected  with  the  Department  of  Agriculture  is  a  large  Barn,  Stock-Shed,  Dairy- 
House,  Fruit-House,  and  other  necessary  outbuildings. 

In  the  summary  of  the  number  of  students  in  the  various  courses 
a  total  attendance  of  529  is  recorded.  A  large  proportion  of  these 
are  in  the  Preparatory  Department.  The  “A”  class  numbering  148; 
the  “B”  class  136;  “Irregulars  not  classified,”  13;  “Musical,”  25;  the 
“  sub-Freshman-class  of  1893”  number  118;  giving  a  total  in  the 
Preparatory  Department  of  442. 

In  the  college  proper  there  are  49  “  Freshman-class  of  1892”;  20 
ART — VOL  4 - 16 


242  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


“Sophomores”;  9  “Juniors”;  7  “Seniors”,  “Class  of  1889”;  and  2 
Post  Graduate  students.  A  total  of  87  students. 

There  is  here  noticeable  a  steady  diminishing  ratio  of  attendance 
from  the  large  number  in  the  primary  preparatory  class,  to  that  of 
the  two  Post  Graduates. 

The  studies  taken,  show  a  marked  change  from  those  given  in  the 
catalogue  for  1881,  since,  among  the  9  seniors  of  that  year,  there  were 
none  who  took  either  the  courses  in  Agriculture,  Science  or  Civil 
Engineering;  while  there  are,  among  the  7  Seniors  of  the  class  of  1889, 
three  studying  for  the  Degree  of  Bachelor  of  Science  and  two  for 
that  of  Civil  Engineering.  Among  the  9  Juniors,  class  of  1890, 
there  are  two  studying  for  the  degree  of  Bachelor  of  Science  and  four 
for  that  of  Civil  Engineering. 

Of  the  20  Sophomores,  class  of  1891,  two  take  the  course  in  science 
and  six  in  civil  engineering.  Of  the  49  Freshmen,  nine  take  the 
course  in  science,  nine  in  civil  engineering,  three  in  mechanical 
engineering,  and  two  in  scientific  agriculture.  The  remaining  stu¬ 
dents  are  scattered  among  the  courses  for  the  eight  different  degrees 
offered  by  the  college. 

In  all  the  “  courses  ”  the  afternoons  are  given  to  “  practical  exer¬ 
cises,”  and  among  these,  “  Drawing”  and  “  Military  Drilling,”  are 
features  of  every  course. 

The  following  is  the  announcement  of  the  Department  whose 
studies  include  of  necessity  Drawing  and  Manual  Training. 

“  Department  of 
Mechanic  Arts  and  Engineering. 

J.  M.  Whitham,  Professor. 

W.  E.  Anderson,  Adjunct  Professor. 

G.  P.  Eustace,  Instructor  in  Metal  Work. 

A.  C.  Hoag,  Instructor  in  Wood  Work. 

R.  F.  Beardsley,  Instructor  in  Forge  Foundry. 

A.  G.  Taff,  Instructor  in  Field  Engineering. 

Courses  of  instruction  are  offered  in 

1.  Manual  Training. 

2.  Mechanical  Engineering. 

3.  Civil  Engineering. 

1.  course  in  manual  training. 

The  course  in  Manual  Training,  covering  four  years,  is  intended  to  prepare  young 
men  to  obtain  employment  in  the  machine  shop,  forge  and  foundry,  and  at  the 
wood-worker’s  bench.  It  replaces  the  old  apprenticeship  system,  and,  at  the  same 
time,  gives  the  youth  instruction  in  English,  mathematics,  science,  drawing,  the 
principles  of  mechanism  and  steam  engineering.  The  recent  growth  of  Manual 
Training  Schools,  not  only  here,  but  in  Europe,  is  phenomenal.  The  apprentice¬ 
ship  system  is  now  practically  obsolete  ;  hence  the  need  of  Manual  Training  Schools. 
The  only  opportunity  offered  to  the  youth  of  the  State  to  obtain  this  instruction  is 
given  here. 

Theoretical  instruction  given  in  the  morning  is  indicated  on  page  35.  That  of 
the  afternoon  consists  of  practice  for  five  hours  a  week  in  drawing,  and  ten  hours 
in  the  training  shops. 


MANUAL  TRAINING  WORK-SHOPS, 


243 


TABLE  SHOWING  THE  DISTRIBUTION  OF  TIME  IN  HOURS  IN  THE  MANUAL  TRAINING 

COURSE.' 


Subjects. 

Class. 

Total  Hours. 

A. 

Sub- 

Freshman. 

Freshman. 

Sopho¬ 

more. 

English  History,  etc . 

390 

247 

130 

86* 

853* 

Science . 

143 

130 

86* 

359* 

Pure  Mathematics . 

130 

130 

130 

130 

520' 

Applied  Mathematics . 

130 

216* 

346* 

Shop  Work . 

390 

390 

390 

346* 

1516* 

195 

195 

390 

195 

195 

390 

43i 

43* 

Total  Theoretical  Work .  . 

520 

520 

520 

520 

2089 

Total  Practical  Work . 

585 

585 

585 

585 

2340 

Total  Work . 

1105 

1105 

1105 

1105 

4420 

The  subjects  taught  in  the  Training  Shops  are — 1,  carpentry  and  joinery ;  2,  wood 
turning;  3,  cabinet  making  and  practical  carpentry  ;  4,  pattern  making ;  5,  foundry 
work ;  6,  forging ;  7,  metal  fitting ;  8,  machine  tool  work ;  9,  care  of  steam  ma¬ 
chinery.  The  distribution  of  these  subjects  throughout  the  four  years  is  shown  in 
the  following : 

SCHEME  SHOWING  COURSE  OF  SYSTEMATIC  INSTRUCTION  IN  WORK-SHOPS. 


Class. 

Section. 

First  term. 

Second  term. 

Third  term. 

A 

Principles  of  Carpentry 

and  Joinery. 

Wood  Turning,  *  term. 

Practical  Cabinet  and 

Carpentry  Work. 

Practical  Cabinet  and 

Carpentry  Work. 

A 

B 

Wood  Turning,  *  term. 
Principles  of  Carpentry 

and  Joinery,  *  term. 

Principles  of  Carpentry 

and  Joinery,  *  term. 
Practical  Cabinet  and 

Carpentry  Work. 

Practical  Cabinet  and 

Carpentry  Work. 

C 

Principles  of  Carpentry 

and  Joinery,  *  term. 
Wood  Turning. 

Principles  of  Carpentry 

and  Joinery,  *  term. 
Practical  Cabinet  and 

Carpentry  Work. 

Practical  Cabinet  and 

Carpentry  Work. 

| 

A 

Forging. 

Forging,  *  term. 

Foundry  Work,  *  term. 

Foundry  Work. 

I 

3 

B 

Foundry  Work. 

Foundry  Work,  *  term. 

Forging,  *  term. 

Forging. 

a 

A 

Foundry  Work. 

Pattern  Making. 

Metal  Fitting. 

s 

.c 

9 

B 

Metal  Fitting. 

Foundry  Work. 

Pattern  Making. 

fa 

C 

Pattern  Making. 

Metal  Fitting. 

Foundry  Work. 

6  . 
■at 

o  g 
00  £ 

* 

Machine  Tool  Work— engine 
lathe,  planers,  drilling  ma¬ 
chine,  milling  machine,  etc. 

Machine  Tool  Work — engine 
lathe,  planers,  drilling  ma¬ 
chine,  milling  machine,  etc. 

Machine  Tool  Work — en¬ 
gine  lathe,  planers, 
drilling  machine,  mill¬ 
ing  machine,  etc. 

*  One  student  from  this  class  is  with  engine  and  boiler. 

Junior  and  senior  students  have  an  advanced  course  in  the  various  shops. 


244  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


EQUIPMENTS  OF  THE  MANUAL  TRAINING  SHOPS. 

The  Training  Shops  are  located  in  a  new  building,  and  are  conveniently  ar¬ 
ranged  and  well  equipped.  There  are  four  principal  shops,  viz  :  The  Wood-work¬ 
ing,  Foundry  and  Molding,  the  Forging  and  the  Machine  Shops  ;  also,  there  are 
other  rooms  auxiliary  to  these,  as  the  Engine  and  Boiler-Rooms,  the  Tool-Room, 
Cloaking  Room,  Finishing  Room,  and  Supply  Rooms.  In  equipping  these  shops, 
those  institutions  of  a  similar  nature  were  studied,  compared  and  improved  upon 
as  much  as  circumstances  would  permit. 

The  Wood-Working  Shop  is  equipped  with  eighteen  well  appointed  work 
benches  with  tools,  seven  turning  lathes,  one  double  circular  saw,  one  scroll  saw, 
one  band  saw,  one  reversible  shaping  machine,  one  planing  machine,  and  one  steam 
glue  heater. 

The  Equipments  of  the  Forging  Shop  at  present  consist  of  nine  forges  of  the  most 
improved  design,  nine  anvils,  and  nine  set  of  tools,  consisting  of  hand-hammer, 
tongs,  calipers,  steel  rule,  steel  square,  hot  and  cold  cutters,  file,  flatter,  fullers, 
swages,  punches,  heading  tools,  etc.  The  forges  are  supplied  with  power  blast,  a 
No.  6  Buffalo  blower  serving  for  this  purpose.  This  shop  has,  also,  a  double  em¬ 
ery  grinder. 

The  Moulding-Room  and  Foundry  are  equipped  with  a  Collan  cupola  which  will 
melt  from  200  pounds  to  one  ton  of  iron  at  once,  one  brass  furnace,  nine  sand 
troughs  and  moulders’  benches  combined,  nine  sets  of  moulders’  tools,  consisting 
of  heart  and  square  trowel,  slickers,  rammers,  riddle,  flask,  swab,  water  pot,  shovel, 
lifters,  drawer,  spikes,  etc. ,  six  ladles  from  100  to  5  pounds  capacity,  an  assortment 
of  flasks,  and  other  necessaries  for  a  complete  foundry. 

The  Equipments  of  the  Machine  Shop  are  thirteen  work  benches  with  vises,  sets 
of  tools  and  closets,  one  twelve-inch  engine  lathe,  three  fourteen-inch  engine  lathes, 
one  nineteen-inch  lathe,  one  speed  lathe,  one  planer,  24x24x72  inches,  one  planer 
lOx  10  x  24  inches,  one  Universal  milling  machine  (B.  &  S.),  one  double-wheel  emery 
grinding  machine,  one  drill  press,  one  grinding  stone,  and  chucks  and  other  ap¬ 
pliances  for  use  on  the  lathes,  planer,  etc.  Each  machine  has  its  distinct  set  of 
tools.  This  shop  is  well  equipped  with  hammers,  steel  rules,  steel  squares,  spring 
dividers,  chisels,  twist  drills,  taps,  tap  wrenches,  die  stocks,  reamers,  pipe  dies, 
files  of  all  sizes  and  shapes,  wrenches,  arbors,  lathe-dogs,  squares,  scales,  cali¬ 
pers,  (inside  and  outside),  machine  and  hand-cutting  tools,  a  surface  gauge,  a  Victor 
micrometer  caliper,  a  protractor,  and  many  other  tools.  The  machinery  is  driven 
by  a  25  horse-power  Westinghouse  engine. 


CAPACITY  OF  THE  SHOPS. 


Fifty  students  can  be  accommodated  in  the  shops  at  one  time,  divided  among 
the  rooms  as  follows : 


Wood-working  Room. . . 

Metal-working  Room _ 

Forging-Room . 

Foundry . 

Tool-Room . 

Engine  and  Boiler-Room 


24 

18 

9 

9 

1 

1 


The  Boiler-Room  contains  two  horizontal  fire  tubular  boilers  set  in  brick  work, 
aggregating  65  horse-power.  These  are  used  for  heating  the  main  building  and 
running  the  shops.  This  room  also  contains  a  pressure-reducing  valve,  an  auto¬ 
matic  heater-trap  and  governor,  Blake  pump,  gauges  and  other  necessary  appli¬ 
ances. 


COURSES  IN  ENGINEERING. 


245 


n.— COURSE  IN  MECHANICAL  ENGINEERING. 

Mechanical  Engineering  may  be  defined  as  being  the  application  of  mathematics 
to  Science,  with  particular  reference  to  the  design  and  fabrication  of  all  forms  of 
machinery.  Since  engineering  is  the  combined  science  and  art  of  utilizing  the 
forces  and  materials  of  nature,  and  since  this  utilization  is  accomplished  in  nearly 
all  cases  by  machines,  or  by  processes  working  through  machines,  it  is  evident  that 
mechanical  engineering  is  the  basis  of  all  art  and  industry. 

The  course  of  study  is  published  on  page  37.  It  is  based  on  the  belief  that  a  me¬ 
chanical  engineer  should  be  a  mathematician,  a  scientist,  a  draughtsman  and  a 
mechanic.  The  course  extends  over  six  years,  and  consists  of  3,120  hours  de¬ 
voted  to  theoretical,  and  3,510  hours  to  practical  instruction.  The  distribution  of 
time  among  the  several  branches,  both  theoretical  and  practical,  is  shown  in  the 
following : 

TABLE  SHOWING  DISTRIBUTION  OF  TIME  IN  HOURS  IN  THE  MECHANICAL  ENGINEER 

ING  COURSE. 


Subjects. 

Class. 

Total  Hours. 

A. 

Sub- 

Fresh¬ 

man. 

Fresh¬ 

man. 

Sopho¬ 

more. 

Junior. 

Senior. 

English  History,  etc . 

390 

247 

143 

130 

130 

130 

130 

130 

390 

195 

861 

173* 

130 

130 

303* 

195 

86f 

853* 

663 

650 

953* 

1906* 

1072* 

86* 

444* 

Science . " . 

130 

130 

268 

43* 

97* 

86* 

Pure  Mathematics . 

130 

Engineering  Studies . 

433* 

390 

195 

Shop  Work  . . 

390 

195 

390 

195 

Surveying,  Practice . 

Laboratory  Work . 

444* 

Theoretical  Work . 

520 

520 

520 

520 

520 

520 

3120 

Practical  Work . 

585 

585 

585 

585 

585 

585 

3510 

Total  Work . 

1105 

1105 

1105 

1105 

1105 

1105 

6630 

In  addition  to  the  above,  students  may  take  French  and  German  as  elective 
studies. 

The  courses  in  Mechanical  and  Civil  Engineering  differ  only  in  the  work  of  the 
Junior  and  Senior  years.  Even  during  these  years  many  subjects  are  included  in 
both. 


HI.—  COURSE  IN  CIVIL  ENGINEERING. 

Civil  Engineering,  as  here  understood,  embraces  the  location  and  construction  of 
railroads,  canals,  waterworks,  sewerage  systems,  foundations  on  land  and  in 
water,  tunnels  and  superstructures;  the  surveys,  improvements  and  defenses  of 
coasts,  harbors,  rivers  and  lakes;  the  application  of  mechanics,  descriptive  geome¬ 
try  and  graphics  to  the  design  and  construction  of  arch  bridges,  roofs,  trusses  and 
suspension  bridges;  the  design  and  fabrication  of  wind,  hydraulic  and  electric 
motors,  and  air  and  heat  engines;  irrigation  and  drainage  of  lands;  and  the  prepa¬ 
ration  of  forms  of  specifications  and  contracts. 

The  course  of  study,  published  on  page  39,  is  believed  to  compare  favorably  with 
that  in  many  of  the  older  institutions  of  technology.  It  is  decidedly  a  practical 
course,  and  the  graduate  is  well  equipped  for  the  duties  of  an  engineer.  He  is, 


246  EDUCATION"  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


also,  an  excellent  draughtsman  and  mechanic.  The  time  in  hours  devoted  to 
heoretical  and  practical  instruction  is  shown  in  the  following: 

TABLE  SHOWING  DISTRIBUTION  OF  TIME  IN  HOURS  DEVOTED  TO  STUDIES  IN  THE 

CIVIL  ENGINEERING  COURSE. 


Subjects. 

A. 

Sub- 

Fresh¬ 

man. 

Cl£ 

Fresh 

man. 

tss. 

Sopho¬ 

more. 

Junior. 

Senior. 

Total  Hours. 

390 

247 

130 

86$ 

853$ 

143 

130 

173$ 

216$ 

86$ 

749$ 

130 

130 

130 

130’ 

130" 

650 

130 

130 

173$ 

433$ 

866$ 

390 

390 

390 

260 

260' 

1690' 

Drawing . 

195 

195 

195 

195 

65 

195 

1040 

130 

216$ 

130 

476$ 

303$ 

303$ 

Total  Theoretical  Work . 

520 

520 

520 

520 

520 

620 

3120 

Total  Practical  Work . 

585 

585 

585 

585 

585 

585 

3510 

Total  Work . 

1105 

1105 

1105 

1105 

1105 

1105 

6630 

In  addition  to  me  above,  students  may  take  French  and  German  as  elective 
studies. 

While  these  pages  are  in  the  hands  of  the  printer  the  catalogue  for 
the  year  ending  December  3rd,  1891,  is  received.  This  shows  conclu¬ 
sively  that  the  progress  noted  in  the  catalogue  of  1889  continues. 

The  statement  is  made  that  “the  University  is  at  the  head  of  the 
public  educational  system  of  the  State  of  Arkansas.”  The  constant 
effort  is  asserted  to  be  to  bring  it  in  closer  relations  with  the  pub¬ 
lic  schools,  and  to  give  “  to  all  youth,  of  either  sex,  ample  facilities 
for  acquiring  a  liberal  education  in  literature,  science  and  the  indus¬ 
trial  arts,  and  for  the  professional  studies.”  Tuition  is  free  except 
in  the  medical  college. 

The  organization  of  the  University  is  given  in  detail.  It  consists 
of  the  six  “schools”  at  Fayetteville;  these  include  Agriculture; 
Mechanics  Arts  and  Engineering ;  Science;  Liberal  Arts;  The  Nor¬ 
mal  School;  The  University  High  School.  There  are  sixteen  sepa¬ 
rate  “courses,”  which  come  under  one  or  another  of  these  schools. 
The  “elective”  system  prevails  with  some  restrictions. 

The  School  of  Medicine  is  situated  at  Little  Rock.  The  Branch 
Normal  College,  for  the  training  of  teachers  for  the  colored  public 
schools,  is  at  Pine  Bluff.  There  are  three  “  courses  ”  at  this  school ; 
viz  :  Normal ;  Classical  and  Mechanical. 

As  already  shown  much  attention  is  given  to  Manual  Training  at 
Fayetteville.  This  is  alike  in  all  courses  for  three  years ;  in  the 
fourth  year,  the  instruction  is  specialized  ;  as  the  pupils  elect  either 
to  fit  for  some  Mechanical  trade ;  to  become  practical  operators  of 
steam  engines,  or  electrical  plants  ;  or  wish  to  become  Instructors  of 
Manual  Training. 


STATISTICS  OF  ATTENDANCE. 


247 


The  total  attendance  at  Fayetteville  is  573 ;  of  these  155  are  women. 
The  students  in  the  College  proper  number  115. — Of  these  5  are  Post 
Graduate;  10,  Seniors;  12,  Juniors;  28,  Sophomores  and  60  Fresh¬ 
men.  There  are  also  a  number  of  students  in  music,  elocution,  law, 
etc.  The  Preparatory  Department  numbers  425.  There  are  113  stu¬ 
dents  of  Medicine  at  Little  Rock. 

There  are  215  pupils  at  the  Branch  Normal  College  at  Pine  Bluff. 

Total  number  of  students  in  the  various  departments  of  the  Uni¬ 
versity  901. 

The  list  of  “  Officers  of  Instruction  and  Government,”  Professors, 
Assistant  Professors,  Instructors,  Librarians,  etc.,  at  Fayetteville 
numbers  36.  Edward  Hunter  Murfee,  A.  M.,  LL.  D.,  President  and 
Professor  of  Psychology  and  Ethics. 

University  of  California. 

The  University  of  California  situated  at  Berkeley,  California,  in¬ 
cludes  under  its  “Colleges  of  Letters  and  Science”  eight  regular 
courses  of  four  years  each,  leading  to  a  degree. 

The  Courses  in  Science :  Agriculture,  Mechanics,  Mining,  Engineering,  and 
Chemistry  lead  to  the  degree  of  Bachelor  of  Science,  and  are  founded  for  training 
those  who  wish  to  prepare  themselves  for  the  industrial  professions.  Each  college 
gives  to  the  student  a  good  English  education,  such  instruction  in  either  French  or 
German  as  will  insure  a  reading  power  of  one  of  the  modern  languages,  and  an 
introduction  to  the  principles  of  modern  science,  together  with  special  instruction 
preparatory  to  a  fuller  course  of  professional  study  in  the  particular  department 
he  may  choose.  Neither  Latin  or  Greek  is  required  for  these  courses,  but  a  pre¬ 
paratory  course  in  Latin  is  recommended.  *  *  * 

The  Course  in  Mechanics  is  designed  for  students  who  wish  to  become  mechani¬ 
cal  engineers  or  machinists  (so  far  as  they  are  constructors  of  machinery),  or  to 
devote  their  energies  to  such  technical  and  industrial  pursuits  as  involve  a  knowl¬ 
edge  of  machinery. 

The  Course  in  Mining  is  designed  for  students  who  wish  to  become  mining  or 
metallurgical  engineers,  or  to  engage  in  one  of  the  many  pursuits  connected  with 
the  mining  industries,  such  as  the  surveying  and  mapping  of  mines,  the  assaying 
and  working  of  ores,  the  designing  and  use  of  mining  machinery,  or  the  exploita¬ 
tion  of  mines. 

The  Course  in  Engineering  is  designed  for  students  who  wish  to  adopt  civil  en¬ 
gineering  as  a  profession,  and  to  engage  in  such  work  as  the  survey  of  lands,  level¬ 
ing,  topographical  engineering,  triangular  or  geodetic  surveying,  the  location  and 
construction  of  roads,  railways,  and  canals,  the  designing  and  construction  of 
bridges  of  wood,  iron,  or  stone,  the  building  of  dams,  reservoirs,  and  systems  of 
water  supply,  drainage,  and  sewerage,  and  the  improvement  of  rivers,  harbors, 
and  sea  coasts. 

In  examination  for  entrance  to  the  Literary  Course  “Free  hand 
drawing,”  is  among  the  six  studies,  proficiency  in  any  two  of  which, 
in  addition  to  eight  prescribed  studies,  is  requisite  for  admission. 
It  does  not  appear  from  the  Register  that  drawing  is  among  the  re- 


248  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ART8. 


quired  studies  in  the  Literary  or  other  courses  except  those  of  Me¬ 
chanics  and  Engineering  already  named. 

In  the  College  of  Mechanics, 

Department  of  Drawing. 

The  instruction  in  this  department  is  a  direct  application  of  the  course  especially 
in  Graphostatics  as  applied  to  the  analysis  of  stresses  in  roof  and  bridge  structures, 
and  in  the  designing  of  simple  machines,  water-wheels,  etc. 

In  the  College  of  Mining, 

Mechanical  Drawing  and  Construction. — These  are  made,  as  far  as  possible,  an 
application  of  the  course  in  Mechanics  to  Mining  Engineering.  Instruction  is 
given  in  Designing  Machinery  and  Fixed  Structures  for  mining  and  metallurgical 
work. 

In  the  College  of  Civil  Engineering: 

Object  of  the  College. — The  object  of  this  College  is  to  give  thorough  instruction 
in  those  studies  which  pertain  to  the  profession  of  the  Civil  Engineer.  To  a  very 
considerable  extent,  these  studies  are  likewise  preliminary  to  the  profession  of  an 
Architect.  They  are  also  serviceable  to  all  who  wish  proficiency  in  the  applica¬ 
tion  of  Mathematics  and  Physics. 

Special  Instruction  in  Engineering  begins  with  the  Surveying  Course  in  the  Ju¬ 
nior  year,  and  includes  Land  Surveying,  Leveling,  Topographical  Surveying, 
Use  of  the  Plane  Table.  Road  and  Railroad  Surveying  and  Construction,  and  com¬ 
putations  of  earth-work  required  by  excavations,  tunnels,  and  embankments.  A 
large  amount  of  time  is  allotted  to  practice  in  the  field,  and  to  the  use  of  instru¬ 
ments,  such  as  the  compass,  level,  field  transit,  plane  table,  etc.,  and  to  the  work¬ 
ing  up  and  plotting  of  field  notes.  Topographical  drawing  and  mapmaking  are 
taught  in  connection  with  this  part  of  the  course.  During  the  present  year  an  ac¬ 
curate  topographical  survey  has  been  made,  by  the  class,  of  the  ground  immedi¬ 
ately  surrounding  the  University  buildings.  This  will  be  mapped  by  them,  and 
the  work  continued  by  successive  classes  till  the  entire  tract  shall  have  been  accu¬ 
rately  plotted.  *  *  * 

Journeys  over  the  adjacent  roads  are  made  for  the  purpose  of  constructing  itin¬ 
eraries,  and  of  measuring  and  estimating  distances  by  the  eye  alone,  or  by  ordinary 
available  means.  Sketches  will  be  made  of  the  surrounding  country,  and  direc¬ 
tions  of  hill  ranges,  streams,  etc.,  will  be  taken  as  the  bases  of  reconnoissance 
maps.  *  *  * 

Problems  relating  to  the  more  difficult  constructions  of  masonry,  such  as  groined, 
cloistered,  askew  and  rampant  arches,  domes,  and  walls  bounded  by  warped  sur¬ 
faces,  etc.,  are  solved  in  the  engineering  drafting  room. 

The  principles  and  practice  of  framing,  bridge  and  truss  building,  and  of  the 
construction  of  estimates  and  working  plans,  are  investigated;  and  the  solution  of 
a  problem  in  engineering,  selected  or  approved  by  the  Professor  of  Engineering, 
terminates  the  under  graduate  course,  leading  to  the  Degree  of  Bachelor  of  Science 
(B.  S. 

A  practical  bearing  is  given  to  the  instruction  of  this  year  by  the  solution  of  in¬ 
teresting  problems  connected  with  the  subjects  taught;  and  by  visits  to  important 
accessible  structures,  completed  or  in  process  of  construction. 

A  post-graduate  course  of  three  years’  length  embracing  the  higher  subjects  of 
engineering  study,  leads  to  the  degree  of  Civil  Engineering  (C.  E.) 

In  the  Schedule  of  Studies  of  Freshman  year,  drawing  does  not 
appear,  the  time  being  given  to  Geometry  and  Trigonometry.  In 
Sophomore  year  3  hours  a  week  are  given  to 


DRAWING  IN  UNIVERSITY  OF  CALIFORNIA. 


249 


Industrial  Drawing  and  Descriptive  Geometry  (3)  —  Practice  in  the  use  of  in¬ 
struments  by  means  of  construction  of  simple  patterns  and  linear  designs.  De¬ 
scriptive  Geometry,  and  applications  in  construction  of  shades  and  shadows,  per¬ 
spective,  etc. 

In  Junior  year,  students  in  the  College  of  Mechanics,  Mining  and 
Engineers  take  6  hours  a  week  in — 

Industrial  Drawing  (6) — Topographical,  railroad,  and  mine  mapping ;  working 
drawings  of  simple  machine  parts;  applications  of  graphostatics. 

The  students  in  Mechanics  also  take  5  hours  a  week  in — 

Graphostatics  (5) — Applications  in  the  determination  of  center  of  gravity,  mo¬ 
ments  of  inertia,  and  stresses  on  structures  ;  lectures  and  drawing-room  work. 

In  Senior  year,  Students  in  Colleges  of  Mechanics  and  of  Mining 
take  6  hours  a  week  for  first  half  year  and  students  in  College  of 
Engineering  9  hours  a  week  for  the  whole  year  in 

Industrial  Drawing. — Applications  in  strength  of  materials  and  Hydraulics, 
including  designing  of  roofs,  bridges,  derricks,  etc. ,  water  wheels,  pumps,  etc. ,  and 
numerous  important  machine  parts. 

Also  students  in  Mechanics  take  5  hours  a  week  through  the 
week  in  “Kinematics  and  applications  in  the  construction  of 
machines  (5) — Lectures,  and  drawing-room  work.” 

The  catalogue  of  1881-’82,  shows  in  the  several  courses  a  total  at¬ 
tendance  of  224  students,  among  these  are  included  38  partial  course 
students. 

From  the  latest  Register  of  the  University*  at  hand,  the  follow¬ 
ing  Abstracts,  which  show  something  of  the  scope  of  the  under¬ 
graduate  courses,  are  taken.  These  include  also  the  statistics  of  the 
teachers  and  students  connected  with  the  University  in  all  its  de¬ 
partments,  and  evidence  its  growth  during  the  last  decade. 

ORGANIZATION  OF  INSTRUCTION. 

GRADUATE  COURSES. 

To  graduates  of  the  University  of  California,  or  of  other  institutions  of  equal 
grade,  who  may  wish  to  pursue  advanced  work,  general  or  special,  every  facility 
is  extended  that  the  libraries,  laboratories,  and  collections  of  the  University  afford. 
So  far  as  possible,  courses  of  study  will  be  framed  to  meet  the  requirements  of  such 
students.  These  courses,  with  the  approval  of  the  proper  authority,  may  be  so 
chosen  by  the  student  as  to  lead  to  a  Master’s  degree,  to  a  Doctor’s  degree,  or  to  a 
professional  degree  in  some  department  of  engineering. 

*  Register  of  the  University  of  California  :  1.  College  of  Letters  : — (a)  Classical 
Course,  (b)  Literary  Course,  (c)  Course  in  Letters  and  Political  Science.  2. — Col¬ 
lege  of  Agriculture.  3. — College  of  Mechanics.  4. — College  of  Mining.  5. — Col¬ 
lege  of  Civil  Engineering.  6. — College  of  Chemistry.  7. — Lick  Astronomical  Depart¬ 
ment.  8. — College  of  Law.  9. — Medical  Department.  10. — College  of  Dentistry. 
11. — College  of  Pharmacy.  1890-’91.  Berkeley.  Published  by  the  Regents  of  the 
University.  1891.  Pp.  169. 


250  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


UNDERGRADUATE  COURSES. 

Eight  Regular  Courses  of  study  are  at  present  established,  leading  directly  under 
conditions  hereinafter  stated,  to  corresponding  degrees,  namely  : 

In  charge  of  the  Faculty  of  the  College  of  Letters, — 

I.  The  Classical  Course,  leading  to  the  degree  of  A.  B. ; 

II.  The  Literary  Course,  leading  to  the  degree  of  B.  L. ; 

III.  The  Course  in  Letters  and  Political  Science,  leading  to  the  degree  of  Ph.  B. 

In  charge,  severally,  of  the  respective  Faculties  of  the  five  Colleges  of  Science, — 

IV.  The  Course  in  Agriculture  ; 

V.  The  Course  in  Mechanics ; 

VI.  The  Course  in  Mining ; 

VII.  The  Course  in  Civil  Engineering ; 

VIII.  The  Course  in  Chemistry ;  each  of  which  leads  regularly  to  the  degree  of 
B.  S. 

To  each  of  these  Regular  Courses  there  pertains  an  established  curriculum  of 
studies,  prescribed  and  elective,  arranged  in  the  order  of  four  successive  years,  as 
exhibited  on  subsequent  pages  of  this  Register. 

There  are  permitted,  in  addition,  Courses  at  Large  and  Partial  Courses,  not  lead¬ 
ing  directly  to  any  degree,  but  through  each  of  which  some  one  of  the  above-named 
degrees  is  possibly  attainable.” 

Tlie  following  shows  how  the  prescribed  course  of  drawing  enters 
into  the  several  college  courses. 

DRAWING. 

I.  Elements  of  Industrial  Drawing. — Geometrical  drawing,  brush-work,  let¬ 
tering.  Three  hours  a  week  during  the  second  term.  Mr.  Randall. 

Prescribed,  Freshman  year,  in  the  College  of  Civil  Engineering. 

H.  Instrumental  Drawing  and  Descriptive  Geometry. — Drawing  of  sim¬ 
ple  patterns,  descriptive  geometry,  perspective,  isometric  projection,  shade  and 
shadows,  etc.  Three  hours  a  week  throughout  the  year.  Mr.  Kower. 

Prescribed,  Sophomore  year,  in  the  College  of  Mechanics,  Mining,  Civil  Engineer¬ 
ing  and  Agriculture,  elective  in  the  College  of  Chemistry. 

III.  Topographic  Drawing  and  Modeling.— Three  hours  a  week  throughout 
the  year.  Mr.  Randall. 

Prescribed,  Junior  year,  in  the  College  of  Civil  Engineering. 

IV.  Mechanical  Drawing. — Drawing  of  simple  machine  parts.  Six  hours  a 
week  throughout  the  year.  Mr.  Kower. 

Prescribed,  Junior  year,  in  the  College  of  Mechanics,  and,  in  part,  in  the  Col¬ 
lege  of  Mining. 

V.  Graphostatics. — Graphical  analysis  of  stresses  in  engineering  structures. 
Two  hours  a  week  during  the  second  term.  Mr.  Kower. 

Prescribed,  Junior  year,  in  the  College  of  Mechanics,  Mining  and  Civil  Engi¬ 
neering. 

VI.  Construction. — This  Course  includes  the  designing  of  engineering  struc¬ 
tures  and  machines.  Six  or  nine  hours  a  week  throughout  the  year.  Mr.  Kower. 

Prescnbed,  Senior  year,  in  the  College  of  Civil  Engineering,  nine  hours  a  week ; 
in  the  College  of  Mechanics,  six  hours  a  week;  in  the  College  of  Mining,  six  hours  a 
week  during  the  first  term.  Elective,  alternatively  with  Physical  Laboratory,  Course 

IX.,  or  Metallurgical  Laboratory,  Course  IV,,  in  the  College  of  Mining,  during 
the  second  term  of  the  Senior  year." 

The  library  of  over  forty  thousand  volumes  is  constantly  increas¬ 
ing.  The  beginning  of  an  Art  Museum  has  been  made,  by  gifts  of 
a  number  of  examples  of  Modern  Art  and  of  Classic  Archaeology. 


MUSEUMS  AND  LABORATORIES. 


251 


ART  COLLECTIONS. 

Fine  Arts. — The  Gallery  of  Fine  Arts,  in  the  Bacon  Art  and  Library  Building, 
contains  ten  paintings  and  three  pieces  of  statuary,  presented  by  Henry  D.  Bacon  ; 
fifty-five  paintings,  presented  by  the  late  F.  L.  A.  Pioche;  two  landscapes  by 
Klombek  and  Yerboeckhoven,  and  five  bronzes  presented  by  Charles  Mayne;  the 
celebrated  painting  of  Washington  at  Monmouth,  by  Leutze,  presented  by  Mrs. 
Mark  Hopkins;  and  about  fourteen  hundred  photographs  of  statuary,  the  gift  of 
John  S.  Hittell. 

Descriptive  catalogues  of  these  collections  (Library  Bulletins  Nos.  4  and  6)  have 
been  published. 

Classical  Archaeology. — The  University  has  a  cabinet  of  coinsand  medals,  in¬ 
cluding  over  four  hundred  ancient  coins,  mostly  Roman;  about  three  hundred  and 
fifty  medals;  and  a  like  number  of  modern  coins.  There  are  also  sets  of  wall 
maps  of  ancient  countries,  the  gift  of  Charles  Webb  Howard,  and  many  photo¬ 
graphs  and  other  pictures  of  ancient  life,  customs  and  architecture. 

Various  collections  illustrating  the  sciences  are  contained  in  the 
Museums. 

There  are  ten  “Laboratories,”  of  these  the  Mechanical  Laboratory 
furnishes  facilities  for  Industrial  and  Technical  Training. 

The  Mechanical  Laboratory  is  designed  to  offer  facilities  for  tests  and  experi¬ 
mental  inquiry,  and  comprises: 

I.  A  Machine  Shop,  containing  at  present  an  engine  lathe,  built  by  Becker  &  Co. ; 
a  Prentice  engine  lathe,  adapted  for  light  machine  work;  a  Stewart’s  brass-turning 
lathe;  a  planing  machine,  built  by  the  San  Francisco  Tool  Company;  a  Hendy  shap¬ 
ing  machine;  an  upright  drill;  a  Brown  &  Sharpe  universal  milling  machine;  a 
power  grindstone;  an  emery  grinder  and  buff-wheel,  etc.;  a  large  supply  of  lathe 
tools,  chucks,  reamers,  broaches,  chasers,  drills,  instruments  for  precise  measure¬ 
ment,  dies,  taps,  etc. ;  and  a  complete  stock  of  supplies  necessary  for  making  experi¬ 
mental  apparatus. 

II.  Carpentry  and  Pattern  Shop. — This  room  contains  a  band  saw;  a  saw  table, 
with  circular  saw  for  metal  and  wood;  a  wood  lathe;  a  carpenter’s  bench,  with  an 
excellent  assortment  of  carpentry  tools;  a  planing  and  jointing  machine,  built  by 
H.  P.  Gregory  &  Co.,  San  Francisco;  and  a  Frank’s  surfacing  machine. 

III.  Shop  for  Fine  Work. — This  contains  an  improved  Swiss  gear-cutter,  with 
complete  set  of  cutters  for  cutting  gears  from  the  smallest  pinion  to  a  wheel  of  three 
inches  diameter;  watchmaker’s  lathes;  a  set  of  staking  tools,  a  polishing  hat  of 
depthing  tools,  a  small  emery  grinder;  and  a  complete  watchmaker's  outfit. 

IV.  Steam  Fitting  Apparatus. — A  complete  set  of  steam-fitters  tools,  giving  the 
student  sufficient  opportunity  for  practice  in  cutting  and  threading  pipes,  and 
making  joints  and  connections. 

V.  Foundry  and  Blacksmith  Shop.—  This  contains  two  crucible  furnaces;  a  com¬ 
plete  set  of  molder’s  tools  for  casting  brass,  etc. ;  a  portable  forge,  built  by  Geo. 
Cumming  &  Sons,  San  Francisco;  a  50-pound  drop  steam-hammer;  an  anvil,  with 
set  of  bjacksmithing  tools;  a  small  upright  drill;  an  improved  hydraulic  blast,  with 
soldering  irons  and  burners,  built  in  the  shop;  a  pair  of  large  shears,  etc. 

VI.  Engine  Room. — A  four  horse-power  Otta  gas  engine,  a  fifteen  horse-power 
Ohmen’s  automatic  cut-off  steam-engine,  and  a  fifteen  horse-power  Babcock  & 
Wilcox  boiler. 

VII.  Experimental  Laboratory. — This  building,  recently  completed,  contains  five 
rooms.  The  main  room  is  30x40  feet,  and  is  devoted  exclusively  to  experimental 
purposes.  It  is  provided  with  a  nine  horse-power  Paragon  engine,  for  exclusive 
laboratory  use;  a  Richie  vertical  testing  machine  of  50,000  pounds  capacity,  and  a 


252 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Richie  wire-testing  machine  of  4,000  pounds  capacity,  both  for  tensile,  compressive 
and  transverse  strains;  a  new  dynamometer,  for  small  power;  two  new  registering 
instruments  for  speed;  an  apparatus  for  determining  efficiency  of  jet  wheels  and 
partial  turbines;  an  apparatus  for  the  determination  of  resistance  in  water  to 
rotating  discs  and  cylinders,  etc.  These  instruments  were,  for  the  most  part,  de¬ 
signed  and  made  in  the  machine  shop  of  the  University,  and  are  intended  to  form 
a  complete  collection  for  the  course  in  experimental  mechanics. 

Tests  of  the  strength  of  materials,  tensile  or  compressive,  on  metals,  wood  or 
stone,  will  be  made,  free  of  charge,  for  any  one  who  desires  such  tests.  Printed 
circulars  describing  the  proper  form  and  conditions  under  which  the  materials  to 
be  tested  should  be  sent,  may  be  obtained  by  addressing  the  professor  in  charge. 
******* 

LABORATORY  PRACTICE. 

The  Mechanical  Laboratory  is  designed  to  offer  facilities  for  tests  and  experi¬ 
mental  inquiry,  such  as  (1)  submitting  to  actual  test,  and  verifying  directly,  prin¬ 
ciples  developed  in  the  lecture-room  ;  (2)  building  and  testing  machines  designed 
by  the  students ;  (3)  investigating  such  subjects  and  engineering  problems  as  are 
not  only  calculated  to  impart  training  in  methods  of  investigation,  but  the  results 
of  which  may  prove  of  value  to  the  engineering  public  at  large ;  (4)  ascertaining 
the  character  and  proper  treatment  of  materials,  and  acquiring  familiarity  with 
the  appliances  and  processes  necessary  to  the  construction  of  designs. 

If  the  student  desires  to  acquire  skill  in  the  use  of  tools,  opportunity  is  offered  to 
him  for  practice,  under  the  instruction  of  an  able  mechanician,  (1)  in  the  working 
of  metal  and  the  use  of  tools,  to  give  him  an  insight  into  the  most  practical  meth¬ 
ods  of  manipulating  given  machines ;  (2)  in  wood  turning,  planing  and  carpenter 
work ;  (3)  in  molding  and  pattern  making  ;  (4)  in  steamfitting,  such  as  cutting  and 
threading  pipes,  etc. ;  (5)  in  forging  and  tempering  tools. 

After  he  has  become  sufficiently  acquainted  with  the  working  of  wood  and 
metals,  and  is  able  to  recognize  the  difference  in  machines,  tools  and  methods  of 
founding  and  blacksmithing,  he  is  shown  through  manufacturing  establishments, 
so  selected  as  to  enable  him  to  see  on  a  large  scale  those  operations  and  methods 
with  which  he  has  become  familiar  only  on  a  small  one.” 

A  total  of  763  students  are  recorded  as  in  attendance  at  the  Univer¬ 
sity,  during  the  academic  year,  1890-’91 ;  of  these,  450  are  enrolled 
in  the  College  of  Letters  and  Colleges  of  Science.  The  remainder 
are  in  the  Professional  and  Post  graduate  Departments. 

Eleven  students  are  in  the  College  of  Agriculture ;  35  in  the  col¬ 
lege  of  Mechanics ;  30  in  the  college  of  Mining ;  53  in  the  college 
of  Civil  Engineering.  A  total  of  184  Officers  and  Instructors  are 
connected  with  the  Administration  of,  and  the  Instruction  given  in, 
the  University.  Of  these,  60  are  enrolled  as  Professors,  Instructors, 
etc.,  in  the  undergraduate  colleges  of  Letters  and  Science.  The 
special  Faculty  of  the  College  of  Mechanics  consists  of  17  Profes¬ 
sors  and  assistant  Professors.  Professor  Martin  Kellogg,  A.  M.,  the 
President  pro  tempore  of  the  University,  is,  also,  President  of  this 
College. 


COURSES  IK  DRAWING  AND  MECHANICS. 


253 


State  Agricultural  College  of  Colorado. 

The  State  Agricultural  College  of  Colorado,  situated  at  Fort  Col¬ 
lins,  founded  in  accordance  with  the  law  of  Congress  authorizing  a 
land  grant  for  such  institutions,  was  formerly  opened  September  1st, 
1879.— 

Tuition  is  free — a  matriculation  fee  of  $5  is  charged  and  an  inci¬ 
dental  fee  of  $1  each  term.  One  dollar  a  term  is  charged  for  room 
rent,  and  board  is  fixed  not  to  exceed  $3  per  week.  There  is  a  pre¬ 
paratory  course  of  a  year  for  those  not  qualified  to  enter  at  once 
upon  the  regular  course  of  four  years. 

The  studies  taught  are  divided  into  five  sections,  viz  : — Rhetoric  and  English 
Literature ;  Chemistry  ;  Mathematics  ;  Natural  Science  ;  Political,  Moral  and  Intel¬ 
lectual  Philosophy.  Particular  attention  is  given  to  Agricultural  Chemistry  and 
there  is  a  farm  of  240  acres,  under  careful,  and  chiefly  experimental  cultivation. 
Students  are  required  to  pass  two  hours  each  day  working  either  in  the  shop  or  on 
the  farm. 

“  Drawing,  Krusi”;  is  given  as  an  elective  study  during  the  Second 
term  of  Freshman  year. — 

“  Mechanical  Engineering  ”  is  taught  the  first  term  of  Senior 
year. — 

The  catalogue  for  1881,  shows  an  attendance  of  57  students,  of 
whom  25  were  girls. — 

From  the  latest  catalogue  *  at  hand  is  taken  the  following  state¬ 
ment  of  the  courses  in  Mechanics  and  in  Drawing. 

Practical  Mechanics. 

The  old  system  of  apprenticeship  is  rapidly  becoming  a  thing  of  the  past,  and  it 
is  now  almost  impossible  for  a  boy  to  learn  a  trade  in  any  modern  shop  or  factory. 
This  is  owing  largely  to  the  introduction  of  special  machinery,  necessitating  special 
workmen  to  manage  it,  and  the  workman  who  has  learned  to  run  a  machine  of 
this  kind  is  kept  at  that  work,  as  being  most  profitable  to  his  employer.  His 
practical  knowledge  of  other  methods  and  machines  is,  therefore,  confined  to  nar¬ 
row  limits,  and  should  a  vacancy  occur  in  a  superior  position,  he  is  not  fitted  for  the 
place,  from  the  fact  of  his  being  unacquainted  with  other  practical  parts  connected 
with  his  trade,  the  manipulations  and  principles  involved  in  which  he  has  not  had 
an  opportunity  to  learn. 

This  department  has  for  its  object  a  systematic  and  progressive  education  in  the 
use  of  tools  and  materials,  combined  with  as  much  theoretical  knowledge  as  shall 
be  deemed  necessary  to  explain  the  principles  involved.  It  does  not  teach  special 
trades,  nor  manufactures  salable  articles;  to  do  so  would  require  that  the  student  be 
kept  on  the  kind  of  work  he  could  do  best,  and  thus  prevent  him  from  acquiring 
broad  and  liberal  ideas  of  other  methods.  So,  without  teaching  any  one  complete 
trade,  the  mechanical  principles  of  many  are  gained.  This  does  not  necessarily 
mean  that  the  student  becomes  sufficiently  expert  to  compete  with  the  skilled 
mechanic,  but  that  a  knowledge  of  how  a  tool  or  machine  should  be  used,  and  the 
manner  of  laying  out  work  for  the  same  is  thoroughly  taught. 

*  Ninth  Annual  Register  of  the  State  Agricultural  College,  Fort  Collins,  Colo. 
1887-88.  Pp  63 


254  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Should  the  circumstances  be  such  that  the  student  enter  manufacturing,  his 
ideas  having  been  broadened  by  this  training,  he  will  the  more  readily  grasp  any¬ 
thing  new  that  may  come  up  in  his  business,  or,  if  he  take  up  farming,  he  will, 
with  greater  care,  be  able  to  understand  the  mechanical  principles  and  workings  of 
his  machinery,  and  also  how  to  keep  it  and  his  buildings  in  proper  repair. 

The  shop  instruction  will  be  divided  into  courses,  as  follows,  and  in  each  course 
will  be  given,  in  connection  with  the  work,  an  explanation  of  the  construction  of 
each  tool,  and  its  manner  of  acting  on  the  material,  the  methods  of  determining 
how  to  select  material  best  suited  to  different  kinds  of  work,  the  manner  of  laying 
out  work,  cutting,  speed  of  tools,  etc. 

COURSE  OF  LABOR. 

First  Year. 

Weeks. 


Bench  work  in  wood, .  14 

Maclaine  work  in  wood, .  4 

Pattern  making, .  12 

Vise  work  in  iron, .  10 

Second  Year. 

Iron  forging, .  14 

Steel  forging, .  4 

Machine  work  in  iron, .  20 


BENCH  WORK  IN  WOOD. 

This  course  consists  of  exercises  with  the  different  wood  working  bench  tools,  so 
arranged  in  a  gi'aded  series  as  to  embrace  the  manipulation  of  the  tools  in  their 
various  applications. 

First.  The  use  of  planes  in  joining,  smoothing  and  getting  the  piece  out  of  wind, 
lining  off,  and  the  use  of  saws  in  cutting  across  and  with  the  grain  and  keeping  to 
line.  Second — Halved  splice.  Third — Splayed  splice.  Fourth — Keyed  splice. 
Fifth — Open  dovetail  mortise  and  tenon  joint.  Sixth — Mortise  and  tenon  joint. 
Seventh — Open  dovetail  joint.  Eighth — Blind  dovetail  joint.  Ninth — Lap  joint. 
Tenth — Dowel  joint.  Eleventh — Small  newel  post  with  hand  worked  rail. 
Twelfth — Panel  door.  Thirteenth — Roof  truss.  Fourteenth — Box.  Fifteenth — 
Carpenter’s  trestle. 

MACHINE  WORK  IN  WOOD. 

In  connection  with  this  course,  with  the  use  of  tools,  will  be  given  the  most  rapid 
and  economical  method  of  selecting  and  preparing  the  wood  for  the  machine. 
There  will  be  given  examples  of  First — Straight  turning.  Second— Cutting  in  and 
squaring  off.  Third — Convex,  concave  and  compound  curves.  Fourth— Handles 
for  chisels  and  other  tools.  Fifth — Examples  in  chuck  work  in  separate  and  com¬ 
bined  pieces.  Sixth — How  to  turn  a  ball. 

PATTERN  MAKING  AND  FOUNDRY  WORK. 

After  becoming  familiar  with  bench  and  machine  work  in  wood,  an  application 
of  both  is  made,  by  constructing  patterns  with  the  regard  to  shrinkage,  draft,  and 
the  best  method  of  constructing  the  pattern,  so  that  it  causes  the  least  amount  of 
trouble  in  the  foundry.  There  will  be  given  examples  of  Plain  work.  Core  work. 
Pully  work.  Pipe  work.  Gear  work.  Core  boxes,  their  use  and  construction. 

And  in  the  foundry  will  be  given  practice  in  moulding  in  plain  and  core  work. 


MECHANIC  SHOP  AND  EQUIPMENT. 


255 


VISE  WORK  IN  IRON. 

With  this  course  will  be  given  an  explanation  of  the  different  kinds  of  tools  and 
their  effect  on  the  material,  and  the  style  of  tool  to  be  selected  for  certain  kinds  of 
work.  There  will  be  given  examples  in  Chipping  cast  iron,  wrought  iron  and 
steel.  Spline  chipping.  Hack  sawing.  Filing  square  and  round  surfaces  to  line. 
Shoulder,  point  and  other  free  hand  filing.  Fitting  joints.  Finishing  and  scrap¬ 
ing. 

FORGING  IN  IRON  AND  STEEL. 

Care  of  the  fire.  The  effect  of  different  heats  on  the  material.  Drawing,  upset¬ 
ting,  bending.  Scarf,  fork,  jump  and  other  styles  of  welding.  Welding  iron  to 
iron,  iron  to  steel,  steel  to  steel.  Rings,  chains,  ring  bolts,  brackets,  braces,  head¬ 
ing  tools,  nails,  bolts,  hooks,  hasps,  swivels,  tongs,  cattle  brands. 

Steel  wrenches,  cold  chisels,  drills,  lathe  tools,  springs,  etc. 

Examples  in  tempering  and  case  hardening. 

Machine  Work  in  Iron. 

Care  of  the  machines,  their  construction,  proportion  and  use  of  the  different  parts. 

Cutting  speed  of  tools,  and  proper  angle  of  cutting  edge  for  different  purposes 
and  different  metals.  Centering  and  straightening  work.  Straight  turning  and 
squaring.  Boring.  Making  and  fitting  joints.  Chuck  work.  Screw  cutting  in¬ 
side  and  outside.  Drilling,  tapping  and  reaming.  Boring  with  boring  bar  and  use 
of  center  rest.  Polishing  and  finishing.  Hand  tool  work. 

Drawing. 

First  Term . 

Geometrical  problem.  Free  hand  copy  and  dictation.  Designs.  Linear  perspec¬ 
tive.  Model  and  object  drawing. 


Second  Year. 

Orthographic  and  Isometric  projections,  and  projection  of  shadows.  Develop¬ 
ment  and  intersection  of  surface.  Light  and  shade.  Historical  ornament.  Wood 
carving,  diaper,  incised  and  relief.  Persons  having  parts  of  machines,  patterns, 
small  models  or  working  drawings,  may,  if  they  choose  to  donate  the  same  to  the 
department,  confer  a  great  favor  upon  the  college,  and  especially  upon  the  depart¬ 
ment. 

Among  the  descriptions  of  the  buildings,  laboratories,  conservatory 
and  other  facilities  for  instruction,  there  is  the  following  statement 
of  the  building  given  to  instruction  and  practice  in  “The  Mechan¬ 
ical  Course.” 

The  mechanic  shop,  consisting  of  main  building,  25x56  feet,  two  stories  in  hight, 
with  a  rear  portion  20x62  feet,  of  one  story.  The  upper  floor  of  the  main  building 
is  fitted  with  benches  for  sixteen  students  in  wood  work;  desks  and  tools  for  ten 

i 

students  in  wood  carving,  four  wood  lathes,  a  scroll  saw  and  an  iron  frame  buzz 
saw.  The  lower  floor  contains  an  iron  working  room,  with  sixteen  benches  for 
working  in  filing,  etc.;  a  speed  lathe,  two  iron  lathes  with  attachments,  a  shaper, 
and  two  drills  for  wide  range  of  work.  There  is  also  an  office  and  a  wash  room, 
besides  a  wide  hall  containing  the  twelve  horse  power  engine,  and  from  which  rise 
the  stairs  to  the  floor  above.  The  rear  portion  contains  boiler  and  coal  room,  forge 
shop  with  six  forges  furnished  with  blast  from  a  fine  Sturdevant  rotary  blower, 
and  a  foundry  room.  The  machinery  and  appliances  are  first-class  in  every  respect. 


256  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


It  appears  that  much  attention  is  given  to  the  Agricultural  course, 
for  which  the  farm  of  240  acres,  with  its  experimental  ground  of 
eight  acres  divided  into  twenty-five  series  of  plats,  offers  excellent 
facilities. 

The  State  law  compels  each  student  to  perform  two  hours  of  labor 
daily,  this  labor  is  thus  classified;  the  first,  “that  which  is  per¬ 
formed  solely  for  the  purpose  of  instruction;”  the  second,  “that 
which  is  of  some  monetary  value  to  the  institution.”  The  result  of 
giving  to  practical  or  remunerative  labor,  the  time,  given  in  other 
colleges  only  to  athletic  or  other  sports,  is  stated  as  proving  very 
satisfactory  from  every  point  of  view. 

Ladies  Course. 

The  young  ladies  pursue  the  same  course  as  the  young  men  during  the  first  three 
years.  During  the  Junior  and  Senior  years  they  may,  if  they  choose,  substitute 
the  study  of  German  for  the  designated  special  studies  of  the  Agricultural  course, 
or  the  Mechanical  course. 

The  Faculty  consists  of  10  Professors,  one  Instructor  and  a  Secre¬ 
tary.  Two  Ladies,  one  a  Professor  and  one  an  Instructor,  are  mem¬ 
bers  of  the  Faculty.  Professor  Charles  L.  Ingersoll,  M.  s.,  is  the 
President  of  the  College.  The  total  attendance  of  students  numbers 
109,  of  these  71  are  boys  and  38  girls;  there  are  38  “  Preparatory,” 
37  “Freshman,”  18  “Sophomore,”  2  “Juniors,”  5  “Seniors,”  7 
“  Specials,”  and  2  “  Post  Graduate,”  students. 

Sheffield  Scientific  School — The  Land  Grant  College  of 

Connecticut. 

The  Sheffield  Scientific  School  is  a  department  of  Yale  University, 
New  Haven,  Connecticut.  Thorough  instruction  is  given  in  Chem¬ 
istry,  Civil  Engineering,  Dynamic  Engineering,  Agriculture, 
Natural  History,  Biology — preparatory  to  Medical  Studies,  and  in 
studies  preparatory  to  Mining  and  Metallurgy;  also,  in  select  studies 
preparatory  to  other  higher  studies.  The  regular  course  is  of  three 
years.  There  is  also  a  course  for  Graduate  students.  The  catalogue 
for  1881-82  shows  a  total  of  188  students,  19  of  whom  were  Gradu¬ 
ates  and  5  special  students. 

Drawing. — The  course  in  drawing  extends  through  the  three  years.  During  the 
first  term  of  Freshman  year,  the  students  practice  free-hand  drawing  at  the  Art 
School  building,  under  the  direction  of  Professor  Niemeyer,  of  the  Yale  School  of 
the  Fine  Arts.  After  the  completion  of  the  course  in  free-hand  drawing,  instruc¬ 
tion  is  given  by  Mr.  F.  R.  Honey,  during  the  second  term,  in  the  elementary  prin¬ 
ciples  of  instrumental  drawing,  embracing  Elementary  projection  drawing,  Isomet¬ 
ric  drawing,  and  Descriptive  Geometry  as  far  as  Warped  Surfaces.  This  course  is 
obligatory  upon  all. 

During  the  Junior  and  Senior  years,  instruction  in  drawing  is  obligatory  only 
on  the  students  in  Civil  and  Mechanical  Engineering.  In  the  former  year  the  sys¬ 
tem  of  instruction  embraces  shades  and  shadows,  tinting,  perspective,  and  warped 


LAND  GRANT  COLLEGE  OF  CONNECTICUT. 


257 


surfaces.  By  this  method  all  the  problems  in  Descriptive  Geometry  are  required 
to  be  worked  out  on  the  drawing-board  instead  of  the  black-board.  The  course 
extends  through  the  entire  year,  and  is  under  the  direction  of  Mr.  Honey. 

In  Senior  year,  students  are  required  to  apply  the  principles  of  drawing  already 
obtained  to  works  of  construction,  under  the  general  supervision  of  the  Professors 
of  Civil  and  of  Dynamic  Engineering.”  *  *  * 

In  Civil  Engineering  the  students,  besides  attending  on  Class  recitations  and 
lectures,  pursue  a  systematic  course  of  exercises  in  the  different  branches  of  Geo¬ 
metrical  Drawing  and  Graphical  statics  and  in  the  application  of  the  principles  of 
drawing  to  works  of  construction;  and  have  good  practice  in  the  operations  of 
Surveying  and  Field  Engineering — acquiring  facility  in  the  use  and  adjustment  of 
Surveying  and  Engineering  Instruments.  In  Topographical  Surveying  they  are 
instructed  in  the  use  of  the  Plane  Table  for  topographical  work,  and  are  required 
to  prepare  a  detailed  chart  of  the  ground  surveyed — exhibiting  the  contour  lines 
and  all  its  topographical  features.  Numerous  problems  of  computation,  and 
graphical  exercises,  are  included  in  the  Course  of  Construction  pursued  in  the 
Senior  year.  A  course  of  Blow-pipe  Analysis  is  also  taken  by  the  Senior  Class, 
that  a  more  thorough  knowledge  may  be  gained  of  minerals  and  building  stones. 

In  Dynamic  Engineering  the  method  of  instruction  is  by  recitation  and  lectures, 
supplemented  by  work  in  the  drawing  room,  by  shop  visits,  and  visits  of  inspec¬ 
tion  in  and  out  of  the  city,  and  by  tests  with  the  indicator  and  dynamomter.  The 
lectures  are  illustrated  by  models,  by  large  cartoons  adapted  for  the  purpose  and 
by  the  complete  collection  of  working  drawings  of  the  Novelty  Iron  Works, 
owned  by  the  School.  In  the  drawing  room,  detailed  working  drawings  of  various 
machines  are  made.  A  general  sketch  of  the  proposed  machine  is  given  and  com¬ 
plete  detailed  drawings  are  required,  in  proper  shape  for  the  pattern-maker  or 
machinist.  The  student  is  taught  the  best  practice,  and  his  judgment  is  trained  in 
choosing  relative  proportions.  The  student  is  required  to  describe  the  steps  to  be 
followed  in  building  the  machine,  and  to  make  as  nearly  as  possible  an  estimate  of 
its  cost.  Pattern,  foundry,  black-smithing  and  machine  work  are  studied  in 
detail.  In  the  visits,  machinery  and  processes  are  critically  examined  in  detail, 
and  sketches  of  important  machines  with  written  descriptions  are  required. 

In  addition  to  the  above,  a  course  of  lectures  is  given  every  winter  by  the  pro¬ 
fessors  of  the  schools  and  others,  on  topics  of  popular  interest.” 

The  Biennial  Report  of  the  State  Governing  Board  for  1889-'90.* 
begins  as  follows : 

In  presenting  their  regular  Biennial  Report  the  Governing  Board  of  the  Sheffield 
Scientific  School  can  hardly  fail  to  call  attention  in  the  first  place  to  the  rapid 
increase  in  the  number  of  its  students.  This  is  the  most  noticeable  fact  in  the  his¬ 
tory  of  the  last  three  years.  In  the  academic  year,  1888-9,  the  total  number  in 
attendance  was  305.  In  the  following  year  it  rose  to  343.  In  the  present  year  it 
has  reached  381. 

In  one  sense  this  is  a  most  gratifying  tribute  to  the  success  of  the  efforts  made 
by  the  Governing  Board  to  keep  the  institution  in  the  front  rank  of  those  which 
are  devoted  to  the  furtherance  of  scientific  education.  Its  students,  as  might  be 
expected,  come  largely  from  Connecticut.  But  it  also  draws  them  from  the  most 
remote  States  and  Territories,  and  draws  them  in  constantly  increasing  numbers. 
This  is  as  satisfactory  evidence  as  can  be  given  that  the  advantages  furnished  by 
the  school  are  coming  to  be  more  and  more  widely  appreciated  in  all  parts  of  the 
country. 

*  Twenty-third  Report  of  the  Sheffield  Scientific  School  of  Yale  University  1889-’90. 
Printed  by  order  of  the  General  Assembly,  New  Haven ;  Tuttle,  Morehouse  <Sc 
Taylor,  Printers  :  1891.  Pp.  86. 

ART — VOL  4 - 17 


258  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

The  Report  quotes  in  full  the  law  of  Congress  passed  in  1890,  giv¬ 
ing  additional  funds  to  the  Land  Grant  Colleges,  a  sum  of  $15,000 
the  first  year,  to  he  increased  by  adding  1,000  each  year  for  ten 
years  till  a  sum  of  $25,000  is  given  annually.  A  copy  of  this  law 
will  be  given  in  one  of  the  Appendices  of  this  volume.  The  im¬ 
portant  addition  to  the  facilities  of  the  school  by  the  acquisition  of 
the  former  residence  of  Mr.  Sheffield,  now  to  be  used  for  Laborato¬ 
ries,  is  recorded.  Interesting  analyses  of  the  several  states  and 
countries  from  which  the  students  were  drawn  in  the  Academic  year 
of  ISSO-’OO,  and  1890-91,  are  given. 

Of  the  343  students  in  1889-’90, 120  were  from  Connecticut,  69  from 
New  York,  27  from  Illinois,  24  from  Pennsylvania,  17  from  Ohio,  9 
from  Massachusetts,  8  from  New  Jersey,  7  from  California,  5  from 
Colorado,  5  from  Rhode  Island,  4  each  from  Minnesota  and  Missouri, 
3  each  from  Kentucky  and  Maine.  In  all,  26  States  and  2  Territories 
were  represented.  There  were  also  7  students  distributed  between 
five  foreign  countries.  Of  the  381  students  in  1890-’91,  118  were 
from  Connecticut,  75  from  New  York,  30  from  Illinois,  26  from 
Pennsylvania,  21  from  Ohio,  12  from  Massachusetts,  11  from  Cali¬ 
fornia,  7  from  Indiana,  6  from  Colorado.  In  all,  28  States  and  3  Ter¬ 
ritories,  were  represented;  while  the  five  countries  of  Canada,  Eng¬ 
land,  Japan,  The  Sandwich  Islands  and  Turkey,  sent  one  student  each; 
Canada  and  The  Sandwich  Islands,  however,  had  each  two.  Certainly 
“Sheffield”  can  hardly  be  classed  as  a  “provincial”  Institution. 

The  catalogue  which  follows  the  Report,  gives  this  concise  history 
of  the  school: 


HISTORY  AND  ORGANIZATION. 

The  school  was  commenced  in  1847.  In  1860,  a  convenient  building  and  consid. 
erable  endowment  were  given  by  Joseph  E.  Sheffield,  Esq.,  of  New  Haven,  whose 
name  at  the  repeated  request  of  the  Corporation  of  Yale  College,  was  afterwards 
attached  to  the  foundation.  Mr.  Sheffield  afterwards  frequently  and  munificently 
increased  his  original  gifts. 

In  1863,  by  an  act  of  the  Connecticut  Legislature,  the  national  grant  for  the  pro¬ 
motion  of  scientific  education  (under  the  congressional  enactment  of  July,  1862), 
was  given  to  this  department  of  Yale  University.  Since  that  time,  and  especially 
since  the  autumn  of  1868,  numerous  liberal  gifts  have  been  received  from  the  citi¬ 
zens  of  New  Haven,  and  from  other  gentlemen  in  Connecticut  and  New  York,  for 
the  endowment  of  the  School,  and  the  increase  of  its  collections. 

The  action  of  the  State  led  to  the  designation  by  law  of  a  State  Board  of  Visitors, 
consisting  of  the  Governor,  Lieutenant-Governor,  three  Senior  Senators,  and  the 
Secretary  of  the  State  Board  of  Education;  and  this  Board,  with  the  Secretary  of 
the  Scientific  School,  is  also  the  Board  for  appointment  of  students  to  hold  the  State 
scholarships. 

The  Governing  Board  consists  of  the  President  of  Yale  University,  the  Director 
of  the  school,  and  the  professors  who  are  permanently  attached  to  it.  There  are 
several  other  instructors  associated  with  them,  a  number  of  whom  are  connected 
with  other  departments  of  the  University. 


DRAWING  A.ND  MECHANICAL  ENGINEERING. 


259 


The  courses  offered  are  numerous  and  the  facilities  in  the  way  of 
collections  and  hooks  are  ample.  Instruction  in  the  courses  related 
to  those  here  considered  is  given  as  follows: 

Drawing  and  Descriptive  Geometry. — Drawing  is  begun  at  once  in  the  first  term 
of  the  Freshman  year,  under  the  charge  of  the  Professor  of  Drawing  in  the  Art 
School,  and  includes  practice  in  free  hand  drawing.  In  the  second  term,  under  the 
Instructor  in  Instrumental  Drawing,  the  students  take  isometric  drawing  with  ap¬ 
plication  to  drawing  from  models  and  structures  by  measurement,  shading,  tinting, 
conventional  use  of  colors,  principles  of  orthographic  projections,  and  practice  in 
making  simple  working  drawings,  4  hours  both  terms. 

The  Drawing  of  Junior  year,  3  hours  both  terms,  includes  Descriptive  Geometry, 
the  drawing  of  structures  from  measurement,  and  elements  of  design  for  simple 
structures.  The  instruction  is  by  recitations,  lectures,  practical  exercises  and 
models,  and  is  under  the  charge  of  the  Instructor  of  Instrumental  Drawing  and  the 
Professor  and  Instructor  of  Civil  Engineering.  Included  in  the  work  of  this  year 
is  also  the  mapping  of  surveying  field  notes. 

In  the  Senior  year,  the  drawing  consists  of  the  mapping  of  the  surveys  of  that 
year,  and  the  designing  of  structures  and  finished  drawings,  designs  and  estimates, 
under  the  charge  of  the  Professor  and  Instructor  of  Civil  Engineering,  6  hours 
both  terms. 

******* 

Mechanical  Engineering. — The  objects  aimed  at  in  the  plan  of  instruction  in  this 
course  are,  to  give  to  the  student  a  thorough  training  in  elementary  and  advanced 
Mathematics  and  Physics,  and  their  application  to  the’ Science  of  Construction  ;  to 
make  him  familiar  with  the  general  principles  of  Engineering  and  with  the  prac¬ 
tical  details  of  mechanical  construction  through  which  these  principles  are  made 
useful ;  and  to  enable  him  ultimately  in  beginning  the  work  of  his  profession  to 
bring  to  bear  upon  it  a  well  balanced  store  of  theoretical  and  practical  knowledge, 
and  a  mind  trained  in  correct  habits  of  thought  and  work. 

The  complete  course  covers  five  years,  three  of  which  are  spent  in  undergraduate 
study,  and  two  in  a  graduate  course,  a  portion  of  which  may  be  spent  in  actual 
practical  work. 

Under  this  course  of  “Mechanical  Engineering,”  instruction  is 
given  in  “Mathematics,”  “French  and  German,”  “Surveying,” 
“Shop  Visiting,”  “Drawing,”  “Principles  of  Mechanism,”  “Steam 
Engine,”  “Indicator  Practice,”  “Applied  Mechanics,”  “Thermo¬ 
dynamics”  and  “Machine  Design.”  An  accepted  thesis  on  some 
topic  approved  by  the  Professor  of  this  department  must  be  pre¬ 
sented  by  the  student  before  graduating. 

Of  these  studies,  the  programmes  of  the  following  which  relate 
to  our  topics,  are  quoted  : 

Shop  Visiting,  divides  the  time  equally  with  Drawing  in  the  Junior  year  until 
the  spring  recess.  The  student,  accompanied  by  the  instructor,,  is  employed  in 
studying  machinery  in  use  and  in  process  of  construction  in  different  machine 
shops  in  the  city.  He  is  required  to  make  satisfactory,  careful  dimensioned 
sketches  from  measurements  taken  by  himself,  of  the  complete  machines  and 
their  parts,  and  to  describe  the  tools  and  mechanical  operations  used  in  producing 
the  simpler  pieces. 

Drawing. — Descriptive  Geometery  is  taught  in  the  drawing  room  by  lectures  and 
recitations  and  by  exercise  at  the  drawing  board,  where  the  problems  are  solved 
graphically  by  the  students.  Instruction  in  drawing  Machine  Elements  is  given  in 


260  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


the  Junior  year.  Models  and  cartoons  showing  examples  of  approved  practice  are 
used  by  the  instructor,  who  also  gives  personal  attention  to  each  student’s  work  at 
the  board  as  it  progresses. 

******* 

“ Machine  Design. — The  course  in  this  subject  consists  chiefly  in  practical  exer¬ 
cises  at  the  drawing  board,  and  partly  in  lectures  on  the  functions  of  machines  and 
the  mechanical  principles  which  are  applied  in  determining  the  proportions  of 
machinery.  The  student,  under  the  guidance  of  an  experienced  instructor,  is 
employed  in  making  complete  working  drawings  of  machines,  many  examples  of 
which  are  in  the  drawing  rooms  and  the  basements  of  the  school.  He  does  not 
copy  the  examples,  but  is  required  to  change  the  dimensions  and  in  many  cases 
to  alter  the  design,  and  is  ultimately  taught  to  make  partly  new  designs  of  im¬ 
portant  machinery,  such  as  cranes,  yacht  engines,  machine  tools,  boilers,  etc. 
The  discipline  the  student  receives  is  such  as  he  would  obtain  in  the  drawing  office 
of  an  engineering  establishment,  while  he  is  also  carefully  instructed  in  the  theory 
of  the  subjects  he  deals  with,  and  in  the  practical  bearing  of  all  his  work. 

In  the  Senior  year,  several  excursions  are  made  by  the  class,  accompanied  by 
one  or  more  instructors,  to  neighboring  manufacturing  and  engineering  centers 
where  large  manufactories,  pumping  works,  ocean  steamers,  etc.,  are  visited. 
Full  notes  must  be  taken,  and  a  satisfactory  written  report  upon  the  machinery 
examined  is  required  of  the  student. 

Thesis. — Before  graduating,  the  student  must  present  a  satisfactory  thesis  on 
some  subject  approved  by  the  professor  in  charge  of  the  department  of  Mechanical 
Engineering. 

A  course  of  lectures  on  the  theory  of  Electricity  and  its  applications  is  open  to 
students  in  this  department,  and  these  lectures  can  be  taken  as  a  part  of  the  prep¬ 
aration  for  a  graduate  course  in  the  higher  branches  of  electrical  science. 

President  Dwight,  as  the  head  of  the  Yale  University  is  Presi¬ 
dent,  and  Professor  George  J.  Brush,  Director,  of  the  School.  The 
Governing  Board  numbers  15  full  Professors,  25  additional  Profess¬ 
ors  and  Instructors,  complete  the  teaching  force  of  the  school.  The 
381  students,  are  distributed  in  classes  as  follows: 

SUMMARY. 


Graduates .  30 

Seniors .  90 

Juniors .  118 

Freshman .  137 

Special  Students .  6 


381 


Delaware  College,  Newark,  Delaware. 

When  some  years  since,  the  accounts  of  the  several  Agricultural 
Colleges  were  prepared  for  this  Report  it  was  stated  that  there  were 
in  this  college,  three  courses  of  four  years  each,  the  classical,  scien¬ 
tific,  and  agricultural,  but  that  the  study  of  drawing  is  not  given  as 
a  required  study  in  any  of  the  courses.  As  it  is  only  by  reason  of 
the  teaching  of  this  study  and  that  of  Manual  Training,  that  any 
notice  of  these  colleges  is  given  in  this  particular  Report ;  this  college 
was  thus  briefly  chronicled. 


DELAWARE  COLLEGE,  NEWARK,  DELAWARE. 


261 


The  catalogue  for  1892,*  however,  shows  very  different  conditions. 

Delaware  College,  the  college  which  was  designated  by  the  State 
to  receive  the  benefits  of  the  Land  Grant  Act  of  1862,  and  has  since 
been  made  one  of  the  Government  Agricultural  Experiment  Sta¬ 
tions  under  the  “Hatch  Act,”  is  situated  in  Newark,  a  town  in  the 
northwestern  part  of  the  State  of  Delaware,  near  the  boundaries  of 
Pennsylvania  and  Maryland,  at  the  head  of  the  peninsula  formed  by 
the  Chesapeake  and  Delaware  Bays.  The  great  northern  and  south¬ 
ern  railroads  pass  through  it,  and  it  has  railroad  communications 
with  all  parts  of  Delaware,  and  with  the  Eastern  Shore  of  “Mary¬ 
land  and  Virginia.'"’ 

Notable  additions  in  the  way  of  buildings,  apparatus,  and  books, 
have  been  made  to  the  college  during  the  past  two  years.  A  shop 
30x50  feet  has  been  built  and  equipped  for  wood-working  and  a 
building  for  iron  working  is  promised. 

Seven  courses  of  study  are  offered.  These  are  the  classical  ♦. 
Latin  Scientific ;  Modern  Languages  and  Sciences  ;  Mechanical,— 
Civil  and  Electrical  Engineering;  and  Agriculture.  Each  is  of 
“four  years  in  length  and  all  are  equal  to  similar  courses  in  other 
high-grade  colleges.” 

The  study  of  drawing  is  now  made  a  requisite  in  some  part  of  all 
the  courses.  In  the  three  Engineering  courses  it  is  required  through¬ 
out  the  whole  course. 

There  is  a  thorough  course  in  Civil  Engineering.  The  following 
is  the  official  statement  of  the  courses  in  Mechanical  and  Electrical 
Engineering. 


11.  MECHANICAL  AND  ELECTRICAL  ENGINEERING. 

Prof.  Weilie. 

These  courses  extend  over  a  period  of  four  years.  The  studies  during  the  first 
three  years  the  same  in  both. 

Students  who  have  completed  either  of  these  courses  will  be  expected  to  be  suffi¬ 
ciently  prepared  to  do  such  work  as  is  generally  given  to  young  engineers.  It  is 
intended  to  turn  out  useful  young  men  who  have  a  fairly  good  knowledge  of  the 
principal  features  of  the  work  done  in  their  profession. 

To  obtain  such  a  knowledge  the  fundamental  principles  of  the  different  subjects 
are  taught  first  and  these  are  then  applied  to  practical  problems.  The  manufac¬ 
turing  establishments  in  Wilmington  and  neighboring  cities  will  be  frequently 
visited,  and  the  student  will  then  be  required  to  give  accounts  and  descriptions  of 
the  different  processes  he  has  seen.  In  “  Journal  Meetings,”  to  be  held  weekly, 
articles  appearing  in  the  leading  engineering  papers  will  be  discussed. 

The  technical  education  of  the  student  begins  in  the  Freshman  year  with  draw¬ 
ing.  He  is  first  taught  the  different  kinds  of  lettering.  Good  lettering  adds  not 
only  to  the  appearance  of  drawing,  but  also  to  its  olearness. 

Isometric  and  instrumental  drawing  are  taken  up  next.  In  the  latter  course  the 
student  is  made  familiar  with  the  use  of  the  various  drawing  instruments.  A  large 
number  of  graduated  exercises  will  be  given  which  involves  such  geometrical  con¬ 
structions  as  are  mostly  used  in  machine  drawing. 


*  Catalogue  of  Delaware  College,  Newark,  Delaware.  1892.  Pp.  40. 


262  EDUCATION  IN  TIIE  INDUSTRIAL  AND  ETNE  ARTS. 


During  the  last  term  perspective  and  projection  drawing  are  substituted  for  iso¬ 
metric,  while  the  mechanical  is  continued.  The  student  is  now  required  to  make 
free-hand  sketches  of  various  machine  parts,  and  these  wall  be  used  to  make  com¬ 
plete  working  drawings. 

During  the  whole  Sophomore  year  two  exercises  a  week  are  devoted  to  the  design 
of  the  elements  of  machines.  Among  them  may  be  named  bolts,  nuts,  gear-wheels, 
pulleys,  journals,  bearing,  etc. 

The  drawing  in  the  first  term  of  the  Junior  year  consists  of  making  diagrams  and 
designs  of  valves  and  valve  gears.  In  the  socond  term  the  design  of  a  modern 
high-speed  engine  is  begun  and  is  continued  during  the  remainder  of  this  and  the 
whole  Senior  year. 

An  elementary  course  in  steam  engine  is  given  during  the  last  two  terms  of  the 
Freshman  year.  It  is  intended  to  make  the  student  familiar  with  the  different 
parts  of  a  steam  engine  and  with  the  fundamental  properties  of  heat  and  steam. 
This  is  followed  by  a  course  in  steam  boilers  in  the  first  term  of  the  Sophomore 
year.  Elementary  theoretical  mechanics  are  taught  during  the  last  two  terms  of 
this  year.  This  prepares  the  student  to  take  up  the  more  advanced  studies  in  kine¬ 
matics,  mechanics  of  materials,  and  hydraulics  in  the  Junior  year. 

Instruction  in  shop  work  is  given  twice  a  week  throughout  the  whole  course. 
Work  in  wood  is  taken  up  first  and  includes  turning,  bench-work,  and  pattern 
making.  Then  follows  work  in  iron,  as  planing,  turning,  drilling,  and  milling. 
Short  courses  in  mill-wrighting,  boiler-making,  and  molding  are  also  given. 

Whenever  practicable,  the  student  will  be  given  such  work  as  he  himself  has 
designed  in  class. 

As  soon  as  the  student  is  sufficiently  prepared  tests  of  different  nature  are 
made.  Among  these  are  tests  of  boilers,  engines,  pumps,  dynamos,  lubricants,  of 
the  quality  of  steam,  and  the  strength  of  building  materials. 

A  thorough  course  in  practical  physics  is  given  during  the  Junior  year. 
Special  attention  will  be  paid  to  the  calibrating  and  standardizing  of  measuring 
instruments.  Such  experiments  will  be  performed  as  will  give  the  student  the 
right  idea  of  the  relations  between  work,  force,  space,  matter  and  time. 

The  total  number  of  students  in  1891-92  was  97.  Freshman  41, 
Sophomore  21,  Junior  23,  Senior  10,  Post  Graduate  2. 

The  Faculty  consists  of  twelve  Professors,  Albert  N.  Raub,  A. 
M.,  Ph.  D.  President. 

The  State  Agricultural  College  of  Florida. 

This  is  one  of  the  most  recently  established  of  the  Land  Grant 
Colleges.  From  the  latest  catalogue*  it  appears  that  its  organization 
comprises  four  “  courses  ”  The  “Agricultural,  Degree  B.  s.”  Sci¬ 
entific  and  Classical,  Degree  A.  b.”  “Mechanical,  Degree  M.  E.”; 
“Civil  Engineering,  Degree  c.  E.” 

The  military  organization  seems  to  be  made  very  prominent,  all 
students  of  the  college  proper  are  required  “to  wear  the  uniform 
and  all  not  physically  disqualified  to  perform  military  duty.”  The 
Commandant,  an  officer  of  the  U.  S.  Army,  ranks  next  to  the  Presi¬ 
dent  of  the  College.  There  is  a  preparatory  department  with  a  two 

yeai’s  course  attached  to  the  Institution. 

. . . . . . — — - 

*  1891-’92.  Catalogue  of  the  State  Agricultural  College  of  Florida.  Published  by 
The  Board  of  Trustees,  Lake  City,  Florida.  Pp.  41. 


FLORIDA  AGRICULTURAL  COLLEGE. 


2G3 


Drawing,  is  a  required  study  during  Freshman  year  in  the  Agri¬ 
cultural  course;  through  the  four  years  in  the  Mechanical  course; 
and  for  three  years  of  the  Civil  Engineering  course. 

The  following  official,  historical  and  general  statements  are  from 
the  catalogue. 


“  GENERAL  INFORMATION. 

ORGANIZATION. 

The  Florida  State  Agricultural  College,  which  receives  its  support  mainly  from 
the  fund  provided  through  the  Congressional  act  of  1862,  was  established  at  Lake 
City  in  1884.  “  To  provide  for  a  liberal  and  practical  education  in  the  several  pur¬ 
suits  of  life,”  the  Board  of  Trustees  founded  this  institution,  organized  to  meet  the 
special  needs  of  the  State,  whose  organic  law  requires  “to  be  taught  such  branches 
of  learning  pertaining  to  agriculture,  the  mechanic  arts,  military  science  and  tac¬ 
tics,  and  such  other  scientific  and  classical  studies  necessary  to  promote  the  liberal 
and  practical  education  of  the  industrial  classes  in  the  various  pursuits  and  pro¬ 
fessions  of  life;”  a  school  in  which  liberal  culture  and  practical  education  shall 
proceed  together,  in  which  the  Arts  and  Sciences  shall  be  thoroughly  taught  and 
diligently  studied  in  their  theoretical  as  well  as  applied  forms. 

FACILITIES. 

The  Board  of  Trustees  have  always  endeavored  to  sustain  a  liberal  policy, 
striving  to  afford  the  best  instruction  and  full  equipment  for  theoretical  and  applied 
work  at  the  least  possible  cost  to  the  students.  The  limited  and  restricted  endow¬ 
ments  from  the  State  and  small  interest  income  from  the  land  grant  fund,  were 
inadequate  to  properly  sustain  all  that  was  undertaken.  However,  a  State  College, 
like  a  well  established  farm  or  business,  should  have  some  pioneer  experience  in 
order  to  become  safely  established  on  a  permanent  basis,  all  of  which  has  been 
accomplished. 

It  is  fortunate  to  the  college  and  the  State  that  just  as  the  critical  formative  stage 
is  passed,  the  General  Government,  under  whose  fostering  care  the  agricultural 
and  mechanical  colleges  were  established  and  mainly  sustained,  comes  to  our  assis¬ 
tance  with  the  endowment  provided  by  the  Morrill  Bill  which  passed  the  Congress 
and  became  a  law  last  August.  Under  this  act  each  state  received  an  amount  annu¬ 
ally,  beginning  with  $15,000  for  the  year  ending  June  80,  1890,  and  increasing  by 
$1,000  a  year  for  ten  years,  when  the  endowment  shall  remain  permanently  at 
$25,000  per  annum. 

Where  a  distinction  is  made  in  regard  to  race  or  color,  it  is  required  to  equitably 
divide  this  fund  between  the  college  for  white  students  and  a  similar  school  for 
colored  students.  Of  the  two  installments  thus  far  received  ($31,000),  the  Colored 
Normal  School  at  Tallahassee,  under  Governor  Fleming’s  division,  has  received 
one-half.  The  division  hereafter  will  be  based  upon  the  school  population  as  shown 
by  the  last  report  of  the  State  Superintendent  of  Public  Instruction.  By  this  appor¬ 
tionment  our  college  will  receive  53.4  per  cent,  of  the  annual  endowment. 

This  fund  is  restricted  to  “  instruction  in  agriculture  and  the  mechanic  arts, 
English  language  and  the  various  branches  of  mathematical,  physical,  natural  and 
economic  sciences  with  especial  reference  to  their  application  in  the  industries  of 
life,  and  to  the  facilities  to  such  instruction.”  The  bill  prohibits  using  this  money 
building,  buying,  renting  of  repairing  buildings,  and  implies  that  no  land  shall  be 
rented  or  purchased  with  it. 

This  college  will  thus  derive  from  all  sources  of  income  a  sum  equal  to  about 
$16,000  per  annum,  which  is  less  than  half  what  the  State  colleges  of  Mississippi, 


264  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Alabama,  South  Carolina  and  several  other  Southern  States  receive  and  about 
one-sixth  the  annual  endowment  of  similar  colleges  in  the  North.  The  State  of 
Florida  has  given  less  to  support  its  agricultural  college  than  any  other  State  or 
Territory. 

Several  additional  professors  and  assistants  have  been  employed,  the  agricultural 
department  fully  equipped,  so  that  now  farming  operations  are  carried  on  by  the 
students  taking  the  agricultural  course,  under  the  direction  and  instruction  of  the 
Professor  of  Agriculture,  independent  of  the  Experiment  Station.  There  has  been 
purchased  a  full  outfit  of  machinery  and  tools  for  the  four  years’  course  in  manual 
training ;  apparatus  for  the  chemical  and  physical  laboratory,  and  also  for  botany, 
astronomy,  physiology,  and  civil  engineering ;  cabinets  for  teaching  mineralogy, 
geology,  zoology,  entomology,  etc.  About  $2,000  worth  of  new  books  have  been 
added  to  the  library.  These  and  many  other  improvements  have  been  made  which, 
it  is  hoped,  will  start  the  college  on  an  era  of  unhindered  prosperity  and  merit  the 
patronage  of  all  classes. 


LOCATION. 

Lake  City,  the  seat  of  the  college,  a  town  of  about  two  thousand  inhabitants, 
and  the  county  seat  of  Columbia  county,  is  situated  at  the  junction  of  the  Florida 
Central  and  Peninsular,  the  Savannah,  Florida  and  Western,  and  the  Georgia 
Southern  and  Florida  railroads,  fifty-nine  miles  west  of  Jacksonville.  It  was  se¬ 
lected  by  the  Board  of  Trustees,  among  other  reasons,  on  account  of  its  well-known 
healthfulness  and  accessibility. 

Numerous  beautiful  live  oaks  and  water  oaks  of  gigantic  proportions  shade  the 
streets  and  dwellings,  and  charming  lakes  of  pure  water,  with  clear  margins,  may 
be  seen  in  and  around  the  town,  offering  to  the  student  in  his  hours  of  relaxation 
abundant  opportunity  for  aquatic  sports.  The  climate  during  the  months  of  the 
scholastic  year  is  unsurpassed  for  its  equable  mildness  and  cannot  fail  to  charm 
and  benefit  delicate  students  from  Northern  latitudes.  They  will  pursue  their 
studies  in  a  pure  atmosphere,  rarely  chilled  below  thirty-two  degrees  in  the  midst 
of  winter.  Churches  of  all  the  Christian  denominations  offer  free  sittings  to  stu¬ 
dents.” 

The  topic  of  Manual  Training  is  thus  treated. 

MANUAL  TRAINING. 

IT.  C.  Poicers,  Professor. 

In  pursuance  of  the  law  passed  by  Congress  creating  the  Agricultural  and 
Mechanical  colleges  and  the  stronger  law  of  public  opinion,  the  Department  of 
Manual  Training  in  this  college  will  be  made  as  complete  and  perfect  as  possible. 

We  realize  that  a  large  percentage  of  our  pupils  will  become  practical  farmers 
or  manufacturers  in  their  coming  manhood,  and  in  order  to  best  fit  them  for  such 
a  life  a  training  in  the  practical  use  of  the  different  tools  and  implements  used  in 
the  various  trades  is  greatly  needed. 

A  practical  education  means  much  more  to-day  than  it  did  thirty  years  ago. 
Not  only  must  the  brain  be  taught  from  books  but  the  hand  as  well  must  be 
trained  to  act  and  the  eye  to  see,  thus  making  a  complete  and  symmetrical  educa¬ 
tion  of  the  whole  boy. 

There  can  be  no  question  that  the  boy  so  trained  will  start  in  life  with  much 
greater  possibility  and  probabdity  of  success  than  the  one  with  only  a  classical 
education. 

Every  man,  whatever  his  calling  or  profession  has  more  chances  of  success  in 


COURSE  rtf  MECHANICAL  TRAINING.  265 

life  with  all  his  powers  fully  trained  than  one  whose  education  is  incomplete  and 
onesided. 

The  education  from  books  alone  neglects  some  of  the  powers  of  all  pupils  and 
all  the  power  of  others. 

We  do  not  profess  to  teach  any  particular  trade,  but  the  fundamental  principles 
of  all  trades,  nor  do  we  make  any  articles  for  sale.  All  work  is  disciplinary  and 
instructive,  and  as  soon  as  a  pupil  fully  understands  one  step  he  is  advanced  to  ' 
the  next. 

Our  course  of  Manual  Training  covers  the  entire  four  years  and  must  be  taken 
as  laid  out  by  the  Faculty  of  the  College.  No  pupil  will  be  allowed  to  take  any 
part  of  the  course  until  he  has  been  over  all  that  precedes  it. 

Drawing  is  considered  as  a  part  of  the  course  of  Manual  Training,  and  pupils  who 
take  the  shop  course  will  be  required  to  take  the  drawing  course  as  well. 

The  first  year  of  shop  work  is  entirely  taken  up  with  instruction  in  wood  work 
and  the  tools  used  therefor.  The  first  two  terms  are  devoted  to  bench  work  and 
the  last  term  to  wood  turning.  The  shop  for  this  work  is  fully  equipped  with 
tools  and  machinery  for  this  course  for  a  class  of  forty  pupils.  The  bench  work  consists 
of  instruction  in  the  care  and  use  of  all  ordinary  carpenter  and  pattern  maker’s 
tools,  and  the  performing  of  such  operations  as  planing,  sawing,  mortising,  tenon¬ 
ing,  dove-tailing,  squaring,  tongueing,  dowelling,  etc.  A  full  course  will  be 
given  in  wood-turning  and  scroll-sawing.  A  fine  set  of  wood  working  machinery, 
such  as  a  circular  sawing  machine,  scroll  saw,  plainer,  large  and  small  wood  lathes, 
is  driven  by  a  ten  horse  power  engine. 

The  second  year’s  course  will  consist  of  instruction  in  pattern  making,  moulding, 
and  casting,  brazing,  sheet  metal  work  and  soldering,  This  shop  is  now  ready  for 
the  class  who  have  just  finished  the  first  year’s  work  in  wood. 

The  third  year’s  course  will  consist  entirely  of  instruction  in  forging  iron  and 
steel  and  in  tempering  steel  tools.  At  the  beginning  of  the  year  the  class  will  be 
taught  how  to  use  hammer  and  anvil  by  working  in  lead,  which  metal  acts  similar 
to  hot  iron  under  the  hammer.  Then  the  fires  will  be  lighted  and  exercises  in  draw¬ 
ing,  upsetting,  bending,  punching  and  welding  will  be  given  in  both  iron  and  steel. 
Each  student  will  forge  and  temper  the  tools  that  he  is  to  use  in  the  succeeding  year 
in  the  machine  shop.  The  properties  of  iron  and  steel  will  be  thoroughly  taught 
by  lectures. 

The  fourth  year’s  course  wall  be  given  to  machine  shop  instruction,  and  will  con¬ 
sist  of  exercises  in  chipping  and  filing  at  the  bench,  boring,  turning,  planing,  shap¬ 
ing  and  drilling  on  machine  tools.  During  this  year  instruction  will  be  given  in 
the  management  and  care  of  steam  boilers  and  engines.  Students  taking  the  entire 
course  will  be  permitted  to  make  some  “  project,”  which  shall  combine  the  experi¬ 
ence  of  the  entire  four  year’s  course  in  shop  and  drawing  room  instruction. 

Each  exercise  in  the  shop  will  be  made  from  drawings  made  by  the  pupil  in  a 
book  kept  for  that  purpose.  This  will  be  required  in  every  case. 

In  the  four  years’  course  of  drawing,  instruction  will  be  given  in  the  making  of 
shop  drawings,  mechanical  drawings,  use  and  care  of  instruments,  orthographic 
projections,  isometric  projections,  lettering,  plans  and  elevations  of  architectural 
work,  tracings  and  blue  printing. 

The  instruments  used  in  this  course  will  cost  not  to  exceed  $8.  These  the  student 
must  furnish.  All  shop  tools  and  materials  are  furnished  by  the  school. 

Drawings  will  be  returned  to  the  pupils  at  the  end  of  each  year,  except  such  as 
the  school  shall  wish  to  retain  for  exhibition. 

The  time  given  to  Manual  Training  during  the  past  year  has  been  one  hour  for 
shop  work  and  forty  minutes  for  drawing  each  day  of  the  school  week,  and  will 
not  be  less  in  the  coming  year. 


266  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


CONDITIONS  OF  ADMISSION. 

Only  students  qualified  to  enter  the  Freshman  class  in  either  the  Agricultural  or 
Scientific  courses  will  be  permitted  to  take  Manual  Training,  and  all  entering  these 
two  courses  must  take  the  course  in  Manual  Training  and  Drawing. 

Each  cadet  in  this  department  pays  an  annual  fee  of  two  dollars  for  materials 
used. 

The  catalogue  quotes  a  list  of  107  under  graduate  students  in  at¬ 
tendance.  The  list  fails  to  indicate  any  students  as  in  the  Prepara¬ 
tory  Department. 

There  are  nine  members  of  the  Faculty.  F.  L.  Kern,  A.  M.,  is 
President. 

Georgia  State  College. 

The  Georgia  State  College  of  Agriculture  and  Mechanic  Arts,  of 
the  University  of  Georgia,  is  situated  at  Athens,  Georgia.  The 
University  has,  besides  the  “  State  College,”  an  Academic  Department 
known  as  “Franklin  College,”  both  in  Athens  ;  and,  also,  a  “Law”, 
and  a  “Medical ”,  Department,  the  latter  situated  at  Augusta.  It  in 
addition  comprises  four  branch  Agricultural  colleges;  respectively 
situated  at  Dahlonega,  Thomasville,  Cuthbert,  and  Milledgeville. 
From  these  branch  colleges,  graduate  students  are  admitted  to  the 
junior  class  of  the  University; — taking  there  the  final  two  years  of 
their  course  and  their  degree. 

The  State  College  comprises  the  three  schools  of  Agriculture, 
Engineering  and  Applied  Chemistry.  The  courses  for  the  first  two 
years  are  the  same.  In  the  Freshman  year,  “  Linear  Drawing  ”  is  a 
required  study  and  in  the  Sophomore  class  “  Geometrical  Drawing.” 
In  the  Junior  Class,  in  the  course  for  degree  of  Bachelor  of  Agricul¬ 
ture,  “Surveying  and  Drawing”  are  grouped  together;  and  in  the 
Senior  class,  “Rural  Engineering  and  “  Building  Construction.” 

In  the  course  for  degree  of  Bachelor  of  Engineering,  in  the  Junior 
Class,  “Geometrical  Drawing,  Pen  Drawing,  Tinting,  Lettering, 
etc.;  Topographical  Drawing,  Descriptive  Geometry  and  applica¬ 
tions;  Shades  and  Shadows,  Isometrical  Drawing  and  Perspective,” 
are  required  studies;  and  in  the  Senior  year,  “  Engineering  Draw¬ 
ing.”  There  is  a  special  course  for  the  degree  of  Civil  Engineer, 
requiring  at  least  an  additional  year  as  well  as  passing  a  satisfactory 
examination.  In  this  course  “Warren’s  Machine  construction  and 
Draughting  ”  is  one  of  the  required  studies. 

There  is  also  a  “  Course  in  Building  and  Architecture.” 

COURSE  IN  BUILDING  AND  ARCHITECTURE. 

“This  is  a  partial  course  in  the  Department  of  Engineering,  and  includes  the 
studies  of  the  first,  second  and  third  year  in  Engineering,  omitting  a  part  of  the 
higher  Matheniatics,  and  instead  thereof  giving  attention  to  Architectural  Drawing, 
Structures  of  Wood,  Stone  and  Iron,  Foundations,  Walls,  Arches,  Trusses,  Roofs, 


UNIVERSITY  OF  GEORGIA,  ATHENS. 


267 


etc.;  the  application  of  Descriptive  Geometry  to  Masonry  and  Carpentry;  Strength 
of  Materials;  Ventilation,  Warming,  Acoustics;  Building  Materials — Woods,  Stones, 
Mortars,  Cements,  Paints,  etc. 

Upon  the  satisfactory  completion  of  this  course,  a  certificate  will  be  given,  stating 
the  time  spent  at  the  College,  and  the  progress  made.”  *  *  *  *  . 

DRAWING. 

“Two  halls,  34  feet  square,  well  lighted,  now  used  oy  students  in  drawing.  Each 
student  of  the  State  College  is  employed)  in  drawing  during  a  part  of  the  course, 
from  one  to  two  hours  each  day.  During  the  first  year,  all  are  required  to  take  Linear 
Drawing,  being  applications  of  Practical  Geometry  as  an  auxiliary  to  the  study  of 
Geometry.  The  full  course  includes  Orthographic  and  Isometrical  Projections, 
Development  of  Surfaces,  Practical  Perspective,  Linear,  Building  and  Architectural 
Drawing,  Masonry  Drawing,  Drawing  for  Carpenters,  Mechanical  Drawing,  includ¬ 
ing  drawing  from  rough  sketches;  Drawing  and  Shading  from  solid  objects;  Draw¬ 
ing  of  Machinery.” 

The  catalogue  of  1882  gives  42  students  of  Drawing  out  of  a  total 
of  146  students.  The  “Annual  Announcement  ”  for  1886-’87,  shows 
an  attendance  in  The  Franklin  and  The  State  College  together,  of  195 
students;  of  these,  56  take  drawing.  The  faculties  of  the  two  colleges 
are  composed  of  the  same  Professors,  with  a  single  exception  of  one 
additional  Professor  in  Franklin  College.  Ten  Professors  make  the 
faculty  of  Franklin.  P.  A.  Will,  dd,  lld.  is  at  the  head  of  both 
colleges. 

The  Autumn  of  1888,  saw  the  opening  of  a  new  department  of  the 
University  of  Georgia  in  the  inauguration  of  The  School  of  Tech¬ 
nology,  October  5th,  1888,  in  Atlanta. 

This  event  was  recognized  as  marking  the  beginning  of  a  new  era 
in  education;  and  the  occasion  of  the  formal  transfer  of  the  new 
institution  to  the  Trustees  of  the  State  University,  was  made  mem¬ 
orable  by  the  ceremonies  of  a  great  public  meeting  held  in  the  Opera 
House  in  the  evening.  The  actual  opening  had  taken  place  during 
the  inspection  of  the  school  by  the  Trustees  in  the  morning,  when, 
in  the  presence  of  the  State  Trustees,  the  Governor,  two  Ex-Gover- 
nors  of  the  State,  and  many  distinguished  citizens,  Miss  Nellie 
Inman,  daughter  of  one  of  the  State  Commissioners,  was  escorted 
by  Ex-Governor  McDaniel,  to  the  engine;  and,  at  noon  exactly, 
turned  the  valve  which  started  the  engine  and  set  all  the  machinery 
in  motion  ! 

This  engine  was  made  by  the  last  year’s  class  of  the  Worcester 
Technological  Institute.  The  Superintendent  of  the  machine  shop, 
Milton  P.  Higgins,  formerly  of  the  school  in  Worcester,  Massachu¬ 
setts,  then  addressed  the  company  who  were  about  to  inspect  the 
several  shops,  and  briefly  outlined  as  follows  the  course  of  training 
to  be  given  in  this  new  School  of  Technology. 

“Ladies  and  Gentlemen: — I  am  desirous  of  stating  to  you,  before  you  inspect 
the  shops  and  equipments,  some  facts  about  them,  and  to  indicate  the  methods  pro¬ 
posed  for  utilizing  these  liberal  facilities  to  the  best  good  of  the  student.  This  can 
be  done  better  here  before  we  enter  the  shops  where  the  machinery  is  in  motion. 


268  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


No  occasion  can  possibly  be  of  greater  interest  to  me  than  the  opening  of  a  tech¬ 
nological  school  of  this  character. 

A  kind  Providence  has  made  it  my  duty  for  twenty  years  to  labor  in  this  special 
field.  Twenty  years  ago  there  was  no  precedent  in  America  for  technological  edu¬ 
cation,  and  European  methods  were  not  in  their  nature  fully  adapted  to  the  Amer¬ 
ican  boy. 

The  method  here  will  be  simple  and  direct.  We  aim  to  place  the  student  during 
his  course  of  .training  here  in  an  environment  not  unlike  what  he  may  expect  to 
find  when  he  enters  the  active  duties  of  life. 

First  of  all  we  recognize  the  shop  as  a  means  of  education,  training,  even  cul¬ 
ture.  This  is  the  highest  object  of  the  shops  in  any  school  of  this  character.  The 
friends  of  this  school  do  not  ignore  the  intrinsic  value  of  the  skill  attained  in  the 
shops,  but  as  valuable  as  this  is,  the  greatest  value  of  shop  training  to  the  man  and 
to  the  engineer  is  the  marked  effective  influence  upon  the  mind  and  character  of 
the  pupil.  It  has  been  shown  that  most  of  the  active,  managing  men  of  a  city  are 
men  whose  boyhood  has  been  spent  on  country  farms.  Now,  there  is  no  virtue 
necessarily  in  farm  work  or  country  life,  except  that  the  individual  is  brought  into 
close  contact  with  things.  They  meet  and  overcome  many  difficulties,  and  this 
experience  develops  sound  judgment  and  ability  to  manage  affairs  in  a  most  re¬ 
markable  manner.  This  developing  influence  upon  the  character  is  exactly  what 
the  shops  of  a  technological  school  accomplish. 

It  follows  then — if  difficulties  overcome,  educate  and  develop — we  must  have  a 
real  shop,  where  real  difficulties  are  overcome,  and  where  real  successes  are  achieved. 
A  play  shop  can  not  do  it.  A  productive  shop  is  a  complicated  affair.  It  is  a  new 
condition  in  a  school  and  demands  special  methods.  The  shop  and  its  methods 
must  be  real,  alive,  effective.  All  the  men  in  the  shops  must  be  working  men, 
devoting  all  business  hours  of  the  week  to  productive  work,  the  same  as  in  other 
shops.  They  are  all  there  as  teachers  of  what  they  know  but  their  teaching  is 
largely  by  example  with  such  explanations  as  may  naturally  go  with, their  work. 
All  the  shopmen  may  understand  that  the  object  of'the  shop  is  educational,  but,  in 
order  that  sound  business  may  be  taught  and  illustrated,  every  effort  must  tend  to 
economical  production. 

The  plan  of  operating  the  shops  is  as  follows  : 

The  Georgia  school  shops  recognize  that  their  object  is  educational,  first  and  last. 
This  is  not  a  trade  school.  It  is  more.  It  aims  to  make  mechanical  engineers, 
manufacturers,  managers  of  industrial  works  of  all  kinds.  It  will  teach  a  trade, 
i.  e. ,  it  will  develop  manual  dexterity  because  that  is  a  most  desirable  and  necessary 
step  up  to  the  end  sought.  It  may  produce  journeymen,  if  you  please,  not  as  the 
end  of  the  training,  but  the  education  of  the  engineer  should  include,  to  some  extent, 
the  experience  that  the  journeyman  possesses,  the  accuracy  of  the  machinist,  the 
skill  of  the  pattern-maker  and  the  special  knowledge  of  the  blacksmith  and  foundry- 
man.  And  we  believe  there  is  no  way  so  sure,  so  good,  and  so  simple  to  realize  these 
possessions  as  to  enter  the  ranks  and  learn  them  as  if  future  success  depended  upon 
the  narrow  knowledge  of  these  trades  alone. 

We,  therefore,  aim  to  have  the  education  of  the  student  lead  up  through  these 
steps  so  that  if  a  boy  starts  with  a  class  of  a  hundred  to  master  all  that  would  make 
him  a  successful  engineer  or  manager  of  larger  industrial  interests,  and  he  fails  to 
attain  his  full  object,  that  whatever  be  the  cause  of  his  failing  of  high  leadership, 
his  education  at  this  school  shall  not  be  by  any  means  a  failure.  Dexterity  in  any 
art  or  trade  is  a  step  to  something  higher.  Whoever  stops  at  one  step  has  the  dex¬ 
terity  that  is  as  valuable  to  him  and  more  so  than  if  he  had  started  in  life  to  learn 
the  trade  only.  There  are  many  things  to  prevent  all  in  a  class  of  a  hundred  from 
being  eminent  leaders  in  mechanical  pursuits.  Of  course,  there  is  always  room  at 
the  top,  and,  thank  God,  there  is  room  all  the  way  up  for  the  man  who  knows  well 
what  he  knows  and  can  do  it  well. 


SCHOOL  OF  TECHNOLOGY  OPENED . 


2G9 


In  starting  a  class  of  young  men  in  the  Worcester  shops  it  is  my  practice  to  show 
them  first  that  they  must  very  soon  find  within  themselves  a  love  and  respect  for 
their  calling.  They  are  taught  at  once  that  nothing  is  more  promising  of  reward 
and  honor  and  success  than  the  pursuit  of  science,  of  mechanics,  and  the  industries ; 
and  the  school  of  technology  is  not  a  rival  or  a  substitute  for  the  college ;  that  pro¬ 
fessional  men,  or  statesmen,  professors,  lawyers,  doctors,  and  ministers  have  all 
been  held  in  honor  justly,  because  of  their  training,  because  of  their  characters  and 
because  of  their  culture,  and  thus  they  have  made  their  professions  honorable. 
Now,  the  time  is  at  hand  when  a  mechanical  engineer,  a  manufacturer,  has  every 
need  and  every  inducement  and  every  facility  for  obtaining  all  that  makes  any  man 
worthy  of  the  esteem  of  his  fellows,  viz:  education  in  its  truest  sense. 

We  teach  them  at  Worcester  not  to  be  disappointed  or  discouraged  if  at  first  there 
is  a  failure  to  find  much  love  in  the  chosen  work,  but  such  a  love  can  and  must  be 
developed.  A  loving,  devoted  dwelling  upon  the  beauties  of  mechanical  science  is 
as  possible  and  necessary  to  the  successful  mechanic  or  engineer  as  devotion  is  in 
any  profession.  They  are  taught  at  once  that  there  is  no  conflict  between  practice 
and  theory ;  none  at  all.  Education  is  as  desirable  and  possible  in  one  pursuit  as 
another,  though  it  may  be  of  a  very  different  sort. 

At  Worcester  we  receive  into  the  shop  each  year  about  thirty  pupils,  at  an  average 
age  of  eighteen  to  nineteen  years.  They  remain  three  and  a  half  years.  After  the 
first  month  they  are  in  the  shop  only  two  half  days  per  week,  i.  e. ,  ten  hours  per 
week  during  term  time. 

After  about  two  months  they  are  put  at  productive  work,  and  sometimes  much 
sooner.  We  are  ever  holding  more  strongly  to  the  method  of  productive  work  as 
a  means  of  education.  At  the  end  of  the  course  of  three  and  a  half  years  our 
graduates  have  enough  practical  shop  instruction  to  compete  with  young  men  who 
have  devoted  three  years  entirely  to  the  learning  of  a  trade,  and  in  addition  they 
have  the  advantages  of  their  scholastic  education. 

The  evening  exercises  at  the  Opera  House  were  largely  attended. 
They  were  opened  by  juayer  by  Rev.  Dr.  Tucker.  Dr.  Hopkins, 
the  President  of  the  school,  in  the  course  of  his  opening  remarks 
before  introducing  the  speaker  of  the  evening,  said  : 

Under  the  circumstances  it  would  be  improper  for  me  to  occupy  your  time  in 
making  a  speech,  but  this  is  a  time  for  congratulation,  and  I  would  congratulate 
those  that  have  done  this  work,  and  spared  no  effort  to  do  it  well.  I  would  con¬ 
gratulate  the  public-spirited  men  and  women  of  Atlanta,  who  have  encouraged  the 
work.  I  would  congratulate  the  trustees  of  the  University  of  Georgia,  for  in  all  its 
history  there  has  been  added  to  it  no  such  efficient  arm  of  service  than  this.  A  new 
prestige  has  been  given  to  the  educational  system  of  the  State.  The  state  at  large 
is  to  be  congratulated  that  here,  in  its  capital  city,  is  established  this  potency  for 
good.  The  establishment  of  any  school  is  an  important  event,  inevitably  affecting 
the  weal  and  woe  of  the  community  about  it.  More  important  than  others  is  the 
school  established  for  a  specific  purpose,  and  the  establishment  of  this  school,  at 
this  time,  in  tins  place,  is  of  special  importance.  This  system  of  education  is  the 
result  of  enlightened  discussion  between  the  friends  of  classical  education  on  the 
one  hand  and  of  practical  education  on  the  other. 

Dr.  Hopkins  introduced  Hon.  N.  E.  Harris,  of  the  State  Commis¬ 
sion,  who  made  the  Report  of  the  Commission  and  presented  the 
school  to  the  Trustees  of  the  State  University. 

Col.  Harris  began  as  follows  : 

Mr.  President,  Gentlemen  of  the  Board  of  Trustees,  Ladies  and  Gentlemen  :  It 
is  said  we  live  in  an  eminently  progressive  as  well  as  practical  age.  There  is  a  con- 


270  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


stant  demand  for  new  methods  in  every  department  of  life.  The  solution  of  the 
great  problem  of  individual  destiny  is  being  wrought  out  under  new  and  different 
processes  every  day.  This  has  necessitated  new  methods  of  study  and  thought. 
The  watchword  now  is  “  advance.”  Even  education  has  moved  onward  with  the 
times.  No  one  of  the  old  school  would  recognize  the  modern  means  and  instru¬ 
mentalities  for  educating  the  young.  For  a  long  period  the  conservatism  of  the 
college  stood  in  the  way  of  reform.  But  the  American  people  have  a  way  of  solv¬ 
ing  problems  that  is  shorter  than  that  practiced  by  our  ancestors.  Things  which 
are  going  into  “desuetude,”  to  use  Mr.  Cleveland’s  word,  are  either  changed  to 
suit  the  times  or  incontinently  kicked  aside. 

The  great  middle  classes  of  the  country  have  begim  to  demand  attention — more 
than  at  any  previous  time  in  the  world’s  history.  Men’s  eyes  and  noses  are  worth 
more  to-day  than  they  were  a  century  ago.  We  approach  the  days  of  perfect 
equality.  The  lower  classes  have  risen  upward  and  higher  classes  have  moved  down¬ 
ward.  Legislation  for  the  masses  is  now  legislation  for  the  greatest  good  to  the 
greatest  number.  Knowledge  must  be  adapted  to  their  wants.  They  do  not  boast 
the  blue  blood  of  t  he  cavalier — they  use.  their  hands  in  making  a  living.  It  is  no 
disgrace  now.  Bat  Americans  control  the  colleges  of  this  continent,  therefore  as 
these  institutions  could  not  prevent,  they  have  at  length  decided  to  lead  these  re¬ 
forms.  The  curriculums  are  being  remodeled  all  over  the  country,  and  no  state  in 
the  union  now  making  pretensions  to  higher  education  can  be  found  without  its 
technical  school,  either  in  process  of  erection  or  already  open. 

Georgia  began  the  agitation  years  ago.  The  thought  took  shape  in  universal  de¬ 
mand  by  the  press  in  1882,  headed  by  the  Macon  Telegraph.  In  1883,  the  first  bill 
was  presented  to  the  legislature.  In  1885,  the  present  law  was  enacted,  under 
which  the  institution  in  whose  honor  we  are  gathered,  was  established. 

Knowledge  and  reform  travel  slowly  in  the  face  of  prejudice.  Some  difficulty 
was  experienced  in  prevailing  upon  the  representatives  of  the  people  to  grant  to  the 
state  the  right  to  get  in  line  with  the  progress  of  the  country.  It  is  easier  to  defeat 
a  bill  than  to  pass  one,  under  the  peculiar  provisions  of  our  constitution.  Every 
absentee  counts  for  a  negative  vote. 

Let  us  give  credit  to  whom  credit  is  due.  The  ten  young  representatives  of  the 
people  who  took  their  singular  and  striking  journey  to  the  north  for  the  purpose 
of  studying  the  question  of  technical  education,  in  the  spring  and  summer  of  1883, 
had  no  conception  of  the  magnitude  of  the  problem  which  they  had  undertaken  to 
solve.  After  the  real  character  of  the  undertaking  was  revealed  to  them,  it  took 
some  courage  to  present  their  views  to  the  body  they  represented,  and  through  that 
to  the  state,  recommending  the  establishment  of  this  institution — for  the  obtain- 
ment  of  money  for  education  at  that  particular  time  was  exceedingly  doubtful  and 
difficult  to  say  the  least. 

He  then  paid  a  brief  tribute  to  each  of  the  ten  members  of  the 
committee.  They  did  not  succeed  in  securing  the  desired  legislation 
at  that  session  and  the  efforts  were  resumed  at  the  next.  The  new 
supporters  of  the  bill  were,  each  in  turn,  named  and  eulogized  by 
the  speaker. 

The  bill  was  finally  enacted  into  a  law  and  the  next  question  to  be  settled  was  one 
of  location.  Georgia  was  poor.  She  had  the  capitol  upon  her  hands  into  which  she 
was  pouring  annually  nearly  $30,000.  Therefore,  she  thought  it  not  beneath  her 
dignity  to  ask  help  of  the  flourishing  towns  and  cities  of  her  territory,  and  the 
school  was  directed  to  be  located  at  that  point  which  would  furnish  the  best  in¬ 
ducements  in  money  or  otherwise  to  the  state.  So  the  great  municipalities  began 
the  contest  for  the  location.  Macon,  Athens,  Penfield,  Milledgeville  and  Atlanta 


GEORGIA  SCHOOL  OF  TECHNOLOGY — OPENING  ADDRESSES.  271 


entered  the  list  in  generous  rivalry,  but  Atlanta,  strong  shouldered  and  steady 
hearted  in  her  faith  for  the  future,  poured  $70,000  into  the  state’s  coffers  and  threw 
in  a  site  and  $2,500  a  year  for  twenty  years  additional,  thus  securing  the  location 
over  all  her  rivals.  Yon  magnificent  building,  yon  splendidly  equipped  machine 
shop,  honorable  alike  to  the  city  and  the  state,  is  the  result,  and  we  are  here  to¬ 
night  to  turn  over  the  splendid  property  to  its  rightful  custodions. 

*  *  *  *  *  *  * 

As  the  chairman  of  the  state  board  of  commissioners,  I  am  here  to  announce  the 
completion  of  the  labors  entailed  upon  us  by  our  appointment  under  the  present 
law.  The  college  is  now  already  opened,  its  corps  of  instructors  have  been  chosen, 
able,  experienced  and  well  fitted  for  the  positions  to  which  they  have  been  called. 

The  prospects  are  flattering.  Two  hundred  young  men,  if  we  are  not  deceived, 
will  join  the  classes  of  the  institution  to  be  taught  therein  naught  but  the  gospel  of 
labor. 

The  great  heart  of  Georgia  will  soon  be  here.  The  eyes  of  the  state  will  be  upon 
the  institution.  The  experiment  is  new  and  untried,  and  upon  the  event  hangs  a 
fearful  arbitrament. 

The  school  is  a  part  of  the  state  university.  There  can  be  no  rivalry  between  the 
two.  The  head  is  in  Athens ;  the  hands  are  here.  Without  this  school  the  univer¬ 
sity  would  be  incomplete  ;  with  it  the  demand  of  the  times  is  met  and  the  university 
is  abreast  of  the  age.  Here  we  have  thought  versus  work.  Practice  against  theory. 
The  shop  against  the  study  ;  the  hammer  against  the  book  ;  the  blouse  against  the 
cutaway. 

The  old  statesmen  who  conceived  the  idea  of  the  state  university  had  in  view  the 
founding  of  an  institution  which  should  extend  to  every  county  of  the  state.  It 
was  intended  to  become  merely  an  aggregation  of  schools.  The  ultimate  limit  of 
expansion  was  to  be  reached  only  when  there  should  be  a  college  established  in 
every  county  of  the  state.  Under  the  state  constitution,  the  university  is  still  the 
head  of  all  state  academic  education,  and  no  appropriation  can  be  made  to  this 
object  except  through  its  board  of  trustees.  As  these  colleges,  therefore,  are  mul¬ 
tiplied,  it  approaches  nearer  the  ideal  intended  by  its  founders.  In  Augusta  is  its 
medical  branch,  in  Athens  the  literary  branch,  in  Dalonegha  an  adjunct  of  the 
literary  branch,  in  Atlanta  the  technical  branch,  in  other  places  feeders  of  the 
literary  branch.  If  the  money  availed  there  ought  to  be  no  objection  to  this. 

Will  the  state  support  this  institution  ?  That  is  the  question  which  the  future 
must  settle.  It  belongs  to  the  state,  both  the  question  and  the  institution.  There 
is  no  equitable  or  legal  title  outstanding — this  institution  is  the  state's  own  prop¬ 
erty,  and  everyone  who  has  the  country’s  welfare  at  stake  is  interested  in  the 
question.  The  entire  army  of  workers  will  await  with  increasing  concern  the 
determination  arrived  at  by  the  people’s  ambassadors. 

I  can  only  say  that  inasmuch  as  the  hand  of  beauty  set  the  machinery  in  motion 
today,  I  trust  the  men  of  Georgia  will  be  too  gallant  to  allow  that  machinery  to 
stop  for  want  of  money  only. 

The  institution  represents  the  great  thought  of  the  age  wrought  into  wood  and 
brick  and  iron ;  without  it,  the  state  will  go  backward,  losing  her  hold  on  the  power 
and  progress  of  the  present. 

*  *****  -ji¬ 

lt  is  the  school  of  the  laborer,  the  workshop  of  the  mechanic,  the  college  of  the 
engineer,  the  university  of  the  poor.  No  patent  of  nobility,  of  wealth  or  influence, 
is  necessary  to  open  its  doors.  If  it  shall  realize  the  hopes  of  its  founders,  there 
will  be  no  limit  to  the  magnitude  of  its  glory,  in  the  good  it  shall  achieve  for  the 
state.  Every  year  it  shall  send  its  output  of  educated  muscle  and  brain  into  the 
ranks  of  the  state — each  young  man  a  source  of  unmeasured  power,  developing 
wealth  and  resource,  aggregating  capital,  challenging  advance,  and  constituting 


272  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


himself  a  nucleus  of  thought  and  of  energy,  ever  increasing,  ever  developing,  ever 
inviting  to  grander  triumphs.  Each  one  of  these  educated  artisans  will  become  a 
part  in  the  progress  of  our  state — now  a  hammer  to  strike,  now  an  anvil  to  bear. 
Like  so  many  hands  extended  from  the  body,  these  young  men  will  work  with  a 
heart  at  the  centre,  for  Georgia’s  good. 

I  cannot  estimate  their  value.  Into  the  treasury  of  the  mountains  where  the  coal 
sleeps,  and  the  iron  and  gold  are  locked,  they  will  break  with  the  skilled  implements 
of  their  trade,  and  gather  the  increase  for  their  people. 

Beside  the  cotton  fields  they  will  build  the  factories  and  plant  the  machinery 
which  shall  utilize  for  this  country  and  this  community  the  wealth  which  now  goes 
to  swell  the  coffers  of  distant  lands  and  nations.  Each  one  with  his  own  hands,  in 
the  great,  wonderful  workshop  of  the  world,  will  give  his  time  and  skill  and  energy 
to  forge  the  fitting  crown  for  the  imperial  brow  of  this  grand  old  mother  state. 

The  speaker,  closing  with  an  eloquent  picture  of  the  condition  of 
the  South  after  the  war,  gave  a  glowing  description  of  how  morning 
breaks  along  the  rugged  cliffs  and  magnificent  mountains  of  the  great 
Blue  Ridge,  ushering  in  the  full  orbed  splendor  of  the  coming  day ; 
and  prophesied  a  similar  glorious  uprising  of  a  new  day  for  his 
beloved  South  Land. 

Hon.  J.  J.  Gresham,  President  of  the  Board  of  University  Trus¬ 
tees,  Governor  Gordon,  Ex-Governor  McDaniel,  Professor  H.  C. 
White,  and  Mr.  Grady,  followed  with  fitting  words. 

The  catalogue*  is  a  handsome  pamphlet  with  a  view  of  the  build¬ 
ing  as  frontispiece  and  with  illustrations  of  the  several  workshops. 
From  this  the  following  statements  concerning  the  school  are  taken 

“  GENERAL  INFORMATION. 

Extract  from  the  Act  of  the  General  Assembly  of  Georgia,  entitled  an  “Act  to 
Establish  a  Technological  School.” 

*  *  *  “  That  there  shall  be  established,  in  connection  with  the  State  Univer¬ 
sity,  and  forming  one  of  the  departments  thereof,  a  Technological  School,  for  the 
education  and  training  of  students  in  the  industrial  and  mechanical  arts. 

*  *  *  “  That  there  shall  be  one  beneficiary  for  each  representative  in  the  Gen¬ 
eral  Assembly  from  every  county  in  this  State,  selected  by  the  Board  of  Education 
in  each  county  on  competitive  examination,  and  who  shall  be  first  entitled  to  the 
benefits  of  said  school;  that  the  tuition  in  said  school  shall  be  free  to  all  students 
who  are  residents  of  the  State  of  Georgia.  The  rates  of  tuition  to  others  than  resi¬ 
dents  of  the  State  shall  not  exceed  one  hundred  and  fifty  dollars  per  annum.” 

GENERAL  PLAN. 

In  conformity  with  this  act  of  the  Legislature,  the  leading  object  of  the  school 
will  be  to  teach  the  principles  of  science,  especially  those  which  relate  to  the  me¬ 
chanic  and  industrial  arts. 

The  school  offers  an  education  of  high  grade,  founded  on  the  mathematics,  the 
English  language,  the  physical  sciences  and  drawing,  while  it  gives  such  familiarity 
with  some  industrial  pursuits  as  will  enable  the  graduate  to  earn  a  living. 

*  Annual  catalogue  of  the  Georgia  School  of  Technology,  a  school  of  Mechanical 
Engineering.  A  Department  of  the  University  of  Georgia.  Atlanta,  Georgia; 
organized  1888.  Announcement  for  1889-90.  Atlanta,  Ga.  Constitution  Pub¬ 
lishing  Company.  1890.  Pp.  44. 


\ 


SCHOOL  BUILDINGS  AND  EQUIPMENT. 


273 


There  are  no  elective  courses,  each  student  being  required  to  follow  the  prescribed 
course,  both  mechanical  and  scholastic.  The  time  and  attention  of  students  are 
duly  proportioned  between  scholastic  and  mechanical  pursuits,  and  special  promi¬ 
nence  is  given  to  the  element  of  practice  in  every  department. 

The  methods  of  the  school  are  in  the  main  such  as  have  been  found  advantageous 
in  the  polytechnic  schools  of  Europe  and  at  the  Worcester  Free  Institute,  with  such 
modifications  as  adapt  it  to  the  peculiar  needs  of  this  section. 

To  thorough  supervision  and  instruction  in  handicrafts  are  added  the  stimulus  of 
production  for  the  market,  and  such  other  conditions  as  are  likely  to  be  met  with 
in  the  active  business  of  life.  Students  do  not  receive  money  compensation  for 
their  work. 

BUILDINGS. 

The  school  occupies  a  beautiful  site  in  a  campus  of  nine  acres,  lying  at  the  junc¬ 
tion  of  North  avenue  and  Cherry  street,  easily  accessible  by  street  car  lines  on 
Marietta  street  and  on  North  avenue.  The  Academic  building  is  a  splendid  edifice 
of  brick,  trimmed  with  granite  and  terra  cotta,  slate  roof.  It  has  one  hundred  and 
thirty  feet  front,  is  one  hundred  and  twenty  deep  and  is  four  stories  high  above 
basement  story.  It  contains  ample  accommodations  in  halls,  offices,  apparatus 
rooms,  recitation  and  lecture  rooms,  free-hand  and  mechanical  drawing  rooms, 
library  and  chapel. 

The  workshop  is  also  of  brick,  two  hundred  and  fifty  feet  long  by  eighty  wide, 
and  two  stories  high.  It  is  beautifully  designed  with  reference  to  its  use,  and 
affords  ample  space  for  the  various  departments  of  instruction  pursued  in  it.  It 
contains  boiler  and  engine  rooms,  wood  shop,  machine  shop,  forge  room  and 
foundry. 

EQUIPMENT. 

The  Chemical  and  Physical  laboratories  have  been  fitted  up  with  reference  to 
practical  work,  and  such  additions  will  be  made  from  time  to  time  as  may  be  re¬ 
quired  for  experimental  research.  The  apparatus  and  appliances  are  of  the  newest 
and  best  forms,  and  will  be  increased  as  occasion  may  demand. 

The  workshops  have  been  equipped  with  machinery  and  tools  from  the  best 
makers,  and  of  the  latest  patterns,  at  a  cost  of  over  twenty  thousand  dollars.  In 
pursuance  of  the  fimdamental  idea  of  giving  the  student  access  to  the  best  machinery 
and  experimental  knowledge  of  the  best  methods  of  mechanical  work,  the  commis¬ 
sion  have  put  the  mechanical  department  on  a  footing  with  the  most  approved  and 
complete  shops  in  the  country,  and  hardly  any  process  requiring  fine  material  and 
accurate  workmanship  is  beyond  its  capacity. 

The  shops  of  the  institution  have  already  won  an  enviable  reputation  for  the 
quality  of  their  iron  and  brass  castings,  perfection  in  gear  cutting  and  the  beauty 
and  variety  of  its  wood  work. 

******* 

DEGREES  CONFERRED. 

The  regular  degree  conferred  in  this  school  is  that  of  Bachelor  of  Science  in 
Mechanical  Engineering. 

A  post-graduate  course  is  being  arranged,  intended  to  cover  a  period  of  two  years, 
and  leading  to  the  degree  of  Mechanical  Engineer. 

******* 

TUITION  AND  FEES. 

There  will  be  no  charge  for  tuition  to  residents  of  the  State  of  Georgia.  All 
others  pay  a  tuition  fee  of  $150. 

Every  student,  of  whatever  place  of  residence,  pays  an  annual  fee  of  $20  to  cover 
ART — VOL  4 - IS 


274  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


contingent  expenses.  Half  of  this  amount  is  payable  on  the  opening  day  of  each 
term  in  advance. 

A  contingent  fee  of  $5  will  be  required  to  be  deposited  with  the  treasurer  on 
entrance,  to  cover  injury  done  to  college  buildings  or  furniture,  which  sum  will  be 
returned  to  the  student  on  leaving  college,  if  not  forfeited. 

The  student  is  advised  to  defer  the  purchase  of  drawing  instruments  and  materials 
until  he  can  have  the  direction  of  the  Professor  in  their  selection. 

Text-books  and  stationery  can  be  purchased  in  Atlanta  on  good  terms.  The  stu¬ 
dent  is  advised,  however,  to  bring  such  scientific  books  as  he  may  possess. 

DEPARTMENT  OF  MECHANICAL  ENGINEERING. 

All  instruction  in  this  department  is  based  on  strictly  utilitarian  lines.  The 
graduate’s  commercial  valuation,  on  leaving  the  technical  school,  is  invariably 
based  on  his  helpfulness — on  what  he  can  do — and  not  on  what  he  knows.  He 
must  know  things  and  how  to  do  them,  and  not  simply  know  about  them. 

The  studies  taught  in  tlfis  department  comprise  Kinematics  and  Mechanism, 
Machine  Design,  Analytic  Mechanics,  Applied  Mechanics,  Materials  used  in  Engi¬ 
neering  Structures,  Strength  of  Materials,  Steam  Engineering,  Prime  Movers  and 
Laboratory  Experiments. 

******* 

The  study  in  Machine  Design  will  be  by  text-lxioks  and  lectures,  and  also  by  prac¬ 
tical  applications  in.  drawing.  It  will  include  the  various  parts  of  machine  tools, 
the  steam  engine,  pumping  machinery,  electrical  machines,  riveted  joints,  and  the 
proper  forms  for  strength  and  efficiency  of  the  various  parts  of  other  machines  in 
common  use.  A  very  important  adjunct  to  this  course  of  instruction  will  be  the 
study  of  a  magnificent  collection  of  blue-prints  of  details  of  a  large  variety  of 
machinery,  for  which  we  gratefully  acknowledge  obligations  to  the  Calumet  & 
Hecla  Mining  Company,  of  Boston  ;  to  the  Dickson  Manufacturing  Company,  of 
Scranton,  Pa.,  and  others.  This  incomparable  collection  of  prints  will  be  aug¬ 
mented  from  time  to  time. 

******* 
DEPARTMENT  OF  MECHANICAL  DRAWING. 

Mechanical  drawing  is  pursued  throughout  the  entire  course  of  four  years,  it 
being  considered  that  efficiency  in  the  drafting  room  is  second  only  to  proficiency 
in  the  shop. 

The  beginning  (Apprentice)  class  first  take  up  free-hand  geometric  drawing, 
which  is  taught  by  lectures  and  blackboard  exercises.  This  is  followed  by  free¬ 
hand  elementary  linear  perspective,  sketching  from  models,  with  shades  and 
shadows ;  sketching  both  in  perspective  and  orthographic  projection,  from  patterns, 
castings  and  parts  of  machines. 

At  the  middle  of  the  first  year  the  Apprentice  class  begin  instrumental  linear 
drawing,  the  delineation  of  geometric  curves,  etc. ,  from  sketches,  followed  by  or¬ 
thographic  and  isometric  linear  projection,  the  drawing  being  made  from  models 
and  to  scale.  Students  are  advised  not  to  supply  themselves  with  drawing  instru¬ 
ments  before  consulting  the  professor  in  charge.  All  necessary  instruments  of  the 
best  quality  need  not  cost  over  $13.00. 

Throughout  the  second  (Junior)  year  Descriptive  Geometry  is  studied,  and  draw¬ 
ing  problems  connected  with  tlfis  branch  of  mathematics  occupies  four  hours  per 
week  through  the  year.  Four  hours  per  week  will  likewise  be  devoted  to  mechan¬ 
ical  drawing,  such  as  the  delineation  of  various  kinds  of  screws,  making  copies  from 
detail  drawings  of  parts  of  machines,  making  tracings  for  blue  printing,  working 
out  problems  in  isometric  and  orthographic  projection,  etc. 


COURSES  m  DRAWING  AND  SHOP  WORK. 


275 


The  drawing  of  the  third  (Middle)  year  commences  with  screw,  spur,  bevel  and 
worm  gearing,  and  all  of  these  branches  are  fully  developed  in  detail  working 
drawings,  to  scale,  each  student,  in  all  cases,  being  given  an  original  problem,  no 
copying  being  allowed.  During  this  year  also  students  become  familiar  with  the 
various  processes  of  photo-copying  from  tracings,  as  the  “  nigrocine,”  “  cyanotype” 
and  “ blue”  processes,  the  school  being  equipped  with  excellent  apparatus  for  this 
purpose.  They  are  taught  how  to  properly  prepare  the  paper,  as  well  as  make  the 
tracings  and  points. 

The  drawing  of  the  fourth  (Senior)  year  is  devoted  to  machine  design  in  detail, 
in  which  the  methods  obtaining  in  the  best  modern  shops  practice  is  carefully  in¬ 
corporated  with  purely  theoretical  considerations.  In  all  the  advanced  drawing, 
there  is  a  continual  connection  between  the  work  done  in  the  drafting  room  and 
the  instruction  given  in  the  class  room.  At  no  time  is  any  attempt  made  to  produce 
pretty  pictures  which  delight  the  artistic  eye  of  the  layman,  but  which  are  of  no 
use  to  any  body,  for  any  purpose.  Such  amateur  work  is  always  necessarily  far 
inferior  to,  and  immensely  costlier  than  the  work  of  the  photographic  camera.  All 
drawing,  from  first  to  last,  is  made  accurately  to  scale,  and  working  dimensions 
plainly  given.  In  short,  an  effort  is  made  to  teach  the  student  how  to  make  a 
correct,  accurate,  working  detail  drawing. 

WORK  SHOP  PRACTICE. 

The  shops  where  the  students  in  mechanical  engineering  practice  occupy  a  com¬ 
modious  two-story  building,  250  feet  long  by  40  feet  wide,  with  wings  30  by  40  and 
12  by  40.  The  building  contains  the  general  offices  of  the  shops,  draughting  room, 
iron  and  wood-working  rooms,  with  tool  room  for  each,  paint  and  finishing  rooms, 
engine  and  boiler  rooms,  wash  room,  forge  shop  and  foundry.  All  these  rooms  are 
well  equipped  with  the  best  modern  iron  and  wood  working  machinery  and  tools. 

The  shops  are  organized  and  managed  as  a  manufacturing  establishment,  taking 
contracts  for  a  great  variety  of  work,  both  in  wood  and  iron,  and  from  this  variety 
of  work,  always  in  process  of  construction,  such  parts  are  given  the  student  to 
make  as  will  afford  him  the  best  instruction  at  that  particular  stage  of  his  course. 

Under  this  plan  the  student,  growing  up  in  an  atmosphere  of  real  business,  ac¬ 
quires,  besides  handicraft  with  tools,  a  knowledge  of  commercial  requirements, 
together  with  that  practical  judgment  in  real  work  upon  which  success  in  life  de¬ 
pends.  It  is  expected  that  at  the  end  of  his  course  the  student  will  be  able  not  only 
to  construct  the  individual  parts  of  a  machine,  or  design  the  machine  as  a  whole, 
but  also  to  so  discriminate  between  methods  and  processes  as  to  produce  a  machine 
that  can  be  marketed,  thus  fitting  him  to  become  a  director  in  the  world’s  industries. 

The  first,  or  Apprentice  year,  is  devoted  entirely  to  wood  work.  This  includes  a 
course  of  elementary  instruction  in  laying  out  work  with  knife  and  pencil,  and  the 
use  of  the  ordinary  hand  tools,  such  as  saws,  planes,  chisels,  etc.  This  is  followed  by 
a  course  in  elementary  pattern  work,  introducing  the  use  of  the  turning  lathe. 
After  these  elementary  exercises  the  student  works  altogether  upon  practical  work, 
especially  pattern  and  cabinet  work.  Instruction  and  practice  is  given  in  the  use 
and  care  of  the  wood-working  machinery,  large  and  small  circular  saws,  band  and 
scroll  saws,  Daniel’s  cylinder  and  buzz  planers,  boring,  mortising  and  tenoning 
machines  and  shaping  machines.  Two  days  of  nine  hours  each  per  week  are 
devoted  to  practice  throughout  this  year. 

The  second,  or  Junior  year,  is  spent  in  the  iron  room.  During  this  year  the  time 
devoted  to  practice  is  one  day  of  nine  hours  per  week,  during  term  time  and  an 
additional  two  hundred  hours  which  must  be  made  up  before  the  beginning  of  the 
next  year.  The  students  begin  work  with  the  simpler  lathe  operations,  such  as 
turning  plain  shafts,  cutting  threads,  squaring  up  and  finishing  nuts,  chucking, 


276  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

reaming,  inside  borings,  etc.,  etc.  The  junior  year  covers  the  ordinary  operations 
performed  with  the  engine  and  speed  lathes,  upright  drill,  planer  and  shaper,  and 
turret  head  screw  machine,  also  the  simpler  kinds  of  bench  work,  such  as  chipping, 
tiling  and  laying  off  work.  Squads  of  students  are  daily  detailed  to  the  foundry, 
where  they  receive  practice  in  moulding  and  in  pouring  iron  and  brass,  throughout 
this  and  the  following  year. 

The  third,  or  Middle  year,  has  the  same  amount  of  practice  time  as  the  junior  year, 
and  the  same  two  hundred  hours  additional  practice.  During  this  year  practice  is 
given  in  the  more  complicated  operations  with  the  lathe  and  planer  and  in  the  use 
of  the  universal  milling  machine,  and  in  gear  cutting.  During  the  latter  half  of 
this  year  special  attention  will  be  given  to  tool  making  and  the  correct  forms  for 
making  twist  drills,  reamers,  taps  and  dies,  etc.,  etc.  Students  will  be  detailed  to 
the  care  of  the  boilers  and  engine,  including  the  work  of  firing  and  controlling 
steam  pressure  and  water  supply. 

The  Senior  year’s  practice  embraces  nine  hours,  or  one  day  per  wreek.  No  addi¬ 
tional  practice  is  required  this  year. 

During  this  year  the  class  will  build  one  or  more  machines  complete.  Special 
attention  will  be  given  to  engineering  and  planning  work,  and  assembling,  erect¬ 
ing  and  starting  new  machinery.  A  portion  of  the  time  will  be  spent  in  the  shop 
draughting  room  making  drawings  and  designing  tools  and  fixtures  to  be  built  in 
the  shop.  Ample  opportunity  will  be  given  each  student  to  exercise  his  originality 
while  his  work  will  still  be  held  to  well  established  principles. 

The  total  number  of  students  enrolled  is  145  ;  of  these,  62  are  in 
the  Apprentice,  71  in  the  Junior,  10  in  the  Middle,  and  2  in  the  Senior 
classes.  The  Faculty,  consists  of  eight  Professors;  there  are  four 
Foremen  of  the  shops.  Isaac  S.  Hopkins,  ph.  d.  ,  d.  d.  ,  is  the  Presi¬ 
dent. 

The  University  of  Illinois,  Formerly  Designated  as  the 
Illinois  Industrial  University. 

The  Illinois  Industrial  University,  the  State  University  of  Illinois, 
is  situated  on  “high  grounds  between  the  cities  of  Champaign  and 
Urbana  and  in  the  corporate  limits  of  the  latter.” 

The  University  was  chartered  in  1866,  opened  to  students  in  March, 
1868.  In  1871,  it  was  opened  to  women  students.  In  1874,  through 
the  personal  efforts  of  President  Gregory,  then  Regent  of  the  Uni¬ 
versity,  a  fine  Art  Gallery  was  established.  Accounts  of  the  Art 
Gallery,  and  Art  School,  of  this  University  will  be  given  in  later 
volumes  of  this  Report.  The  University  finds  place  in  this  volume 
as  one  of  the  National  Land  Grant  Institutions.  It  is  very  com¬ 
pletely  equipped,  with  necessary  buildings,  Museums,  Library, 
Laboratories,  Apparatus,  and  Machinery  for  its  Mechanical  Depart¬ 
ment,  etc.,  and  has  a  domain  of  623  acres  giving  ample  extent  of 
farms,  orchards  and  gardens  for  its  Agricultural  Department,  as 
well  as  extensive  grounds  about  the  buildings,  etc. 

The  University  embraces  four  colleges,  subdivided  into  schools 
as  follows : 

“  I.  College  of  Agriculture. 

II.  College  of  Engineering.  School  of  Mechanical  Engineering.  School  of  Ar¬ 
chitecture.  School  of  Civil  and  Mining  Engineering. 


THE  UNIVERSITY  OF  ILLINOIS.  277 

III.  College  of  Natural  Science.  School  of  Chemistry.  School  of  Natural  His¬ 
tory. 

IV.  College  of  Literature  and  Science.  School  of  English  and  Modern  Lan¬ 
guages.  School  of  Ancient  Languages. 

V.  Additional  Schools.  School  of  Military  Science.  School  of  Art  and  Design. 

Vocal  and  Instrumental  Music,  Elocution  and  Photography  are  also  taught,  but 

not  as  parts  of  the  regular  courses.” 

In  all  the  schools  of  the  College  of  Engineering,  and  in  the  School 
of  Art  and  Design,  the  study  of  Drawing  is  necessarially  pursued 
through  the  entire  course.  It  is  also  an  alternate  study  in  the  second 
term  of  the  first  year  in  the  college  of  Agriculture,  while  the  studies 
of  the  third  year,  “Agricultural  Engineering  and  Architecture,” 
and  “Landscape  Gardening,”  imply  a  knowledge  of  drawing. 

In  the  college  of  Natural  Science,  Free  hand  Drawing  is  taught  in 
the  first  year  of  the  course  in  Chemistry.  In  the  course  in  Natural 
History — 

“Students,  throughout  the  course,  are  required  to  observe  for  themselves,  and 
to  make  notes  and  drawings  of  their  investigations.  A  series  of  these  drawings, 
upon  a  uniform  scale,  together  with  the  accompanying  descriptions,  is  deposited 
in  the  library  of  the  Laboratory.'3*  Each  student  provides  himself  with  suitable 
pencils,  drawing  pens,  and  paper,  needles  in  handles,  glass  slides  for  mounting 
objects,  and  razor  for  making  thin  sections.” 

In  the  year  1881-’82,  there  were  352  students  of  whom  76  were 
women. 

There  were  21  students  in  Agriculture,  41  in  Mechanical  Engin¬ 
eering,  41  in  Civil  Engineering,  3  in  Mining  Engineering,  14  in 
Architecture,  42  in  Chemistry  of  whom  1  was  a  woman,  14  in  Natural 
History  of  whom  8  were  women,  4  special'  students  in  Art  and  De¬ 
sign  of  whom  one  was  a  woman.  In  all  these  courses,  as  we  have 
seen,  the  study  of  drawing  is  pursued. — 

The  catalogue  of  the  University  for  1891-’92,*  is  a  very  handsomely 
printed  well  classified  pamphlet  illustrated  by  photographic  views 
of  the  main  University  building,  the  Laboratories,  Museum  and  Li¬ 
brary.  Very  full  information  is  given  in  regard  to  the  courses  of 
study  in  the  several  Colleges ;  these  courses  have  all  been  increased 
in  number  during  the  last  decade.  The  College  of  Agriculture  now 
includes  four  separate  courses,  namely:  in  “Agriculture,”  “Veter¬ 
inary  Science,”  “  Horticulture, ’’'and  “Junior  course  in  Agriculture.” 
A  “Graduate  School,”  has,  also,  been  added  to  the  University.  The 
list  of  Officers  of  Instruction  and  Administration  numbers  25  Pro¬ 
fessors,  and  16  Instructors  and  Assistants,  with  7  Visiting  Lecturers, 
and  a  Librarian  and  Assistant  Librarian.  There  is  also  a  State 
Laboratory  of  Natural  History,  with  a  staff  of  five  specialists  ;  and 
an  Agricultural  Experiment  Station,  with  a  staff  of  ten  specialists. 

*  Learning  and  Labor.  Catalogue  of  the  University  of  Illinois.  Urbana,  Cham¬ 
paign  Co.,  Ill.  Post  Office,  Champaign,  Ill.  1891-92.  Published  by  the  University. 

Pp.  192. 


278  EDUCATION-  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

583  students,  of  whom  89  are  women,  are  in  attendance ;  studying  in 
classes  and  courses  as  follows.  Drawing  in  some  form  is  included 
in  most,  if  not  in  all  the  courses. 

Summary. 

BY  CLASSES. 


Men. 

Women. 

Total. 

5 

3 

8 

46 

57 

101 

41 

5 

50 

7 

Sophomores .  . 

93 

8 

Freshmen . 

157 

27 

184 

137 

26 

163 

ii 

13 

24 

494 

89 

583 

BY  COURSES. 


Agriculture . 

11 

11 

88 

88 

Electrical  Engineering  V . . . 

29 

29 

Civil  Engineering _ T . 

87 

87 

Mining  Engineering .  . 

6 

6 

Architecture  . . 

91 

1 

92 

Chemistry . ; . 

41 

4 

45 

Natural  fiistory . . 

40 

13 

53 

Art  and  Design  . 

7 

7 

2 

2 

English  and  Modern  Languages . 

54 

45 

99 

3 

1 

4 

12 

5 

17 

1 

1 

Not  Specified . 

31 

11 

42 

494 

89 

583 

Professor  Thomas  Jonathan  Burrill,  M.  A.,  ph.  d.,  is  Acting 
Regent.  Besides  the  Professors  in  charge  of  the  schools  of  Engi¬ 
neering  and  Architecture,  the  following,  instruct  in  Drawing  and 
Industrial  Art. 

Frank  Forrest  Frederick,  Professor  of  Industrial  Art  and  Design.  George  Wash¬ 
ington  Parker,  Instructor  in  Wood  Working  and  Foreman.  Rufus  Anderson,  M.  E., 
Instructor  in  Iron  Working  and  Foreman.  James  McLaren  White,  Assistant  in 
Architecture.  Edward  Spencer  Keene,  B.  S. ,  Assistant  in  Machine  Shop.  Edith 
Adelaide  Shattuck,  Assistant  in  Drawing.  John  Henderson  Powell,  B.  S. ,  Instructor 
in  General  Engineering  Drawing.  Cyril  Balfour  Clark,  Assistant  in  Machine  Shop. 


CHAPTER  IX. 


THE  LAND  GRANT  COLLEGES  OF  AGRICULTURE  AND  THE  MECHANIC 

ARTS — Continued. 


ANALYSIS  OF  CHAPTER. 

Page. 

Indiana  :  Purdue  University,  La  Fayette,  Tippecanoe  County .  281 

Historical  sketch  from  Register  of  1880-81 — University  opened  in  1874 — 
Reorganized  in  1876,  under  President  E.  E.  White — Extracts  of  general 
interest  to  educators  from  the  Inaugural  address  of  President  E.  E. 
White,  delivered  June  16th,  1876— Professor  Thompson  on  the  kind 
of  drawing  here  taught — Opening  of  new  schools  announced  in  1879 — 
Courses  of  study  described — A  farm  of  150  acres  for  use  of  students 
in  Agriculture  and  Horticulture — Facilities  for  teaching  drawing  and 
mechanics — 254  students  in  1880— ’81— ’94  girls — Register  of  1890— ’91, 
shows  a  remarkable  development  and  growth.  The  University  has  a 
permanent  endowment  fund  of  $340,000,  and  a  large  equipment  in 
the  way  of  buildings,  Laboratories,  etc.  The  Mechanical  and  En¬ 
gineering  Departments  are  fully  equipped — The  course  of  five  years 
in  the  school  of  Mechanical  Engineering  is  given  in  detail — 530 
students  are  registered  as  in  attendance.  Ill  of  these  are  in  the 
Preparatory  Department.  The  Faculty  consists  of  40  Professors  and 
Instructors.  James  H.  Smart,  a.  m.  ,  ll.  d.  ,  is  the  President. 

Icwa  Agricultural  College,  Ames .  ...  297 

Opened  as  a  State  Institution  in  1859 — Organized  under  the  U.  S.  Land 
Grant  Law,  in  1869 — Has  a  farm  of  860  acres — 70  acres  of  this  tract 
are  occupied  by  the  College  grounds — Students  in  1880-81,  226 — There 
are  four  complete  courses  of  four  years  each  ;  there  is  also  a  preparatory 
course — Drawing  is  taught  in  all  courses  through  Freshman  year,  and 
through  the  whole  of  the  Engineering  courses— The  State  Board  of 
Trustees  render  biennial  reports  to  the  Governor — Extracts  from  an 
interesting  report  made  in  1888-89,  by  President  Chamberlain  to  the 
the  Trustees — Excellent  management  of  the  U.  S.  Land  Grant,  by  the 
State  authorities  of  Iowa — Quotations  from  speech  by  General  Gar¬ 
field — Extracts  from  Catalogue  of  1890.— A  new  building  named 
Morrill  Hall,  in  honor  of  Hon.  Justin  S.  Morrill,  U.  S.  Senator  from 
Vermont,  has  just  been  erected — Details  of  courses  given,  showing 
the  relations  of  Drawing  and  Shop  work  to  the  Technical  Training 
given  in  the  course  in  Mechanical  Engineering — 336  pupils  are  in  at¬ 
tendance  ;  nearly  one  third  of  these  are  girls — The  Faculty  comprises 
25  Professors  and  Instructors  ;  six  of  these  are  ladies — Professor  E. 

W.  Stanton,  is  Acting  President. 

Kansas.  State  Agricultural  College,  Manhattan .  305 

Established  in  1863:  reorganized  in  1872:  occupied,  in  1875,  the  farm 
near  the  city  of  Manhattan — Open  to  pupils  of  both  sexes — In  1880, 

276  students  were  in  attendance,  of  whom  73  were  women — A  five 

279 


280  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Page. 

years  course  in  English  branches,  mathematics  and  chemistry — De¬ 
tails  of  courses  of  instruction — There  is  a  department  of  Drawing — 
Drawing  a  required  study  for  five  terms,  distributed  through  the 
first  three  years — Extracts  from  “Hand  Book”  issued  in  1874— In¬ 
teresting  statements  by  President  Anderson — This  college  designed 
on  very  different  lines  than  many  of  the  Land  Grant  Colleges  in  the 
Eastern  States — The  avowed  purpose  to  turn  out  skilled  workers — 

This  college  not  meant  to  be  a  Normal  School  for  science  teachers — 
President  Anderson  portrays  an  agricultural  college  conducted  in  ac¬ 
cord  with  his  idea — Catalogue  for  1890-91, gives  interesting  illustra¬ 
tions  of  buildings,  class  rooms,  and  class  work ;  with  plot  of  the 
farm  showing  location  of  buildings — Brief  history  of  origin,  develop¬ 
ment  and  purpose,  of  the  institution — Details  of  courses  in  Industrial 
Training — Summary  of  total  attendance  for  28  years — Attendance  in 
1890-91  is  593,  of  whom  221  are  women — The  Faculty,  comprises  18 
Professors  and  Instructors ;  6  Assistants  and  Foremen,  and  8 
student  Assistants.  George  T.  Fairchild,  a.  il,  President. 

Kentucky.  Agricultural  and  Mechanical  College,  Lexington .  316 

Established  in  1865,  as  one  of  the  colleges  of  the  Kentucky  University — 
Regent  Bowman's  claim  that  this  was  the  first  of  the  U.  S.  Land 
Grant  Colleges  actually  in  operation  under  the  Grant  of  1862 — Ex¬ 
tracts  from  Regent  Bowman’s  report  to  the  Governor  of  the  State 
in  1868 — Ten  courses  of  Instruction  were  given — Courses  in  the 
schools  of  “Civil  Engineering  and  Mining”,  and  of  the  “Fine 
Arts” — College  organized  as  a  separate  institution  in  1878 — Extracts 
from  annual  report  by  the  President  for  the  year  1878-’9 — College 
permanently  located  in  1880,  on  land  given  by  the  city  of  Lexington 
and  endowed  with  funds  given  by  that  city,  and  by  the  county  of 
Fayette.  A  Normal  Department  opened — A  course  in  Practical  Me¬ 
chanics  added — The  Annual  Register  for  1881-82,  gives  an  attendance 
of  321,  an  increase  from  the  total  of  78  students  in  1877-78,  the  last 
jear  of  its  connection  with  the  University — Extracts  from  Register 
of  1890-91 — Nine  courses  of  four  years  each  lead  to  Degrees — De¬ 
tails  of  full  course  in  Mechanical  Engineering.  Mechanical  Hall 
and  its  Equipment  described — A  faculty  of  nine  Professors  are  in 
charge  of  this  Department — 642  students  are  in  attendance  in  the 
various  departments  of  the  college,  of  whom  186  are  girls.  There 
is  a  State  Board  of  12  Trustees,  of  which  the  Governor  is  chairman. 

Col.  Hart  Gibson,  of  Lexington,  is  Secretary  of  the  Board — The 
Faculty  of  the  College  comprises  24  Professors  and  Assistants,  and 
one  Stenographer.  James  K.  Patterson,  ph.  d.,  f.  s.  a.,  is  President. 

Louisiana.  State  University  and  Agricultural  and  Mechanical  Col¬ 
lege,  Baton  Rouge .  323 

Established  by  the  Legislature  in  1874,  in  accord  with  the  U.  S.  Land 
Grant  Law  of  1862 — Opened  in  New  Orleans  June  1st,  1874 — Concise 
historical  sketch  of  the  two  State  institutions  which  were  consolidated 
in  1877,  and  opened  at  Baton  Rouge  under  its  present  legal  title,  in 
charge  of  Col.  David  F.  Boyd,  former  Superintendent  of  the  State 
Military  Academy — Col.  William  Preston  Johnston,  formerly  a  Profes¬ 
sor  in  Washington  and  Lee  University,  Virginia,  chosen  President  in 
1880 — In  1881,  the  College  was  re-organized  with  designated  courses 
of  study,  in  accordance  witli  plans  submitted  by  the  new  President ; 


PURDUE  UNIVERSITY,  LAFAYETTE,  INDIANA. 


281 

Page. 


seven  years  of  experiment  having  proved  the  optional  courses  unde¬ 
sirable — Extracts  from  Report  by  State  Board  of  Supervisors  in  1882 
— There  are  two  University  courses,  a  Classical,  and  a  Scientific,  of 
four  years  each;  and  an  Agriculturial  and  Mechanical  course,  of  two 
years — Drawing  is  a  study  in  the  University  courses  The  course  of 
instruction  given  in  the  Stevens  Institute,  Hoboken,  New  Jersey, 
adopted  in  the  workshop — The  Agricultural  and  Mechanical  features 
discussed  at  length — The  pressing  immediate  needs  of  practical  edu¬ 
cational  training  in  the  State — The  catalogue  of  1882,  shows  an  attend¬ 
ance  of  159  cadets;  an  increase  of  90  over  the  previous  year — The 
catalogue  of  1890-91,  gives  views  of  the  grounds  and  buildings;  which 
are  admirably  placed  on  a  bluff  overlooking  the  Mississippi,  and  are 
most  attractive  in  appearance — An  additional  course,  the  “  Latin  Sci¬ 
entific  Course,”  is  announced — A  preparatory  school  is  attached  to  the 
college — Details  of  courses  in  drawing  and  in  industrial  training, 
and  of  facilities  offered — Col.  Johnston  called,  in  1882,  to  assume 
Presidency  of  Tulane  University,  in  New  Orleans — An  attendance  of 
179  cadets  recorded  in  1890— ’91 — Faculty  comprises  20  Professors  and 
Assistants — There  is  a  State  Board  of  17  Supervisors,  of  which  the 
Governor  of  the  State,  the  State  Supt.  of  Public  Education,  and  the 
Presidentof  the  College  are  ex  officio  members.  Col.  J.  W.  Nicholson, 
President  and  Professor  of  Mathematics. 

Purdue  University,  Lafayette,  Tippecanoe  County,  Indiana. 

The  University  is  located  on  a  farm  of  one  hundred  and  eiglity- 
six  acres,  one  mile  west  of  the  City  of  La  Fayette. 

The  buildings  occupy  a  commanding  situation,  and  the  college 
grounds,  handsomely  laid  out  in  park  and  gardens,  comprise  twenty 
acres. 

The  following  extracts  from  the  “historical  sketch”  published  in 
the  Annual  Register  for  1880-81,  give  a  condensed  history  of  the 
young  Institution. 

Historical  Sketch  of  Purdue  University. 

Purdue  University  had  its  origin  in  the  Act  of  Congress  of  July  2,  1862,  which 
“donated  public  lands  to  the  several  States  and  Territories  which  may  provide 
Colleges  for  the  benefit  of  Agriculture  and  the  Mechanic  Arts.”  The  national  grant 
was  accepted  by  the  State  of  Indiana,  March  6,  1865,  and  a  Board  of  Trustees,  with 
the  corporate  name  of  “The  Trustees  of  the  Indiana  Agricultural  College,”  was 
organized  for  the  management  of  the  trust  funds.  *  *  *  * 

It  was  this  Board  that  received  the  land  scrip,  amounting  to  390,000  acres,  and, 
April  9,  1867,  sold  it  for  $212,238.50.  By  careful  and  wise  management,  this  en¬ 
dowment  fund  has  been  increased  to  $340,000,  invested  in  a  non-negotiable  Indi¬ 
ana  State  bond,  bearing  five  per  cent  interest,  payable  quarterly.  *  *  * 

At  the  special  session  in  1869,  an  act  was  passed,  May  6,  accepting  a  donation  of 
$150,000  by  John  Purdue,  on  specified  conditions ;  a  donation  of  one  hundred  acres 
of  land,  appurtenant  to  the  institution,  by  citizens  of  Chauncey ;  a  donation  of 
$50,000  by  Tippecanoe  county  ;  and  donations  by  the  Trustees  of  the  Battle  Ground 
Institute,  and  by  the  Trustees  of  the  Battle  Ground  Institute  of  the  M.  E.  Church, 
both  made  on  condition  that  the  College  be  located  at  Battle  Ground.  This  act 
located  the  institution  in  Tippecanoe  county,  at  such  point  as  the  Trustees  might 


282  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


determine  before  January  1,  1870,  gave  it  the  name  of  Purdue  University,  and  pro¬ 
vided  for  its  organization  and  management.  The  location  of  the  University  was 
definitely  fixed  by  the  Trustees,  December  22,  1860.  *  *  * 

The  University  was  formally  opened  September  17,  1874.  *  *  *  * 

The  plan  of  organization  adopted  by  the  Board  of  Trustees  was  based  on  the 
theory  of  special  education,  and  the  instruction  of  the  University  was  distributed 
among  the  following  Special  Schools :  I.  School  of  Natural  Science,  including  (a) 
Physics  and  Industrial  Mechanics,  (b)  Chemistry,  (c)  Natural  History  ;  II.  School 
of  Engineering,  including  (a)  Civil  Engineering,  (b)  Mining  Engineering,  (c)  Archi¬ 
tecture  ;  III.  School  of  Agriculture,  including  (a)  Theoretical  and  Practical  Agri¬ 
culture,  (b)  Horticulture,  (c)  Veterinary  Science ;  IV.  School  of  Military  Science. 
Detailed  courses  of  study  were  adopted  and  announced  in  Agriculture,  Chemistry, 
Engineering,  and  Physics,  and  Mechanical  Engineering. 

The  University  was  conducted  on  this  plan  of  special  education  for  two  years,  but 
there  seemed  to  be  little  demand  for  the  special  courses  of  instruction  provided. 
The  only  special  students  received  entered  the  School  of  Chemistry,  and  most  of 
these  were  in  preparatory  branches  in  other  studies.  Nearly  all  the  students  entered 
the  preparatory  classes.  *  *  *  * 

REORGANIZATION. 

At  the  meeting  of  the  Board  of  Trustees,  held  in  June,  1876,  President  White 
submitted  the  plan  of  organization  on  which  the  University  has  since  been  con¬ 
ducted.  The  plan  was  unanimously  approved  by  the  Board. 

The  University  was  divided  into  three  departments — the  College  of  General 
Science,  Special  Schools  of  Science  and  Industry,  and  the  University  Academy — 
as  described  above  in  the  Register.  The  College  was  first  organized  with  but  one 
course  of  studies,  the  Scientific  Course,  so  arranged  as  to  be  a  general  preparation, 
not  only  for  all  industrial  pursuits,  but  for  the  courses  in  the  Special  Schools. 

In  1879  the  College  was  made  to  embrace  three  courses — the  Scientific  Course, 
the  Agricultural  Course,  and  the  Mechanical  Course — and  the  Special  School  of 
Agriculture,  with  its  “Experimental  Station,”  and  the  School  of  Mechanics,  with 
its  workshop,  were  put  into  successful  operation.  It  required  four  years  “  to  work 
out”  the  plan  outlined  in  1876,  and  described  in  preceding  pages. 

The  Legislature  appropriated  $20,000  annually  for  the  two  years 
1881-’82  and  1882-83. 

The  following  extracts  from  President  White’s  Inaugural  Address 
delivered  June  IGth,  1876,  while  they  set  forth  clearly  the  purposes 
of  the  reorganization  of  the  institution,  treat  topics  of  general  in¬ 
terest  in  the  consideration  of  this  new  class  of  educational  institu¬ 
tions  created  by  the  United  States  law  of  1862. 

The  act  of  Congress,  donating  lands  to  endow  colleges  “for  the  benefit  of  agri¬ 
culture  and  the  mechanic  arts,”  has  proved  an  educational  Babel.  No  other  statute 
relating  to  education,  has  disclosed  such  a  diversity  of  views,  or  occasioned  such  a 
confusion  of  ideas. 

*  *  *  *  *  *  * 

It  must  suffice  to  say  that  the  act  of  Congress,  referred  to,  clearly  expresses 
three  things.  The  first  is  that  the  grant  was  intended  to  endow  a  “  college  for  the 
benefit  of  agriculture  and  the  mechanic  arts.”  The  second  is  that  “the  leading 
object”  of  the  college,  thus  endowed,  is  “to  teach  such  branches  of  learning  as  are 
related  to  agriculture  and  the  mechanic  arts.  The  third  is  that  this  is  to  be  done 
“without  excluding  other  scientific  and  classical  studies,”  and  “in  order  to  pro¬ 
mote  the  liberal  and  practical  education  of  the  industrial  classes  in  the  several 
pursuits  and  professions  of  life. 


INAUGURAL  ADDRESS  BY  PRESIDENT  E.  E.  WHITE.  283 


The  Purpose  of  the  U.  S.  Land  Grant. 

It  is  thus  seen  that  the  two-fold  purpose  of  the  grant  was  to  endow  colleges — not 
elementary  schools — (1)  for  the  benefit  of  agriculture  and  the  mechanic  arts,  and  (2) 
for  the  promotion  of  the  liberal  and  practical  education  of  the  industrial  classes. 
The  one  imperative  condition  is  that  the  teaching  of  the  branches  relating  to  agri¬ 
culture  and  the  mechanic  arts,  shall  be  the  leading  object,  and,  as  a  consequence, 
that  the  teaching  of  other  branches  shall  be  made  a  subordinate  object. 

•  It  is  unnecessary  to  make  a  more  exhaustive  analysis  of  the  provisions  of  the  act, 
since  it  expressly  leaves  the  manner  in  which  these  two  great  ends  shall  be  secured, 
to  the  several  States.  Each  college  is  left  free  to  determine  for  itself  how  the  two 
classes  of  studies  specified  shall  be  taught,  and  how  the  required  subordination  of 
one  to  the  other  shall  be  effected.  This  is  the  practical  question  which  now  con¬ 
fronts  us.  How  shall  this  University  be  organized  to  meet  its  obligation  to  the 
great  industrial  interests  of  agriculture  and  the  mechanic  arts  ?  What  course  of 
study  and  instruction  will  secure  the  two  ends  proposed  and,  at  the  same  time, 
meet  the  imperative  condition  prescribed  ? 

It  will  assist  us  in  answering  these  questions  if  we  first  settle  two  other  inquiries, 
which  are  preliminary  and  fundamental.  What  “  branches  of  learning ’’are  re¬ 
lated  to  agriculture  and  the  mechanic  arts?  Can  these  branches  be  made  the  lead¬ 
ing  element  in  the  required  course  of  liberal  education  for  the  industrial  classes  ? 

The  branches  of  learning  most  directly  and  closely  related  to  agriculture  and  the 
mechanic  arts,  are  the  natural  and  physical  sciences,  and  next  to  these  is  the  sci¬ 
ence  of  mathematics.  Inasmuch  as  the  mathematics  underlie  all  the  other  sciences, 
as  well  as  every  agricultural  and  mechanical  process,  the  closer  relation  may  be 
claimed  for  this  science,  but  no  practical  error  will  be  made  in  assigning  the  natural 
and  physical  sciences,  with  their  many  applications,  to  the  nearest  place. 

What  is  Meant  by  the  Term  Liberal  Education. 

Can  these  sciences  be  made  a  leading  element  in  the  “liberal”  education  de¬ 
manded  for  the  industrial  classes  by  the  act?  This  will  depend  on  the  sense  in 
which  the  term  ‘  ‘  liberal  ”  is  used.  A  liberal  education  is  one  that  includes  a  knowl¬ 
edge  of  literature  and  the  sciences  generally,  and  hence  there  may  be  two  kinds  of 
liberal  education.  In  the  one,  literature  has  the  leading  place  and  the  sciences  are 
subordinate;  in  the  other,  the  sciences  have  the  leading  place,  and  literature  is  sub¬ 
ordinate.  The  former  is  usually  called  a  classical  education  and  the  latter  a  scien¬ 
tific  education,  the  name  being  determined  by  the  leading  element  in  the  course. 

It  is  true  that  the  word  liberal,  when  applied  to  education,  is  often  used  in  the 
narrow  sense  of  classical,  but  this  is  not  the  necessary  meaning  of  the  term  in  the 
act.  It  is  there  used  in  a  more  general  sense  to  designate  an  education  that  extends 
beyond  the  branches  relating  to  the  industrial  arts,  and  includes  “other  scientific 
and  classical  studies.”  A  course  of  higher  instruction  including  the  sciences  as  a 
leading  element,  and  the  languages,  literature,  and  history  as  a  subordinate  ele¬ 
ment,  would  certainly  afford  a  liberal  education  for  the  industrial  classes.  Such  a 
course  is  now  provided  in  the  popular  “  Scientific  Course”  in  Michigan  University, 
in  the  “Course  in  Science” in  Cornell,  and  in  similar  courses  in  other  American 
colleges.  The  college  that  provides  such  a  course  of  instruction,  with  the  required 
subordination  of  the  branches,  clearly  meets  the  condition  imposed  by  the  grant. 
The  education  thus  furnished  is  at  once  an  adequate  preparation  for  the  study  of 
applied  science  and  a  good  general  preparation  for  the  several  pursuits  and  pro¬ 
fessions  of  life. 

I  have  led  my  audience  to  this  conclusion  with  some  care,  for  just  here  arises  one 
of  the  most  serious  difficulties  that  beset  the  land-grant  institutions.  It  is  supposed 

by  some  that  the  terms  of  the  grant  require  these  colleges  to  teach  every  branch  of 


284  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


learning,  and,  as  a  consequence,  several  of  them  are  making  a  wide  and,  may  I 
add,  very  thin  spread  of  their  teaching.  They  are  attempting  to  do  the  work  of 
the  classical  colleges,  of  schools  of  science,  of  polytechnic  schools,  and,  at  the  same 
time,  to  beat  about  over  a  large  experimental  farm.  The  instruction  is  cut  up  into 
an  appalling  number  of  parallel  courses,  general  and  special,  and  the  few  half-paid 
professors  are  used,  over  and  over,  if  not  used  up. 

It  is  true  that  there  is  nothing  in  the  provisions  of  the  grant  to  prevent  an  insti¬ 
tution,  with  a  limited  endowment,  from  attempting  to  play  university,  but  there  is 
also  nothing  that  demands  such  folly.  The  common  sense  view  of  the  grant  is  that 
it  requires  no  college,  endowed  by  it,  to  attempt  to  do  what  it  can  not  do  well.  If 
such  a  college  can  do  anything  to  meet  its  obligation  to  the  industrial  classes,  it 
can  provide  facilities  for  acquiring  a  thorough  scientific  education — at  once  liberal 
and  practical. 

More  Schools  of  Science  and  Technology  Needed. 

When  this  is  done,  the  next  wise  step  is  to  provide  instruction  in  the  Applied 
Sciences,  or  Technology.  The  relation  of  such  instruction  to  all  industrial  interests 
is  close  and  fruitful  and  the  land-grant  institution  that  falls  short  of  this,  fails  to 
do  what  i§  most  needed  for  the  improvement,  not  only  of  agriculture  and  the 
mechanical  arts,  but  of  all  industrial  interests  and  pursuits.  It  is  now  conceded 
that  the  weak  point  in  the  educational  system  of  the  West  is  the  absence  of  schools 
of  Science  and  Technolgy.  The  public  schools,  academies,  and  colleges,  are  supply¬ 
ing  facilities  for  general  education,  and  they  are  also  doing  something  in  the  teach¬ 
ing  of  general  science.  What  is  needed,  to  supplement  these,  is  a  few  well-endowed 
and  well-equipped  institutions,  which  shall  not  only  teach  general  science  thor¬ 
oughly,  with  so  much  of  language  and  history  as  may  be  needed  for  efficiency  and 
completeness,  but  which  shall  carry  this  instruction  in  science  forward  in  thorough 
courses  of  applied  science,  the  number  of  such  courses  being  determined  by  the 
appliances  and  resources  of  the  institution.  It  is  better  to  teach  a  few  applied 
sciences  well  than  to  teach  many  in  a  superficial  manner.  *  *  *  * 

Whatever  may  be  true  of  other  institutions,  the  policy  thus  indicated  is  believed 
to  be  the  true  one  for  Purdue  University.  Instead  of  exhausting  its  limited  resources 
in  doing  what  is  now  done  by  the  State  University,  and  the  classical  colleges,  it 
should  make  the  best  possible  use  of  its  means  in  meeting  the  demand  for  scientific 
and  technical  instruction.  It  must,  of  course,  meet  its  obligation  to  provide  a  liberal 
education  for  the  industrial  classes,  but,  as  already  shown,  this  imposed  obligation 
does  not  require  it  to  spread  over  the  entire  ground  of  general  education.  It  must 
be  content  to  begin  with  the  cultivation  of  a  narrow  field,  and  to  do  its  work  so 
well  that  it  may  confidently  look  to  the  future  to  widen  its  domain  and  fill  the 
import  of  its  university  title. 

OBJECT  OF  THE  COLLEGE. 

The  leading  object  of  the  College,  in  conformity  with  the  act  of  Congress  and 
the  acts  of  the  State  Legislature,  is  to  teach  the  principles  and  the  applications  of 
science. 

In  its  course  of  instruction  it  gives  prominence  to  the  sciences  and  their  applica¬ 
tions,  especially  to  those  that  relate  to  agriculture  and  the  mechanic  arts;  and  at 
the  same  time  the  discipline  obtained  by  the  study  of  languages  and  other  sciences 
is  not  neglected. 

All  students  are  required  to  study  the  English  language.  The  Latin,  French  and 
German  languages  are  also  taught,  and  opportunity  for  then-  study  is  offered  to 
students  in  any  course. 

The  special  or  technical  instruction  given  is  thus  based  on  a  sound,  general 
education. 


PRESIDENT  WHITE  STATES  PURPOSE  OF  COLLEGE.  285 


The  College,  in  fact,  is  a  distinctive  school  of  industrial  science — or  Polytechnic 
Institute — a  title  which  by  resolution  of  the  trustees  is  permitted  to  be  inscribed  on 
the  catalogue — and  work  of  great  value  to  the  youth  of  the  State  is  now  being 
accomplished  by  fitting  them,  by  a  thorough  science-discipline,  in  which  manual 
training  in  the  lower  classes  is  made  a  prominent  feature,  for  the  successful  and 
honorable  performance  of  the  responsible  duties  of  life. 

While  every  attention  is  given  to  the  mental  discipline  of  the  students  in  endeav¬ 
oring  to  train  them  to  habits  of  accurate  scientific  thought,  and  thus  to  qualify 
them  for  the  duties  of  life,  their  moral  and  Christian  training  will  always  consti¬ 
tute  the  prominent  care  and  thought  of  the  Faculty.” 

This  is  followed  by  the  statement  of  the  present  condition  of  the 
College  so  far  as  relates  to  facilities  offered  in  its  various  courses  of 
study. 


LABORATORIES  AND  FACULTIES  FOR  INSTRUCTION. 

The  College  now  possesses  facilities  for  giving  laboratory  instruction  in  applied 
science  in  the  following  departments: 

I.— IN  AGRICULTURE  AND  HORTICULTURE. 

The  farm  contains  226  acres  and  is  supplied  with  illustrated  specimens  of  stock 
of  select  varieties. 

The  agricultural  experiment  station,  established  in  connection  with  the  College, 
where  experiments  and  scientific  investigations  relating  to  agriculture  are  daily 
made,  affords  unusual  opportunities  to  students  to  become  familiar  with  agricul¬ 
ture,  its  defects  and  remedies. 

The  Students  of  agriculture  accompany  the  professor  in  the  field,  garden,  con¬ 
servatory,  stock- yard,  etc.,  where  lectures  are  delivered  in  presence  of  the  objects 
discussed,  and  during  the  year  exercises  in  practical  agriculture  of  an  educational 
character  are  given  the  students  who  enter  upon  this  course  of  study. 

II. — IN  MECHANIC  ARTS. 

The  laboratory  of  Mechanic  Arts  is  used  as  an  auxiliary  in  industrial  education, 
as  a  school  of  manual  training  in  the  arts  that  constitute  the  foundation  of  various 
industrial  pursuits.  The  work  performed  by  the  students  is  instinctive  in  char¬ 
acter,  as  in  any  other  laboratory,  and  the  classes  are  taught  in  sections  by  a  series 
of  graded  lessons  under  the  supervision  of  the  professor.  In  the  lower  classes  of 
the  College  each  student  enters  this  school,  and  is  assigned  three  exercises  a  week, 
each  exercise  being  two  hours  long. 

The  object  of  this  laboratory  is  not  to  teach  a  trade,  but  to  educate,  to  discipline 
and  train  the  eye  and  the  hand,  as  well  as  the  mind,  and  thus  by  associating 
manual  and  mental  training,  to  thoroughly  educate  the  student  for  the  duties  of 
life,  whatever  his  vocation  may  be.  There  is  no  attempt  to  teach  students  special 
skill  in  constructing  articles  of  commercial  value,  but  all  the  exercises  are  system¬ 
atically  arranged  and  designed  for  purposes  of  education. 

The  wood  department  is  located  in  a  commodious  hall  90  x  50  feet,  and  is  provided 
with  a  twenty-five  horse  power  Corliss  engine,  with  indicator,  a  planer,  circular 
saw,  handsaw,  two  scroll  saws,  a  buzz  planer,  twenty-four  stands  with  lathe  and 
a  full  set  of  lathe  tools  for  each,  and  thirty  benches  for  carpenter  work  with  the 
tools  requisite  for  construction. 

A  brick  building,  30x87  feet  with  two  rooms  has  been  constructed  especially  for 
instruction  in  working  iron. 

One  room  is  equipped  with  sixteen  forges  and  tools  required  for  a  forge  depart- 


286  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


ment,  and  the  other  with  a  cupola  furnace,  having  a  capacity  of  1000  pounds  per 
hour,  a  coke  oven,  a  brass  furnace,  moulding  benches  and  special  tools  for  use  in  a 
foundry. 

The  forge  and  foundry  rooms  are  furnished  witlj  a  Sturtevant  fan  and  exhauster, 
supplied  with  power  from  a  ten  horse  power  engine,  constructed  by  the  students 
in  the  Mechanic  Arts. 

The  machine  department  occupies  a  brick  building  30  x  50  feet,  and  is  equipped 
with  nine  engine  lathes,  one  speed  lathe,  one  20-inch  drill  press,  one  post  drill,  one 
16-inch  shaper,  one  5-foot  planer,  one  universal  milling  machine,  a  corundum  tool 
grinder  and  a  small  emery  grinder. 

The  chipping  and  filing  department  is  arranged  with  benches,  vises,  and  tools  for 
twelve  students. 

The  tool  room  is  well  supplied  with  special  tools  for  use  in  instruction,  including 
a  machine  for  grinding  twist  drills. 

A  Weston  dynamo  is  used  at  present  for  fighting  the  rooms  when  necessary. 

III.— IN  PRACTICAL  CHEMISTRY. 

The  chemical  laboratory  is  supplied  with  new  and  modern  apparatus,  and  in  its 
entire  equipment  affords  excellent  facilities  for  instruction  in  practical  chemistry. 

IV.— IN  ELECTRICAL  ENGINEERING. 


The  Electrical  Laboratory  is  well  supplied  with  modern  appliances  for  instruction 
in  electrical  engineering.  It  occupies  two  large  rooms  in  the  basement,  and  is 
equipped  with  a  Weston  150  volt,  20  ampere  dynamo ;  one  Brush  6  arclight  dy¬ 
namo,  with  regulator ;  one  Edison  compound  wound  12  kilo-watt  generator ;  a 
Crocker- Wheeler  one-horse  power  motor  and  rheostat  and  one  alternator,  made 
by  special  students. 

The  dynamos  occupy  a  separate  room  from  the  Laboratory,  and  are  operated  by 
a  32-liorse  power  Westinghouse  vertical  engine. 

The  equipment  comprises  many  fine  instruments  of  precision,  Sir  Wm.  Thomson’s 
standard  100  ampere  balance,  his  graded  current  galvanometer,  reading  to  600 
amperes ;  also,  his  graded  potential  galvanometer,  reading  to  600  volts,  Cardew 
voltmeter,  reading  to  150  volts ;  Weston’s  standard  ammeter  and  voltmeter;  ballistic 
reflecting  galvanometer,  mirror  galvanometer,  Thomson  Watt-meter,  &c.  A  bat¬ 
tery  of  fifty-five  Julien  accumulators  has  also  been  installed  in  the  Laboratory. 
There  is  also  in  connection  with  this  department  a  10-horse  power  motor  at  the 
experiment  station  farm  a  thousand  yards  from  the  College,  which  is  run  by  the 
Edison  generator  at  the  Electrical  Laboratory. 

Y. — IN  PHYSICS. 


In  the  College  building  provision  is  made  for  laboratory  work  in  the  department 
of  physics. 

VI. — IN  MINERALOGY. 

This  laboratory  occupies  a  convenient  room  in  the  basement,  and  is  provided  with 
tables  and  appliances  to  accommodate  thirty  students,  with  an  excellent  collection 
of  minerals. 

VII.— IN  BOTANY.  VIII. — IN  BIOLOGY. 

IX. — IN  ENGINEERING  AND  SURVEYING. 

The  necessary  apparatus  for  field  work,  including  transits,  levels,  plane  table, 
models  of  bridges,  etc.,  is  provided  for  the  use  of  the  students,  and  the  customary 
exercises  in  the  field  are  given. 


THE  MAN  MOKE  IMPORTANT  THAN  HIS  SPECIALTY.  287 


-  X. — IN  DRAWING. 

All  the  students  in  the  lower  classes  are  required  to  take  drawing,  a  study  which 
tends  to  discipline  the  mind,  as  well  as  to  train  the  eye  and  hand  to  accuracy  of 
observation  and  execution.  A  large,  well-lighted  drawing  room,  that  will  accom¬ 
modate  fifty  students,  is  provided  with  tables,  lock  boxes,  etc. 

MILITARY  TACTICS. 

Instruction  in  this  department  is  given  in  conformity  with  the  act  of  Congress. 
*  *  *  • 

This  department  is  under  the  charge  of  Lieut.  J.  H.  Wills,  22d  Infantry,  U.  S.  A. 

The  fact  that  the  college  has  now  a  full  course  of  two  years  in 
“  Electrical  Engineering  ”  with  a  well  equipped  Electrical  Laboratory 
furnishes,  perhaps,  one  of  the  most  significant  indications  of  the 
great  advance  that  has  .been  made  during  the  past  decade,  in  the 
application  of  the  discoveries  in  science  to  the  practical  uses  of  mod¬ 
ern  life. 

It  is  an  object  lesson  showing  the  relation  borne  by  the  scientific 
student,  investigator,  and  inventor,  to -the  practical  affairs  of  man¬ 
kind. 

These  views  and  principles  have  guided  in  the  re-organization  now  proposed,  and 
they  have  been  embodied  as  completely  as  controlling  and  underlying  conditions 
would  admit. 

******* 

Permit  me  to  add,  in  conclusion,  that  the  present  organization  of  the  University 
is  based  on  the  sound  educational  principle  that  special  preparation  for  given  pur¬ 
suits  should  rest  upon  a  general  preparation  for  all  pursuits.  All  pursuits  have  a 
common  course  of  instruction,  and  the  mastery  of  this  common  course  is  the 
shortest  road  to  a  knowledge  of  those  branches  which  have  a  special  application. 
Many  of  the  simplest  questions  of  agriculture,  for  example,  require  for  their  solu¬ 
tion  a  comprehensive  knowledge  of  general  science,  and,  besides,  the  student  of 
agriculture  must  bring  to  the  task  a  mind  trained  to  habits  of  scientific  thought  and 
investigation.  The  superficial  empiric,  with  a  little  stock  of  scientific  facts  in  his 
head,  but  with  no  clear  insight  into  their  causes  and  relations,  is  liable  to  blunder 
at  ever  new  application  of  his  knowledge.  Even  practical  facts,  to  be  of  practical 
utility,  must  be  applied  by  an  intelligent  mind.  *  *  * 

In  all  our  schemes  of  education,  let  us  not  forget  that  man  is  more  important  than 
his  work.  The  engineer  must  be  swifter  than  his  engine,  the  plowman  wider  and 
deeper  than  his  furrow,  and  the  merchant  longer  than  his  yard-stick.  In  educa¬ 
tion,  culture  must  ever  stand  before  knowledge,  and  character  before  artizanship. 
The  highest  result  of  education  is  manhood. 

The  following  passage  is  from  the  first  annual  Report  made  by 
Professor  Thompson,  Professor  of  Industrial  Art,  to  the  President, 
and  printed  in  the  Report  of  the  University  for  1877-78. 

After  stating  that  100  pupils  in  the  preparatory  Academy  attached 
to  the  University,  had  received  two  lessons  a  week  in  Free-hand, 
and  in  geometrical  drawing,  and  giving  in  detail  the  instruction 
received  by  the  University  students,  he  proceeds  to  show  the  rela¬ 
tion  of  the  drawing  taught  in  the  Industrial  Art  Department,  to  the 
other  Departments  of  the  University. 


288  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


An  examination  of  the  work  of  this  department  will  show  that  it  is  altogether 
indispensable  to  the  existence  of  at  least  three  of  the  special  schools  of  the  Univer¬ 
sity  :  the  School  of  Mechanics,  the  School  of  Industrial  Art,  and  the  School  of  Civil 
Engineering.  It  is  also  of  great  assistance  in  the  School  of  Natural  History.  Aside 
from  being  one  of  the  main  supports  to  these  schools  that  deal  especially  with  the 
forms  of  matter,  the  aim  of  the  instruction  has  been  to  prepare  students  for  the 
different  trades  and  industries  of  the  State  rather  than  to  make  artists  in  the  ordi¬ 
nary  sense  of  the  word.  We  wish  to  send  forth  students  prepared  to  make  the 
drawipgs  of  the  mechanic  or  artisan  rather  than  to  paint  the  portraits  or  the  land¬ 
scapes  of  the  artist.  Hence  instrumental  drawing  is  placed  at  the  beginning  and 
carried  through  the  entire  regular  course.  Free  hand  drawing  also,  which  with  us 
takes  the  forms  of  decorative  design,  historical  ornament,  and  drawing  from  models 
or  nature,  is  carried  along  simultaneously  with  the  instrumental  course.  While 
this  course  is  undoubtedly  the  best  for  the  necessary  industries  of  the  State,  it  is 
probably  the  very  best,  as  foundation  work,  for  the  student  of  high  art.  This 
will  be  evident  when  it  is  understood  that  the  artist  and  the  artisan  alike  must  know 
form  and  its  possibilities.  The  genius  may  understand  forms  through  a  sort  of 
natural  instinct,  but  the  great  mass  of  mankind  must  study  tliis  subject  scientific¬ 
ally. 

The  President  in  his  Report  for  1879,  announces  the  opening  during 
the  past  year  of  two  new  schools,  the  “ School  of  Agriculture”  and 
the  “School  of  Mechanics.” 

The  School  Of  Agriculture. 

The  plan  adopted  in  1878  for  the  organization  of  the  School  of  Agriculture 
includes  (1)  systematic  and  thorough  instruction  and  training;  and  (2)  a  well  directed 
series  of  experiments  in  agriculture.  It  is  a  great  pleasure  to  say  that  this  school 
is  in  operation.  It  was  opened  in  September  last.  *  *  *  * 

The  School  Of  Mechanics. 

The  school  for  practical  training  in  mechanics  was  opened  in  October  last,  and 
a  very  promising  beginning  has  been  made.  The  shop  is  in  charge  of  Mr.  William 
F.  M.  Goss,  a  graduate  of  the  department  of  mechanics  of  the  Massachusetts  Insti¬ 
tute  of  Technology,  Boston.  Mr.  Goss  is  not  only  a  well-trained  mechanic,  but  is 
familiar  with  the  system  of  training  adopted  here.  The  progress  made  by  the 
class  is  evidence  of  his  competency  to  make  the  school  a  success.  The  shop  has 
been  fitted  to  accommodate  five  students,  the  number  in  the  present  class,  but  the 
fittings  may  be  increased  to  accommodate  ten.  Two  classes  can  be  instructed  each 
day,  and  thus  twenty  students  may  receive  training.  The  present  class  began  with 
vise  work,  and  will  next  take  the  course  in  forging.  Another  year  we  shall  begin 
with  wood  work. 

In  the  summer  vacation  I  visited  several  of  the  best  technical  schools  in  the 
country  to  settle  important  details  respecting  the  course  of  training  in  Purdue. 
The  further  investigations  thus  made  have  strengthened  the  belief  that  the  instruction 
or  so-called  Russian  method  of  teaching  mechanics  promises  better  results  here  than 
the  construction  method.  The  latter  requires  a  much  more  expensive  outfit,  and 
a  good  endowment  to  pay  deficits  in  running  expenses.  I  see  no  reason,  however, 
why  each  series  of  lessons  in  the  course  may  not  end,  with  the  construction  of  one 
or  more  articles.  This  would  add  not  only  increased  interest,  but  greater  value  to 
the  training.  It  is  proposed  to  construct  as  many  of  the  tools  and  other  appliances 
needed  in  our  shop  as  may  be  possible,  and  appliances  for  the  several  departments 


THE  UNIVERSITY  COURSES  OF  STUDY. 


289 


of  the  University  will  furnish  additional  practice  in  construction.  This,  however, 
will  not  be  permitted  to  interfere  with  systematic  instruction,  and  training  in  those 
elementary  processes  and  arts,  which  underlie  all  trades.” 

The  following  statement  of  the  courses  of  study  is  given  in  the 
Annual  Register  of  1880-81 : 

Courses  Of  Study. 

“  Purdue  University  is  a  college  of  Science,  Agriculture,  and  the  Mechanic  Arts. 
It  embraces  three  departments,  designated  as  follows  : 

I.  The  College  of  Genevcil  Science. 

II.  Special  Schools  of  Science,  Agriculture,  and  the  Mechanic  Arts. 

III.  The  University  Academy. 

The  aim  and  scope  of  these  departments  are  indicated  below.  They  are  open  to 
students  of  both  sexes. 

I.  The  College  Of  General  Science. 

The  College  of  General  Science  provides  three  general  courses  of  study — The 
Scientific  Course,  The  Agricultural  Course,  The  Mechanical  Course. 

The  aim  of  the  Scientific  Course  is  to  give  a  thorough  scientific  education  as  a 
general  preparation  for  all  industrial  pursuits ;  and,  secondly,  as  an  adequate  prep¬ 
aration  for  special  courses  of  study.  The  natural  and  physical  sciences  are  the 
leading  branches  in  the  course,  requiring  about  one-third  of  the  student’s  time  for 
the  entire  period  of  four  years.  It  also  gives  unusual  prominence  to  industrial  art. 

The  Agricultural  Course  aims  to  give  a  good  scientific  education,  and  also  to  im¬ 
part  a  thorough  and  practical  knowledge  of  agriculture  and  horticulture.  It  adds 
to  the  instruction  of  the  scientific  course  (Latin  and  German  excepted)  a  systematic 
course  of  instruction  and  practice  in  agriculture  and  horticulture,  covering  a  period 
of  three  years.  Special  attention  is  given  to  scientific  experiments. 

The  Mechanical  Course  adds  to  the  branches  of  study  in  the  scientific  course 
(Latin,  German,  and  Natural  History  excepted)  two  years  of  shop  practice  in  the 
use  of  hand  and  machine  tools  for  working  in  wood  and  iron,  one  year’s  instruction 
in  the  elements  of  carpentry,  pattern-making,  founding,  mill- work,  machinery,  etc., 
and  one  year’s  training  in  mechanical  drawing — an  excellent  preparation  for  a 
mechanic  or  machinist,  or  for  a  special  course  in  mechanical  or  civil  engineering. 
These  several  courses  of  mechanical  instruction  and  practice  are  included  in  the 
freshman  and  sophomore  years. 

These  three  general  courses  of  study  are  so  arranged  that  they  include  nearly  the 
same  instruction  in  science,  mathematics,  industrial  drawing,  English,  history,  and 
philosophy.  In  addition  to  the  branches  common  to  the  three  courses,  the  scientific 
course  adds  three  years  of  Latin  or  German;  the  agricultural  course,  three  years 
of  agriculture  and  horticulture;  and  the  mechanical  course,  two  years  of  practical 
mechanics  and  mechanical  drawing. 

Students  in  the  agricultural  course  or  in  the  mechanical  course,  who  are  candi¬ 
dates  for  the  degree  of  Bachelor  of  Science,  (b.  s.)  are  required  to  take  two  years 
of  Latin  or  German.  The  added  Latin  or  German  may  be  taken  in  the  junior  and 
senior  years.” 

There  is  a  farm  of  150  acres  for  use  of  agricultural  and  horticul¬ 
tural  students. 

Drawing  is  taught  all  through  the  two  years  course  in  the  Pre¬ 
paratory  Academy. 


art — vol  4 - 19 


290  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Industrial  Art. 

“  This  department  is  supplied  with  (1)  flat  copies  for  outline  drawing ;  (2)  flat  copies 
in  light  and  shade  for  crayon  work  ;  (3)  colored  copies  for  water  color  painting ;  (4) 
flat  copies  for  carpentry,  architectural,  and  machine  drawing;  (5)  charts  to  illustrate 
the  botanical  analysis  of  plants  for  purposes  of  design ;  (6)  charts  to  illustrate 
analysis  of  historical  ornament ;  (7)  charts  to  illustrate  harmony  and  contrast  of 
color  ;  (8)  a  great  variety  of  geometrical  solids,  vases,  and  casts  for  model  drawing  ; 
(9)  samples  of  prints  and  other  textile  fabrics,  wall  paper,  carpets,  etc. ,  to  illustrate 
the  application  of  design  to  manufactures  ;  (10)  appliances  for  modelling  in  clay  ; 
(11)  potter's  wheel  for  turning  pottery;  (12)  a  kiln  for  burning  small  clay  models 
and  pieces  of  pottery  ;  (13)  an  excellent  selection  of  casts  from  ancient  and  modern 
sculpture,  recently  purchased,  including  busts  of  Venus  de  Milo,  Apollo  de  Belvi- 
dere,  Diana,  Psyche,  Paris,  Ajax,  Michael  Angelo,  Raphael,  and  medium  sized 
statues  of  Minerva,  Psyche,  Flora,  and  M.  Angelo’s  Moses ;  (14)  twelve  very  fine 
photographs  of  western  scenery,  taken  under  the  supervision  of  the  U.  S.  War  De¬ 
partment,  presented  by  Mr.  James  R.  Pigman,  of  La  Fayette.  The  Library  also 
contains  a  number  of  very  valuable  books  of  reference  and  journals  for  the  use  of 
art  students.”  *  *  * 

Mechanics. 

“  The  School  of  Mechanics  is  well  equipped  with  tools  and  machines  for  doing  a 
large  variety  of  work  in  wood  and  iron  ;  both  tools  and  machines  are  of  improved 
pattern  and  first-class  in  every  respect.  The  machinery  is  driven  by  steam  power 
from  the  engine-house.  The  shop  contains  five  benches  for  wood  working,  with 
five  complete  sets  of  carpenter  tools,  five  power  turning  lathes,  with  cutting  tools 
for  same  ;  two  scroll  saws,  and  other  tools  for  a  large  scope  of  work. 

The  machines,  tools,  and  fixtures  for  iron  work  include  (1)  benches,  fitted  with 
Parker  vises,  sets  of  files,  chisels,  hammers,  hardened  steel  squares,  gauges,  calipers 
and  other  tools  needed  for  all  kinds  of  bench  work  in  iron ;  (2)  forges  of  improved 
pattern,  with  air  blast  furnished  by  a  Sturtevant  blower,  driven  by  steam  power, 
and  all  the  common  smithing  tools,  such  as  anvils,  hammers,  tongs,  chisels,  etc. ; 
(3)  an  engine  or  machine  lathe,  a  machine  planer,  of  the  very  best  pattern,  a  vertical 
drill  press,  an  emery  grinder  and  grind-stone,  with  a  supply  of  small  tools — chucks, 
drills,  taps,  and  dies,  and  lathe  and  planer  cutting  tools,  etc.  Additional  tools  and 
machinery  will  be  added  before  the  beginning  of  next  year.”* 

Tlie  Register  of  1880-’81,  shows  an  attendance  of  92  college  stu- 
ents,  48  special  students,  141  in  the  Academy,  and  a  total  of  254  indi¬ 
vidual  students  ;  94  of  these  are  girls. 

From  the  Annual  Register  for  1890— ’91,  f  the  following  extracts 
showing  the  present  development  of  the  University,  are  taken. 

General  Statement. 

Purdue  University  is  the  State  Institute  of  Technology.  Its  purpose  is  to  afford 
the  young  men  and  women  of  Indiana  an  opportunity  to  acquire  a  good  collegiate 
education  in  Mathematics,  Science,  Literature  and  Art,  and  at  the  same  time  to 

*  For  a  detailed  account  of  this  course,  prepared  by  Mr.  Goss,  the  instructor  in 
charge,  with  a  plan  of  the  shops,  see  Professor  Runkle’s  article  on  “The  Manual 
Element  in  Education  ”  in  45th  Annual  Report  of  Mass.  Board  of  Education  for 
1880-81,  pages  171 — 4. 

f  The  Annual  Register  of  Purdue  University.  Lafayette,  Indiana.  1890-’92. 
Indianapolis :  Wm.  B.  Burford,  Lithographer,  Printer  and  Binder — 1891.  Pp.  88. 


PURDUE,  THE  STATE  INSTITUTE  OF  TECHNOLOGY.  291 


secure  instruction  and  practice  in  such  lines  of  work  as  will  fit  them  to  engage  in 
the  practical  industries.  The  instruction  is  both  theoretical  and  practical.  The 
usual  methods  of  text-book  study,  recitation  and  lectures  are  employed,  but  the 
student  is  required  to  put  into  practice,  as  far  as  possible,  the  instruction  which  he 
receives.  He,  for  example,  not  only  receives  instruction  in  regard  to  the  theory  and 
principles  of  drawing,  pattern  making  and  machine  construction,  but  he  is  required 
to  make  working-drawings  himself,  to  construct  patterns,  to  make  the  castings  in 
the  foundry,  to  finish  and  set  up  the  machine,  and  to  operate  it  when  it  is  com¬ 
pleted.  This  combination  of  the  theoretical  and  the  practical  characterizes  the 
institution. 

Being  a  State  Institution,  the  instruction  in  Purdue  University  is  free  to  all  resi¬ 
dents  ef  Indiana  of  suitable  age  and  acquirements.  Small  laboratory,  library  and 
incidental  fees  only  are  charged. 

The  institution  embraces  Six  Special  Schools  and  a  Preparatory  Department,  as 
follows  : 

I.  A  School  of.  Mechanical  Engineering.  Leading  to  the  Degree  of  Bachelor 
of  Mechanical  Engineering. 

II.  A  School  of  Civil  Engineering.  Leading  to  the  Degree  of  Bachelor  of  Civil 
Engineering. 

III.  A  School  of  Electrical  Engineering.  Leading  to  the  Degree  of  Bachelor 
of  Mechanical  Engineering. 

IV.  A  School  of  Architecture.  Leading  to  the  Degree  of  Bachelor  of  Science. 

V.  A  School  of  Science.  Leading  to  the  Degree  of  Bachelor  of  Science. 

By  elections  in  the  Junior  and  Senior  years,  this  school  may  be  developed  into 

(a)  A  School  of  Biology. 

(b)  .4  School  of  Chemistry. 

(c)  A  School  of  Literature  and  History. 

(d)  A  School  of  Industrial  Art,  in  which  one  or  the  other  of  these  subjects  may 
occupy  the  greater  part  of  the  student’s  time. 

VI.  A  School  of  Pharmacy.  Leading  to  the  Degree  of  Graduate  in  Pharmacy. 

VII.  A  Preparatory  Department. 

The  courses  of  instruction  in  the  first  six  special  schools  are  so  arranged  that  they 
include,  with  few  exceptions,  the  same  instruction  in  general  science,  mathematics, 
English,  history,  political  and  mental  science,  and  industrial  drawing.  In  addition 
to  these  branches  common  to  the  six  schools,  the  School  of  Mechanical  Engineering 
adds  two  years  of  instruction  and  practice  in  practical  mechanics  and  two  years  of 
mechanical  engineering  ;  the  School  of  Civil  Engineering,  five  terms  of  instruction 
and  practice  in  practical  mechanics  and  seven  terms  of  civil  engineering ;  the  School 
of  Electrical  Engineering,  two  years  of  instruction  and  practice  in  practical  me¬ 
chanics  and  two  years  of  mechanical  and  electrical  engineering ;  the  School  of 
Agriculture,  four  years  of  instruction  and  practice  in  agriculture,  horticulture  and 
veterinary  science ;  the  School  of  Science,  four  years  in  laboratory  work  in  the 
natural  and  physical  sciences. 

Students  in  each  of  these  schools  are  now  required  to  spend  in  laboratory,  shop 
or  field  an  average  of  two  hours  each  day  in  such  forms  of  work  or  experimental 
research  as  will  fit  them  to  engage  in  industrial  pursuits. 

A  careful  study  of  the  courses  of  instruction  and  practice  will  show  that  they 
embrace  a  wide  range  of  subjects,  and  lead  to  a  still  wider  range  of  industries.  We 
are  thus  enabled  to  recognize,  to  a  considerable  degree,  special  aptitudes  and  in¬ 
clinations  on  the  part  of  the  students. 

The  School  of  Pharmacy  affords  instruction  in  chemistry,  pharmacy,  materia 
medica,  botany,  etc. ,  with  a  large  amount  of  laboratory  practice,  for  two  annual 
sessions  of  six  months  each. 


292  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  Preparatory  Class  offers  a  thorough  drill  in  the  common  English  branches, 
quite  complete  in  itself,  but  which  is  designed  to  prepare  students  to  enter  either 
of  the  first  six  schools  of  the  University. 

Material  Equipment. 

The  University  is  supported  by  legislative  appropriations  and  by  the  proceeds  of 
an  endowment  granted  by  the  General  Government.  It  derives  its  name  through 
legislative  enactment  from  John  Purdue,  who  gave  to  the  State  for  the  use  of  the 
Institution  one  hundred  and  fifty  thousand  dollars.  It  has  a  permanent  endowment 
fluid  to  the  amount  of  tliree  hundred  and  forty  thousand  dollars,  and  other  non¬ 
productive  property  in  buildings,  lands  and  equipment  to  the  value  of  four  hundred 
and  twenty  thousand  dollars. 

It  has  one  hundred  and  eighty  acres  of  land  in  its  campus  and  farm,  seventeen 
buildings,  well  equipped  laboratories,  shops,  museums,  library,  and  reading  rooms. 
******* 

Mechanical  Laboratories. — These  laboratories  occupy  a  number  of  rooms  in 
the  mechanical  and  electrical  buildings,  and  are  equipped  as  follows  : 

The  Wood-Working  Room  has  in  it  forty  benches  equipped  with  separate  sets  of 
tools  for  one  hundred  students ;  twenty-one  lathes  for  wood  turning  that  have  also 
tools  for  one  hundred  students,  a  circular  saw,  a  band  saw,  a  scroll  saw,  two  grind¬ 
stones,  and  the  small  tools  needed  in  pattern-making. 

The  Foundry  contains  thirty  small  benches  furnished  with  tools  required  in 
molding,  a  cupola  furnace  for  iron,  a  brass  furnace,  a  core  oven,  and  is  equipped 
with  the  flasks,  sands,  facings,  etc.,  required  in  bench  and  floor  molding.  There  is 
a  small  core  room. 

The  Forge  Room  contains  twenty-four  forges  equipped  with  smithing  tools,  and 
is  fitted  with  blast  and  exhaust-pipe  systems  and  fans. 

The  Machine  Room  contains  machine  lathes  as  follows :  One  eighteen-inch  swing, 
screw-cutting  ;  two  sixteen-inch  swing,  screw-cutting ;  two  fourteen-inch  swing, 
non-screw-cutting ;  eight  fourteen-inch  swing,  screw-cutting,  and  one  ten-inch 
swing,  screw-cutting.  Also,  a  machine  planer,  a  shaper,  a  universal  milling  ma¬ 
chine,  an  emery  tool-grinder,  a  cutter  grinder,  two  vertical  drilling  machines,  a 
speed  lathe  and  an  emery  grinder.  These  machines  are  provided  with  the  small 
tools  necessary  to  their  use.  In  the  Machine  Room  are  also  twenty-seven  benches, 
fitted  with  vises  and  small  tools,  for  use  in  connection  with  the  hand-work  in  metal. 

The  Wash  Room  has  lockers  for  one  hundred  and  twenty  students,  a  sink  with 
basins,  and  is  fitted  with  closets. 

The  Tool  Room  is  provided  with  the  special  tools  not  used  commonly  in  the 
various  rooms,  and  with  the  smaller  supplies. 

The  Motive  Power  for  the  shops  is  furnished  by  an  automatic  cut-off  engine  of 
thirty-five  horse-power. 

The  Mechanical  Drcaving  Rooms,  three  in  number,  are  in  the  Electrical  Labora¬ 
tory.  Two  of  them  are  fitted  with  tables,  and  drawing-boards,  for  forty  students, 
each.  The  third  room  is  fitted  with  larger  tables  for  advanced  work  in  Machine 
Design.  It  will  accommodate  fifty  students. 

******* 

The  Art  Department. 

The  lecture  rooms  and  studios  of  the  Art  Department  are  equipped  for  classes 
in  model  and  mechanical  drawing,  wood-carving  and  china  painting.  There  is 
attached  a  library  of  the  leading  art  publications  and  other  valuable  books. 

The  necessary  models  and  tools  are  supplied  for  each  line  of  work. 

The  drawing  room  has  a  seating  capacity  for  classes  of  fifty  and  is  furnished  with 
materials  for  work. 


THE  SCHOOL  OF  MECHANICAL  ENGINEERING. 


293 


Models,  Casts,  etc. — The  wood-carving  rooms  are  furnished  with  benches  and 
tools  which  remain  the  property  of  each  pupil  while  here.  They  retain  their  indi¬ 
vidual  work. 

The  china  painting  department  has  attached  a  studio  kiln  where  the  students 
may  not  only  have  their  china  burned  but  may,  from  observation  and  experience, 
learn  the  principles  and  understand  the  workings  of  this  all  important  factor  in 
relation  to  their  work. 

The  several  schools  of  engineering  offer  very  thorough  courses 
both  of  theoretical  study  and  of  practical  work.  The  following  is  the 
full  course  of  five  years  in  the  School  of  Mechanical  Engineering. 

School  of  Mechanical  Engineering. 

The  instruction  and  practice  in  this  school  is  intended  to  train  young  men  for 
positions  of  trust  and  responsibility  in  engineering  work.  The  work  of  the  first  two 
years  is  calculated  to  familiarize  them  with  the  methods  and  processes  of  machine 
construction.  In  the  last  two  years  the  fundamental  principles  underlying  all 
machine  design  are  taken  up,  and  a  critical  study  of  the  action  of  machines  is  car¬ 
ried  on.  The  student  thus  becomes  acquainted  with  the  conditions  under  which 
designers  and  managers  of  important  machine  plants  must  work. 

FRESHMAN  YEAR. 

Technical  Instruction. — Twenty-seven  weeks,  threfe  hours  per  week.  Under  this 
head  are  comprised : 

(a)  Recitations  on  the  character  of  cutting  edges  for  wood  ;  the  care  and  adjust¬ 
ment  of  wood-working  tools  ;  the  shrinkage  and  warping  of  woods  ;  and  the  form, 
adaptation,  and  relative  strength  of  joints. 

(b)  Lectures  on  wood-working  machines,  including  planers  ;  circular,  scroll  and 
band  saws  ;  and  lathes  and  lathe  attachments. 

(c)  Lectures  on  pattern-making,  molding  and  casting. 

Mechanical  Drawing. — Twenty-seven  weeks,  six  hours  per  week  ;  and  eleven 
weeks,  ten  hours  per  week. 

(a)  Drawings  from  copy  of  the  details  of  machines. 

(b)  Drawings  for  built-up  pulley  patterns,  pipe  bends,  laggings,  sweeps  patterns 
for  sectional  molding,  and  for  other  work  of  like  character  that  may  be  done  in  the 
shop. 

(c)  Free-Hand  Drawings,  with  dimensions  of  details  of  machines. 

Professor  Golden  and  Instructor  Nutt. 

Shop-Work. — Thirty-eight  weeks,  ten  hours  per  week. 

(a)  Exercises  in  planing,  sawing,  rabbeting,  plowing,  notching,  splicing,  mor¬ 
tising,  tenoning,  dovetailing,  framing,  paneling,  and  in  other  work  involving  the 
common  carpenter’s  tools. 

(b)  Exercises  in  circular  sawing,  scroll  sawing  and  turning. 

(c)  Exercises  in  pattern-making,  including  patterns  and  core  boxes  for  pulleys, 
gears,  columns,  and  pipe  joints ;  complete  sets  of  patterns  for  one  or  more  machines 
are  made  by  every  class. 

(d)  Exercises  in  core-making,  mold-making  and  casting ;  also  in  the  management 
of  cupola  furnace  and  crucible  furnace  in  melting  iron  and  brass. 

Instructors  Hoffman,  White  and  Nutt. 

Rhetoric. — Thirty-eight  weeks,  three  hours  per  week. 

Elocution. — Twenty-seven  weeks  one  hour  per  week. 

Geometry. — Twenty-seven  weeks,  five  hours  per  week. 

Algebra. — Eleven  weeks,  two  hours  per  week. 

Trigonometry.  —Eleven  weeks,  three  hours  per  week. 


294  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


SOPHOMORE  YEAR. 

Technical  Instruction. — Twelve  weeks,  one  hour  per  week. 

(a)  Lectures  on  the  management  of  steel  in  forging,  hardening,  tempering  and 
annealing. 

(b)  Lectures  on  machines  and  machine  work. 

Instructor  Turner. 

Mechanical  Drawing. — Thirty -eight  weeks,  four  hours  per  week. 

(a)  Drawings  to  scale  from  parts  of  actual  machines. 

(b)  Ink-sluiding  and  tinting.  The  representation  of  flat  and  cuiwed  surfaces  by 
ink  tints,  and  of  engineering  materials  by  colors. 

(c)  Practice  in  the  development  of  problems  in  descriptive  geometry. 

Professor  Golden  and  Instructor  Nutt. 

Shop- Work. — Thirty-eight  weeks,  ten  hours  per  week. 

(a)  Iron-forging ,  including  exercises  in  heating,  bending,  drawing,  upsetting, 
welding,  annealing,  and  case  hardening.  About  forty  forgings  are  made,  repre¬ 
senting  a  large  variety  of  operations. 

(b)  Steel-forging,  including  the  making  and  tempering  of  punches,  drills,  chisels, 
machine  cutting-tools,  gravers  and  springs. 

(c)  Vise  work  in  iron,  including  surface-chipping,  key-setting,  surface-filing, 
squaring  and  fitting,  round-filing,  sawing,  scraping  and  polishing. 

(d)  Machine  work  in  metals,  including  exercises  in  turning,  planing,  slotting, 
drilling,  boring,  fluting,  etc.  This  practice  is  given  in  the  construction  of  complete 
machines  and  appliances. 

Instructors  Turner  and  White. 

Descriptive  Geometry. — Nineteen  weeks,  two  hours  per  week.  Instruction  in 
the  methods  of  representing  by  drawings  all  geometrical  magnitudes,  and  the  solu¬ 
tion  of  problems  relating  to  these  magnitudes  in  space. 

Professor  Golden. 

History. — Nineteen  weeks,  three  hours  per  week. 

English  Literature. — Nineteen  weeks,  three  hours  per  week. 

Physics. — Thirty-eight  weeks,  four  hours  per  week.  (See  School  of  Science.) 

Higher  Algebra. — Nineteen  weeks,  three  hours  per  week. 

Trigonometry. — Nineteen  weeks,  two  hours  per  week. 

Analytical  Geometry. — Nineteen  weeks,  four  hours  per  week. 

junior  year. 

\ 

Principles  of  Mechanism. — Fifteen  weeks,  four  hours  per  week.  Under  this 
head  are  studied  the  principles  underlying  the  action  of  the  elementary  combina¬ 
tions  of  which  all  machines  are  composed  :  the  communications  of  motion  by  gear¬ 
wheels,  belts,  cams,  screws  and  link-work,  the  various  means  of  producing  definite 
changes  of  velocity,  the  different  automatic  feed  motions,  epicyclic  trains,  parallel 
motions,  the  principles  of  quick  return  movements,  and  the  manner  of  designing 
trains  of  mechanism  for  various  purposes. 

Professor  Creighton. 

Mechanism  of  Machinery. — Twelve  weeks,  two  hours  per  week.  A  critical 
study  of  the  mechanism  of  existing  machines  with  analyses  of  movements  therein 
presented. 

Professor  Creighton. 

Steam  Engineering. — Twenty-three  weeks,  two  hours  per  week. 

(a)  Valve  Gears,  a  study  of  the  slide-valve  both  in  its  simple  form  and  when  used 
in  combination  with  independent  cut-off  valves,  link-motions  and  other  reversing 
gears ;  automatic  cut-off  gears,  including  the  Corliss  and  several  of  the  shaft-gov¬ 
erned  types. 


THE  SCHOOL  OF  MECHANICAL  ENGINEERING.  295 

(b)  The  Steam  Engine  Indicator,  including  a  study  of  the  instrument,  its  indica¬ 
tions,  and  the  conditions  to  be  observed  in  its  use. 

Pi'ofessor  Creighton. 

Engineering  Laboratory. — Twenty-three  weeks,  two  hours  per  week.  Practice 
in  the  manipulation  of  steam  engines,  in  valve  setting  and  in  the  use  of  the  indi¬ 
cator.  Engines  are  examined  with  reference  to  the  distribution  of  steam  in  the 
cylinder ;  valves  are  set  to  give  a  specified  distribution ;  errors  in  valve  setting  are 
corrected  and  the  power  developed  is  determined.  Steam  gauges  are  tested  and 
corrected,  and  indicator  springs  are  checked. 

Professor  Goss. 

Mechanical  Drawing. — Fifteen  weeks,  six  hours  per  week;  twenty -three  weeks, 
eight  hours  par  week.  This  work  is  largely  supplemental  to  the  recitation-room 
work  in  Principles  of  Mechanism  and  in  Valve  Gears.  It  includes: 

(a)  Practice  in  designing  pulleys,  epicycloidal  and  involute  gear  wheels  and  racks, 
pin  gearing,  bevel  gearing,  lobed  wheels,  cams,  endless  screws,  and  other  elemen¬ 
tary  parts  by  which  motion  is  transmitted  or  changed  in  machinery. 

(b)  Practice  in  laying  out  and  in  designing  steam-engine  valves  and  the  mechan¬ 
ism  by  winch  such  valves  are  driven. 

Professor  Creighton. 

Metallurgy. — Twelve  weeks,  two  hours  per  week.  This  includes  a  study  of  the 
various  fuels  and  refractory  materials,  their  special  fitness  for  different  metallur¬ 
gical  operations;  the  characteristics,  composition  and  location  of  the  principal  iron 
ores,  and  the  modern  practice  in  the  manufacture  and  refining  of  iron  and  steel. 

Professor  Creighton. 

Heat. — Fifteen  weeks,  four  hours  per  week.  Nature  and  effects  of  heat,  tem¬ 
perature,  measurement  of  heat,  expansion,  liquefaction,  evaporation,  latent  heat, 
specific  heat,  conduction,  convection,  relation  between  heat  and  mechanical  energy, 
principles  of  thermodynamics.  The  instruction  will  be  given  partly  in  the  class¬ 
room  and  partly  by  experimental  work  in  the  Electrical  Laboratory. 

Professor  Carman. 

Analytical  Mechanics. — Twenty-three  weeks,  three  hours  per  week. 

Chemistry. — General  Chemistry,  thirty-eight  weeks,  eight  hours  per  week. 

Calculus. — Thirty-eight  weeks,  three  hours  per  week. 

Senior  year. 

Thermodynamics. — Twenty-seven  weeks,  three  hours  per  week.  A  study  of 
thermal  capacities;  the  laws  of  thermodynamics;  thermodynamics  of  gases,  satu¬ 
rated  vapors,  and  superheated  steam;  application  of  thermodynamics  to  the  steam 
engine;  Hirn’s  equations;  and  an  analysis  of  the  action  of  injectors,  refrigerating 
machinery,  and  of  gas  engines. 

Professor  Creighton. 

Steam  Boilers.  Power  Transmission. — Fifteen  weeks,  three  times  per  week. 

(a)  The  various  modern  forms  of  steam  boilers  are  studied,  and  their  advantages, 
disadvantages  and  the  methods  employed  in  their  construction  noted.  The  number 
and  size  of  tubes  and  flues,  the  thickness  of  plates,  strength  of  different  styles  of 
riveting,  kinds  of  bracing,  amount  of  grate  and  heating  surface,  different  kinds  of 
steam  and  water  gages,  safety  valves  and  injectors;  the  causes  and  methods  of  pre¬ 
venting  foaming,  incrustation  and  corrosion;  the  manner  of  setting  boilers  and  of 
operating  them  with  safety  and  economy,  are  studied  in  detail. 

(b)  A  study  of  problems  relative  to  the  transmission  of  power  by  shafting,  belt¬ 
ing  and  gearing,  and  of  methods  of  measuring  power  thus  transmitted. 

Professors  Creighton  and  Goss. 


296  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Engineering  Designs. — Thirty-eight  weeks,  two  hours  per  week.  This  work 
relates  to  the  designing  of  individual  machines  and  parts  of  machines,  and  to  the 
arrangement  of  machine  plants.  It  includes  a  study  of  the  adaptation  of  different 
materials,  the  limitations  in  size  and  form  of  machine  parts,  their  relative  strength, 
and  methods  of  connecting  and  fastening.  Existing  machines  are  analyzed  relative 
to  the  strength  of  their  parts. 

Professor  Goss. 

Mechanics  of  Fluids. — Twelve  weeks,  two  hours  per  week.  This  work  includes 
an  investigation  of  the  action  of  fluids  under  pressure,  the  flow  of  water  in  pipes, 
in  open  channels,  over  weirs  and  through  orifices ;  and  a  study  of  methods  of  de¬ 
termining  the  efficiency  of  hydraulic  machinery. 

Professor  Goss. 

Analytical  and  Applied  Mechanics. — Fifteen  weeks,  five  hours  per  week. 

Mechanical  Drawing. — Fifteen  weeks,  six  hours  per  week;  twelve  weeks,  four 
hours  per  week.  Practice  in  original  designing  based  on  the  work  of  the  class. 
Machinery  for  performing  stated  operations  is  devised,  and  engines,  boilers,  and 
shop  machines  are  designed  either  completely  or  in  part. 

Professor  Creighton. 

Engineering  Laboratory. — Fifteen  weeks,  four  hours  per  week;  twelve  weeks,  six 
hours  per  week;  and  eight  weeks  ten  hours  per  week. 

(a)  Exhaustive  steam  engine  tests  by  which  may  be  determined  such  facts  as ; 
the  power  developed,  the  weight  of  steam  used,  the  reevaporation,  and  the  inter¬ 
change  of  heat  between  the  walls  of  the  cylinder  and  the  contained  steam.  This 
data  may  be  obtained  from  the  compound  Harris-Corliss  engine  in  the  laboratory, 
or  from  either  cylinder  of  the  same  used  singly;  it  may  be  obtained  with  steam 
jackets  in  use,  or  out  of  use,  as  desired;  with  vacuum  or  with  exhaust  against 
atmospheric  pressure. 

(b)  Calorimeter  tests  for  determining  the  quality  of  steam. 

(c)  Steam-boiler  tests  for  determining  the  evaporative  efficiency  of  boilers  of  dif¬ 
ferent  types  under  conditions  of  ordinary  use. 

(d)  The  determination  of  the  efficiency  of  steam  and  power  pumps,  when  worked 
under  varying  conditions  of  speed,  lift  and  head. 

(e)  The  determination  of  the  efficiency  of  steam  injectors  under  a  definite  series 
of  conditions. 

(f)  Tests  of  belts  for  determining  the  power  transmitted  and  the  per  cent,  of 
slippage  under  different  rates  of  speed  and  different  degrees  of  tension. 

(g)  Tests  of  materials  of  construction,  including  a  determination  of  the  relation 
between  “stress”  and  “  strain,”  the  elastic  limit,  and  the  ultimate  strength  of  the 
common  metals  in  tension;  the  resisting  power  of  timber  under  compressional  and 
transverse  loads;  the  crushing  resistance  of  building  stones;  and  the  strength, 
both  under  tensional  and  compressional  stresses,  of  cements  and  cement  mortars. 

Professor  Goss. 

Thesis  Work. — Twelve  weeks,  three  hours  per  week;  eight  weeks,  ten  hours  per 
week. 

Early  in  the  Senior  year  each  student  is  assigned  a  subject  which  he  is  to  inves¬ 
tigate,  and  on  which  he  is  required  to  prepare  a  thesis.  The  work  may  involve 
original  designs,  by  which  strength  and  adaptation  of  parts  enter  largely  into  the 
problem,  or  it  may  involve  an  experimental  investigation  of  the  action  of  certain 
machines  or  appliances,  or  of  phenomena  developed  by  the  action  of  certain  me¬ 
chanical  forces.  In  the  pursuit  of  this  work  the  student  is  thrown  largely  on  his 
own  responsibility.  He  is  expected,  so  far  as  is  possible,  to  familiarize  himself 
with  whatever  literature  there  may  be  on  the  subject,  and  to  study  thoroughly  the 
methods  he  may  select. 

Political  Economy. — Sixteen  weeks,  three  hours  per  week. 


STATISTICS  OF  PURDUE  UNIVERSITY. 


297 


Visits  of  Inspection. 

During  the  year  the  Junior  and  Senior  students  make  visits  of  inspection,  in 
charge  of  an  instructor,  to  the  prominent  manufacturing  establishments  of  Chicago, 
Indianapolis  and  other  cities. 

It  is  believed  that  such  trips  are  of  great  value  in  supplementing  the  work  of  the 
class-room  and  laboratory. 

The  Register  gives  a  list  of  40  Professors  and  Instructors.  The 
following  is  the  summary  of  students  in  attendance. 


SUMMARY. 

College. 

Graduates .  32 

Seniors .  35 

Juniors .  51 

Sophomores .  67 

Freshmen  .  . .  151 

School  of  Pharmacy .  66 

Irregular .  17 

-  419 

Preparatory  Class. 

Regular .  87 

Irregular .  24 

-  Ill 

Total .  530 


The  President  of  the  University  is  James  H.  Smart,  a.  m.,  ll.  d. 
Besides  the  several  Professors  in  charge  of  the  regular  Schools  of 
Engineering,  the  following  instruct  in  drawing  aud  mechanics.  — 

Earnest  Knaufft,  Professor  of  Industrial  Art. 

Michael  Golden,  Professor  of  Practical  Mechanics. 

Laura  A.  Fry,  Professor  of  Industrial  Art. 

William  P.  Turner,  Instructor  in  Forging  and  Machine  Works 

Anna  E.  Baker,  B.  s.,  Instructor  in  Wood  Carving. 

James  D.  Hoffman,  B.  M.  E.,  Assistant  in  Wood  Shop. 

Harry  S.  White,  Assistant  in  Drawing  and  Foundry. 

George  H.  Nutt,  Assistant  in  Drawing. 

Iowa  Agricultural  College. 

The  Iowa  Agricultural  College  is  situated  near  the  town  of  Ames, 
on  the  line  of  the  Chicago  and  Northwestern  Railway,  thirty  miles 
north  of  the  city  of  Des  Moines. 

In  1858,  the  Legislature  passed  a  law  establishing  a  State  Agricul¬ 
ture  College;  and  in  1859,  the  present  site,  then  a  farm  of  640  acres, 
was  selected  and  purchased.  “This  college  and  farm  were  entirely 
an  agricultural  institution.”  Subsequently  the  legislature  accepted 
the  conditions  of  the  National  Land  Grant  law  of  1862. 

The  college,  as  organized  under  that  law,  was  formally  opened  in 
March  17th  1869.  The  college  farm  now  comprises  some  860  acres, 
70  of  which  are  set  apart  for  the  college  grounds  proper. 


298  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  college  is  well  equipped  with  suitable  buildings.  The  total 
number  of  students  of  both  sexes  in  all  departments  in  1880-’81,  was 

226. 

There  is  a  preparatory  course  in  which  di'awing  is  taught.  There 
are  four  complete  courses  of  four  years  each,  viz:  “Agriculture,’’ 
“Mechanical  Engineering,”  “Civil  Engineering,”  “Veterinary  Sci¬ 
ence. 

Drawing  is  taught  through  Freshman  year  in  all  the  first  three  of 
these  courses.  It  is  taught  only  in  Freshman  year  in  the  agricul¬ 
tural  course.  In  the  engineering  course  it  is  taught  throughout  the 
course. 

The  State  Board  of  Trustees  of  this  college  make,  biennially,  a 
report  to  the  Governor  of  the  State.  The  interesting  report  of  the 
college  made  by  President  Chamberlain  to  the  Trustees,  which  is 
given  in  their  Report  for  the  1888-’89,*  takes  up  and  considers  seria¬ 
tim,  several  popular  fallacies  respecting  these  U.  S.  Land  Grant 
Colleges ;  and,  while  so  doing,  shows  the  great  wisdom  with  which 
the  princely  endowment  of  lands,  given  by  the  General  Government 
to  the  State  of  Iowa  for  this  educational  use,  was  so  well  managed 
that,  although  the  amount  of  land,  (being  given  in  direct  ratio  to 
population,)  which  was  apportioned  to  Iowa,  was  less  than  that  given 
to  nineteen  other  States  ; — yet,  so  well  was  this  grant  managed  that, 
in  1889,  the  income  available  from  this  Land  Grant  Fund  of  Iowa, 
was  larger  than  that  of  the  same  fund  in  any  of  those  nineteen  States, 
with  the  single  exception  of  the  State  of  New  York. 

The  President  thus  takes  up  the  popular  insufficient  idea  of  the 
education  to  be  given  in  these  colleges,  and  says  : 

An  untold  damage  to  this  and  every  other  agricultural  college  has  grown  out 
of  the  above  assumption,  that  our  chief  or  only  mission  is  to  give  “  instruction  in 
agricultural  labor,”  to  teach  mere  farm  processes,  ordinary  hand-work,  requiring 
merely  knack  and  practice.  This  assumption  has  hurt  us  with  the  farmers.  They 
have  said:  “Unless  you  do  that  chiefly  you  pervert  trust  funds.”  It  has  hurt  us 
with  those  who  desire  other  technological  and  scientific  instruction.  They  have 
said:  “As  you  teach  only  agriculture,  we  will  go  elsewhere.”  Tire  mischief  has 
lurked  partly  in  the  name  “Agricultural  College;  ”  a  partial,  inadequate,  misleading 
name,  adopted,  not  by  Congress,  but  afterwards,  simply  for  brevity.  Three  things, 
not  one  alone,  are  required  in  our  organic  law:  agriculture,  mechanic  arts,  military 
tactics.  The  two  first  are  required  and  made  equal;  the  third  is  required  as  an 
essential.  Not  “  agriculture  and  the  mechanic  arts  ”  themselves,  however,  but  such 
branches  of  learning  as  are  related  to  them. 

AN  INADEQUATE  AND  MISLEADING  NAME. 

The  name  “Agricultural”  College  is  as  partial,  inadequate,  and  misleading  as 
would  be  the  terms  “  mechanical  ”  or  “  military”  college.  The  exact  words  of  the 
organic  law  of  Congress  are  that  the  interest  of  the  land-grant  fund  “shall  invio- 

*  Thirteenth  Biennial  Report  of  the  Board  of  Trustees  of  the  Iowa  State  Agricul¬ 
tural  College  and  Farm  made  to  the  Governor  of  Iowa,  for  the  years  1888  and  1889. 
Printed  by  order  of  the  General  Assembly.  Des  Moines:  G.  H.  Ragsdale,  State 
Printer.  1889.  Pp.  168. 


IOWA  AGRICULTURAL  COLLEGE. 


299 


lably  be  appropriated  by  each  State  which  may  take  and  claim  the  benefit  of  this 
act,  to  the  endowment,  support,  and  maintenance  of  at  least  one  college,  where  the 
leading  objects  shall  be,  without  excluding  other  scientific  and  classical  studies,  and 
including  military  tactics,  to  teach  such  branches  of  learning  as  are  related  to 
agriculture  and  the  mechanic  arts,  in  such  manner  as  the  legislature  of  the  States 
may  provide,  in  order  to  promote  the  liberal  and  practical  education  of  the  indus¬ 
trial  classes  in  the  several  pursuits  and  professions  of  life.” 

Referring  directly  to  this  congressional  law  for  its  authority,  the  legislature  of 
Iowa,  in  1844,  passed  the  following  law,  still  in  force,  and  imperatively  regulating 
our  course  of  study  now : 

Section  621.  That  there  shall  be  adopted  and  taught  at  the  State  Agricultural 
College  a  broad,  liberal  and  practical  course  of  study,  in  which  the  leading  branches 
of  learning  shall  relate  to  agriculture  and  the  mechanic  arts,  and  which  shall  also 
embrace  such  other  branches  of  learning  as  will  most  practically  and  liberally 
educate  the  agricultural  and  industrial  classes  in  the  several  pursuits  of  life,  including 
military  tactics. 

In  absolute  fidelity  to  the  letter  and  spirit  of  these,  our  organic  laws,  as  passed 
by  Congress  and  State  legislature,  are  all  the  affairs  of  this  College,  financial, 
literary,  scientific,  and  practical,  now  managed.  Not  simple  processes  in  agricul¬ 
ture,  horticulture,  and  the  mechanic  arts,  learned  better  and  more  cheaply  in  shop 
or  on  farm ;  not  these  do  we  teach  largely,  but  related  science,  underlying  principles, 
and  processes  too  intricate  or  difficult  for  the  unskilled,  uneducated  laborer.  Thus 
alone  can  we  fulfill  our  true  mission.” 

After  stating  that,  of  the  graduates  of  the  college  of  the  classes 
of  1887,  and  of  1889,  two  thirds  entered  the  mechanical,  agricultural  or 
industrial  callings,  and  less  than  one  third,  the  professional  and 
mechanical  callings;  thus  showing  that  the  trained  abilities  of  the 
pupils  of  this  college  was  given  directly  to  the  productive  interests 
of  the  State,  he  quotes  from  an  address  of  General  Garfield,  who, 
as  a  member  of  Congress,  was  always  a  wise,  liberal,  outspoken  and 
earnest  friend  of  public  education. 

Garfield  on  Our  Proper  Work. 

That  broad-minded  statesman,  James  A.  Garfield,  had  this  to  say  of  proper  work, 
in  an  address  June  14,  1867,  five  years  after  the  congressional  land  grants  were 
made,  two  years  before  our  College  began  the  work  of  instruction  : 

“  In  the  next  place  I  inquire,  what  kinds  of  knowledge  are  necessary  for  carrying 
on  and  improving  the  useful  arts  and  industries  of  life?  I  am  well  aware  of  the 
current  notion  that  these  muscular  arts  should  stay  in  the  fields  and  shops  and  not 
invade  the  sanctuaries  of  learning.  A  finished  education  is  supposed  to  consist 
mainly  of  literary  culture.  The  story  of  the  forges  of  the  Cyclopes,  where  the  thunder 
bolts  of  Jove  were  fashioned,  is  supposed  to  adorn  elegant  scholarship  more  grace¬ 
fully  than  those  sturdy  truths  which  are  preached  to  this  generation  in  the  wonders 
of  the  mine,  in  the  fire  of  the  furnace,  in  the  clang  of  the  iron  mill,  and  the  other 
innumerable  industries  which,  more  than  all  other  human  agencies,  have  made 
our  civilization  what  it  is,  and  are  destined  to  achieve  wonders  yet  undreamed  of. 
This  generation  is  beginning  to  understand  that  education  should  not  be  forever 
divorced  from  industry — that  the  highest  results  can  be  reached  only  when  science 
guides  the  hand  of  labor.  With  what  eagerness  and  alacrity  is  industry  seizing 
every  truth  of  science  and  putting  it  in  harness.” 

Then,  after  two  brilliant  illustrations — one  from  the  close,  scientific  study  of  the 
nice  affinities  between  carbon  and  iron,  applied  in  the  Bessemer  process  of  marvel- 


300  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


ously  cheapening  steel ;  the  other  where  a  knowledge  of  the  cell  structure  of  wood, 
and  the  power  and  penetration  of  superheated  steam,  were  used  to  give  us  cheap 
wood-pulp  for  making  paper — after  these  illustrations  he  continues  : 

“  Machinery  is  the  chief  implement  with  which  civilization  does  its  work;  but 
the  science  of  mechanics  is  impossible  without  mathematics.  But  for  her  mineral 
resources  England  would  be  but  the  hunting-park  of  Europe.  Our  mineral  wealth 
is  a  thousand  times  greater  than  hers ;  and  yet,  without  the  knowledge  of  geology, 
mineralogy,  metallurgy,  and  chemistry,  our  mines  can  be  of  but  little  value.  With¬ 
out  a  knowledge  of  astronomy  commerce  on  the  sea  is  impossible ;  and  now,  at 
last,  it  is  being  discovered  that  the  greatest  of  all  our  industries,  agriculture,  in 
which  three  fourths  of  all  our  population  are  engaged,  must  call  science  to  its  aid 
if  it  would  keep  up  with  the  demands  of  civilization.  I  need  not  enumerate  the 
extent  and  variety  of  knowledge,  scientific  and  practical,  which  a  farmer  needs  in 
order  to  reach  the  full  height  and  scope  of  his  noble  calling.  And  what  has  our 
American  system  of  education  done  for  this  controlling  majority  of  the  people? 
I  can  best  answer  the  question  with  a  single  fact.  Notwithstanding  there  are  in  the 
United  States  120,000  common  schools,  and  7,000  academies  and  seminaries — not¬ 
withstanding  there  are  275  colleges  where  young  men  may  be  graduated  as  bachelors 
and  masters  of  the  liberal  arts — yet,  in  all  these  the  people  of  the  United  States 
found  so  little  being  done,  or  likely  to  be  done,  to  educate  men  for  the  work  of 
agriculture,  that  they  have  secured  from  their  political  servants  in  Congress  an 
appropriation  sufficient  to  build  and  maintain  in  each  State  of  the  Union  a  college 
for  the  education  of  farmers.  The  scholar  and  the  worker  must  join  hands  if  both 
would  be  successful.” 

Thus,  first  he  gives  the  mechanical  part  of  our  work,  but  in  the  closing  para¬ 
graph  even  the  broad  mind  of  Mr.  Garfield  forgot  for  a  moment — misled  doubtless 
by  the  name — that  “agricultural  colleges”  rest  firmly,  like  the  surveyor’s  tripod, 
on  the  triple  foundation  of  agriculture,  mechanic  arts,  and  military  tactics,  and 
must  have  that  broad  and  liberal  course  of  scientific,  literary  and  historic  study 
that  underlies  all  three,  and  that  was  contemplated  by  Congress. 

OTHER  “AGRICULTURAL”  COLLEGES. 

Some  of  our  sister  colleges  in  other  States,  swayed,  doubtless,  by  the  name  in 
part,  and  by  the  local  predominance  of  agriculture,  at  first  seemed  to  make  their 
mission  single  rather  than  triple.  It  has  been  the  custom  of  certain  agricultural 
papers  to  name  the  agricultural  colleges  of  Michigan,  Mississippi,  Massachusetts, 
and  Kansas  as  the  only  ones  that  have  been  true  to  their  organic  law  and  to  our 
industrial  interests.  They  are  all  noble  colleges,  and  have  done  a  grand  and  faith¬ 
ful  work  for  agriculture.  But  it  has  been  a  partial  work.  For  nearly  twenty  years 
Michigan  did  little  for  the  mechanic  arts  or  for  the  military.  Recently  it  has  ac¬ 
knowledged  its  shortcoming,  claimed  and  received  large  State  appropriations  for 
the  purpose,  built  machine  shops,  and  armory  and  veterinary  buildings,  created  a 
veterinary  department,  and  made  its  course  of  study  more  nearly  what  it  has  been 
in  Iowa  from  the  first.  “  Not  that  I  love  Cassar  less,  but  Rome  more.”  Not  that 
Michigan  “  agricultural  college  ”  loves  agriculture  less  now,  but  the  other  industries 
more,  and  is  more  faithful  to  her  land  grant  and  her  organic  law. 

The  Massachusetts  “agricultural  college,”  at  Amherst,  is  more  purely  agricul¬ 
tural  than  that  of  Iowa  at  Ames,  but,  its  land  grant  was  divided  at  the  first,  and  it 
has  its  department  of  mechanic  arts  in  the  “  Massachusetts  Institute  of  Technology,” 
in  Boston,  in  which,  by  law  its  mechanical  students  have  free  tuition  paid  for  by 
the  land  grant  funds.  Mississippi  and  Kansas  are  almost  exclusively  agricultural 
States.  Hence,  their  “  agricultural  colleges”  are  as  yet  more  largely  agricultural, 
and  less  mechanical  than  both  will  become  as  manufacturing  increases  with  its  in¬ 
creased  demand  for  scientific,  technological  instruction.  After  a  very  careful  ten 


301 


PRESIDENT  CHAMBERLAIN’S  REPORT  (1888-  89). 

years’  study  of  the  workings  of  the  land  grant  colleges  in  many  States  of  the 
Union,  I  am  convinced  that  in  no  State  have  trustees  and  faculty  of  the  agricul¬ 
tural  college  held  more  wisely  and  persistently,  from  the  first,  to  both  the  letter 
and  the  spirit  of  the  organic  law,  than  in  Iowa.  On  this  point  I  may  speak  freely, 
for  I  speak  not  of  my  own  work,  but  of  the  work  of  trustees,  presidents,  and  pro¬ 
fessors  of  years  ago,  who  shaped  this  college.  Whether  they  builded  better  than 
they  knew,  I  cannot  say.  They  certainly  builded  better  and  more  faithfully  than 
the  State  at  large  seems  to  know. 

The  President  then  reminds  the  Trustees  that,  by  the  provisions 
of  the  Land  Grant  Law,  the  State  must  be  at  all  the  expense  for  the 
buildings,  their  preservation  and  repairs;  and  goes  on  to  show  the 
need  of  additional  buildings  for  the  college,  which,  as  it  is  two  miles 
away  from  the  town,  and  therefore  deprived  of  the  power  to  secure 
accommodation  for  students  and  professors  there,  is  limited  to  its 
own  facilities;  already  taxed  to  their  utmost  capacity  by  the  300 
students  in  attendance.  He  says : 

Our  income  from  national  sources  averages  $48,000  per  year,  besides  $15,000 
yearly  for  agricultural  experimentation  solely.  This  costs  Iowa  taxpayers  not  a 
dollar.  By  law,  it  must  all  be  used  for  instruction,  experimentation,  and  illustra¬ 
tion.  None  can  be  used  for  buildings  and  fixed  machinery  or  apparatus.  It  seems 
true  wisdom  and  plain  duty  for  the  State  to  furnish  buildings  and  permanent  fix¬ 
tures  and  appliances  so  liberally  that  this  large  annual  income,  which  costs  the 
State  nothing,  may  furnish  free  tuition  and  industrial  training  to  as  large  a  number 
as  possible  of  the  young  men  and  women  of  this  State.  With  our  income  we  can 
teach  four  hundred  students  each  year  as  well  as  three  hundred,  if  only  the  State 
will,  as  it  has  solemnly  agreed,  furnish  the  “necessary  buildings.” 

From  a  reference  in  the  latest  catalogue  at  hand  to  a  new  building, 
it  may  be  inferred  that  the  President’s  plea  availed  with  the  succeed¬ 
ing  legislature. 

The  catalogue  of  1890,*  is  a  handsomely  printed  pamphlet  with 
illustrations  of  the  commodious  buildings  and  grounds.  In  continu¬ 
ing  the  history  of  the  college  the  following  act  passed  by  the  General 
Assembly  in  1882  is  quoted. 

That  there  shall  be  adopted  and  taught  at  the  State  Agricultural  College  a  broad, 
liberal  and  practical  course  of  study,  in  which  the  leading  branches  of  learning  shall 
relate  to  agriculture  and  the  mechanic  arts,  and  which  shall  also  embrace  such 
other  branches  of  learning  as  will  most  practically  and  liberally  educate  the  agri¬ 
cultural  and  industrial  classes  in  the  several  pursuits  and  professions  of  life, 
including  military  tactics.  Section  2.  That  all  acts  and  parts  of  acts  inconsistent 
with  this  act  are  hereby  repealed. 

A  statement  of  the  law  of  Congress  increasing  the  annual  appor¬ 
tionment  to  the  Land  Grant  colleges,  as  has  been  already  referred  to 
in  these  accounts,  follows  : 

The  income  of  the  College  from  National  grants  is  therefore  now  more  than 
$75,000  per  annum,  expended  in  instruction,  experimentation  and  illustration  in 
agriculture  and  the  mechanic  arts  and  underlying  and  related  science  and  literature. 

All  buildings  are  erected  and  all  repairs  thereon  are  made  by  the  State  of  Iowa, 

*  Iowa  State  College  of  Agriculture  and  Mechanic  Arts.  Catalogue,  1890.  “  Sci¬ 

ence  with  Practice.”  1890.  By  the  College,  Ajnes.  Pp.  67. 


302  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


the  cost  down  to  date  being  about  $300,000,  of  which  $55,000,  appropriated  in  1890, 
is  now  being  used  in  erecting  new  buildings. 

The  College  was  formally  opened  on  the  17th  of  March,  1869. 

******* 

Twelve  commodious  buildings  have  been  erected  by  the  State  or  are  now  being 
erected  at  a  total  cost  of  $300,000,  for  the  exclusive  use  of  the  vai'ious  departments 
of  the  College,  besides  the  dwelling  houses  and  the  buildings  for  farm  stock,  ma¬ 
chinery  and  work. 

The  main  College  Building  is  five  stories  high  including  the  basement,  and  is  158 
feet  long  by  113  feet  through  the  wings. 

A  new  building  is  fitly  named  “Morrill  Hall,”  in  honor  of  the 
venerable  Senator,  Hon.  Justin  S.  Morrill,  of  Vermont,  who  has 
been  so  thoroughly  identified  with  the  whole  movement  for  the 
establishment  and  development  of  the  Land  Grant  Colleges. 

The  following  statement  of  the  course  in  Mechanical  Engineering- 
will  serve  well  to  illustrate  the  relation  borne  by  Drawing  and  Shop 
work  to  the  Technical  Education  given  in  these  colleges. 

The  Course  in  Mechanical  Engineering. 

The  course  m  mechanical  engineering  assumes  the  design,  supervision  and  con¬ 
struction  of  machinery  to  constitute  the  engineers’  chief  work.  It  aims  to  furnish, 
in  four  years,  a  thorough  fitting  to  any  person  wishing  to  become  a  professional 
mechanical  engineer.  He  should,  however,  have  as  broad  an  acquaintance  as  pos¬ 
sible  with  general  studies  before  entering. 

The  course  is  arranged  with  the  view  to  insuring  : — 

Complete  mastery  of  fundamental  engineering  principles ; 

The  actual  performance  of  some  engineering  work  involving  scientific  methods 
in  construction,  investigation  and  design; 

Unceasing  contact,  from  the  beginning  to  the  end  of  the  course,  with  the  science 
of  mechanics,  its  applications,  measurements  and  the  study  of  its  law. 

Electrical  Engineering. — Arrangements  have  been  made  to  have  the  instruc¬ 
tion  in  electrical  engineering  much  more  complete,  hereafter,  the  student  in  me¬ 
chanical  engineering  being  allowed  at  the  end  of  his  Junior  year  to  elect  a  special 
group  of  studies  involving  in  theory  and  pi’actice  of  electrical  engineering  instead 
of  the  more  technical  work  of  the  mechanical  course. 

While  the  degree  given  will  be  the  same  as  to  those  continuing  the  regular  studies 
of  the  mechanical  course,  a  recognition  in  the  difference  in  the  work  done  will  be 
made  in  the  wording  of  the  diploma. 

The  Course  and  Plan  of  Instruction. — The  student  aiming  at  mechanical 
engineering  as  his  profession  needs  first  of  all  to  know  what  engineering  is.  All 
available  means  are  taken  to  familiarize  him  somewhat  with  ordinary  engineering 
processes  and  the  highest  achievement  of  great  engineers.  He  is  taught  by  actual 
measurements  of  his  own,  with  rule,  watch  and  scales,  to  find  the  horse  power  of 
the  shop  engine  with  simple  apparatus,  and  learns  the  exact  meaning  of  “work.” 
He  measures  the  power  used,  and  work  done  by  his  lathe,  and  learns  the  simple 
relations  of  “power,”  “work,”  “force,”  “time,”  and  “space,”  what  “mass”  is, 
and  what  are  its  relations  to  the  other  quantities.  He  must  also  have  clear  ideas 
of  the  properties  of  materials,  and  soon  he  is  shown  how  to  measure  the  strength, 
elasticity  and  stretch  of  iron,  steel  and  wood  with  llie  testing  machine.  Other 
qualities,  not  capable  of  precise  measurement,  become  familiar  from  the  work  and 
instruction  of  the  shops. 


303 


COURSE  IN  MECHANICAL  ENGINEERING  (l890). 

In  the  Freshman  and  Sophomore  years  the  theoretical  studies  of  the  course  include 
French  as  preparatory  to  the  technical  use  of  that  language  through  the  first  year, 
and  in  the  second,  elementary  mechanics  and  heat  taught  with  special  view  to  their 
use  in  engineering.  With  the  chemistry  the  study  of  the  metals  is  taken  up,  while 
descriptive  geometry,  graphical  statics  and  the  elements  of  kinematics  receive 
special  attention.  In  the  last  of  the  course  political  economy  and  English  literature 
are  valued  as  affording  breadth  and  general  culture.  The  differential  and  integral 
calculus  and  the  Junior  work  in  electricity  and  magnetism  are  preparatory  to  later 
technical  studies. 

The  Juniors  take  up  analytical  mechanics  during  their  spring  term.  Besides  the 
purely  theoretical  side  of  it,  many  practical  problems  are  solved,  both  by  calculus 
and  by  graphical  methods.  A  thorough  understanding  of  the  meaning  of  each 
symbol  is  insisted  on  and  so  far  as  possible  of  the  physical  interpretation  of  the 
transformations  involved  in  deriving  equations.  Resistance  of  materials  follows 
early  in  the  second  term,  and  is  made  as  practical  as  possible  by  using  engineer's 
hand-books  for  the  shorter  methods  of  practice  as  well  as  by  applying  the  equations 
for  strength,  to  calculations  on  beams,  girders  and  bridge  members,  which  the  stu¬ 
dents  can  see  in  use  about  them.  Attention  is  called  to  the  necessity  for  empirical 
formulas  and  the  basis  for  each  is  studied  out. 

In  the  graphics  of  mechanisms,  drawing  board  methods  are  taught,  for  solving 
problems  on  the  work  and  efficiency  of  a  great  variety  of  machines,  and  for  the 
last  five  weeks  of  the  year  one  hour  daily  in  class  is  spent  on  a  general  study  of  the 
steam  engine  with  boilers  and  other  accessories,  while  the  design  for  a  high  speed 
engine  is  being  worked  out  in  the  drawing  room. 

The  technical  studies  of  the  first  Senior  term  are  thermodynamics  and  hydraulics 
for  all  students  ;  in  which  the  necessary  theoretical  work  is  followed  by  its  practical 
application  for  obtaining  power.  The  mechanical  engineers  devote  three  hours  to 
mill  work  and  the  mechanics  of  mechanisms,  studying  the  arrangements  of  parts 
and  the  principles  applied  in  general  mill  machinery  while  the  design  and  construc¬ 
tion  of  the  dynamo  is  taken  up  by  the  electrical  engineers.  In  the  second  term  the 
latter,  study  applied  electricity,  accompanied  with  laboratory  work;  while  the  me¬ 
chanical  group  study  the  materials  of  engineering  and  the  processes  of  their  man¬ 
ufacture,  in  the  class  room,  and  test  their  physical  properties  in  the  mechanical 
laboratory. 

All  the  engineers  study  mechanics  of  the  machinery  of  transmission,  involving 
the  application  of  formulas  for  strength  to  various  machine  parts  and  an  analysis 
of  the  methods  for  driving  machines  at  a  distance,  also  general  graphical  methods 
for  representing  work,  velocity  and  accelerations,  and  the  methods  both  analytical 
and  mechanical  for  computing  ordinates  and  areas.  A  very  considerable  share  of 
the  time  is  devoted  to  preparation  of  the  thesis.  Each  student  is  required  to  select 
his  subject  early  in  the  year  and  collect  his  materials  or  arrange  for  any  experi¬ 
mental  work  in  good  season,  and  none  will  be  acquired  unless  showing  a  very  con¬ 
siderable  amount  of  individual  work. 

Practical  Work. — As  given  in  this  course  may  be  put  down  under  three  heads 
as  follows;  Shop  work,  drawing  and  design,  and  engineering  laboratory  work. 

Shop  Work. — Is  designed  to  give  familiarity  with  the  arts  of  engineering  by 
eight  or  nine  hours  weekly  spent  in  the  shops.  While  the  evident  value  of  making 
complete  articles  is  recognized,  mastery  of  the  mechanical  principles  involved,  and 
the  various  capabilities  of  machine  tools  is  put  first. 

The  following  are  the  subjects  taught: 

In  the  Wood  Shop. — Bench  work  in  carpentry  and  joinery;  wood  turning, 
pattern  making,  and  handling  of  wood  working  machinery. 

In  the  Machine  Shop.  —  Vise  work  with  chisel  and  file,  centering,  cutting  off, 
drill  press,  shaper,  planer  and  lathe  work,  also  hand  turning. 


304  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


In  the  Foundry. — Moulding,  melting  and  core  making. 

In  the  Smith  Shop.— Forging,  hardening  and  tempering,  and  annealing. 

To  these  may  be  added :  Millwrighting  and  boiler  making,  the  shop  system  of 
taking  care  of  small  tools,  running  engines,  firing  and  care  of  boilers.  The  material 
used  is  furnished  the  student  at  lowest  wholesale  rates,  and  to  cover  this  expense 
each  one  is  required  to  deposit  $5.00  at  the  opening  of  the  term,  the  balance  being 
refunded  at  the  close.  Each  student  provides  himself  with  a  few  of  the  tools  he 
most  uses,  a  fist  of  them  being  provided  at  entrance.  All  others  are  furnished  as 
needed.  f 

Mechanical  Drawing  and  Machine  Design. — This  is  begun  in  the  first  term, 
Freshman  year,  and  continued  throughout  the  whole  course.  Careful  pencil  work 
is  first  taught,  the  figures  chosen  being  such  as  are  involved  in  later  mechanical 
and  graphical  constructions.  A  set  of  notes  giving  the  principles  of  machine  draw¬ 
ing  is  also  studied  and  with  this  drawing  from  sketches  of  machine  parts  made  by 
the  student  himself. 

The  drawing  of  the  Sophomore  year  consists  in  making  complete  plates  of  elemen¬ 
tary  machine  parts  from  the  tables,  and  formulas,  both  theoretical  and  empirical, 
usually  adopted  in  engineering  practice.  Professor  Klein’s  book  on  Machine  Design 
is  used  through  the  whole  year. 

The  Juniors  have  machine  drawing  and  design  for  two  afternoons  throughout 
the  year.  Link  work,  valve  gear  and  cam  construction  are  taken  up  and  some 
time  is  devoted  to  the  drawings  which  accompany  the  study  of  the  steam  engine, 
which  begins  this  year.  Each  student  is  also  required  to  design  and  make  complete 
working  drawings  of  some  simple  machine  which  he  constructs  in  the  shops  during 
his  Senior  year. 

In  the  Senior  year  machine  design  and  drawing  consists,  first,  of  the  design  by 
the  different  members,  of  the  parts  of  the  steam  engine  or  such  other  complete 
machine  as  may  seem  best  suited  to  the  requirements  or  the  class,  and  later,  of 
course,  design  made  by  each  member  as  a  special  study,  or  in  cases  where  the 
graduating  thesis  requires  an  extra  amount  of  work  of  this  character,  such  draw¬ 
ing  may  occasionally  be  assigned  to  part  of  the  regular  hours  for  drawing. 

In  all  the  drawing,  students  provide  themselves  with  paper,  instruments  and  all 
necessary  equipments,  including  the  drawing  boards  used  in  free-hand  work. 

A  list  of  the  instruments  needed  is  given  each  member  at  entrance,  and  can  if 
desired  be  supplied  to  the  students  at  the  very  lowest  rates. 

Engineering  Laboratory  Work. — Besides  some  simple  power  measurements 
made  early  in  the  course,  and  the  opportunity  to  see  tests  of  materials  and  experi¬ 
ments  illustrative  of  principles  as  they  are  taught,  a  special  set  of  experimental 
tests  is  made  by  Seniors,  with  the  help  of  the  Juniors,  in  their  second  term.  As 
far  as  possible  the  arrangements  for  these  tests  are  made  by  the  students  themselves 
from  general  plans  furnished. 

The  standardization  of  instruments  used  and  system  in  making  and  recording 
observations  is  taught,  as  also  the  need  for  special  care  in  observing  and  computing 
where  slight  errors  would  greatly  affect  the  final  result,  and  to  the  uselessness  of 
carrying  exactness  of  calculations  beyond  the  limits  of  accuracy  of  corresponding 
data. 

It  is  proposed  to  enlarge  and  perfect  this  work  as  rapidly  as  the  liberality  of  the 
State  appropriation  and  the  friends  of  education  make  it  possible. 

In  this  and  all  work  of  the  course  concentration  and  thoroughness  is  to  be  sought 
before  great  range  of  subjects,  and  unity  of  effort  by  making  every  part  of  the 
instruction  given  illustrate  and  reinforce  every  other. 

To  any  who  desire  more  complete  information  a  special  circular  will  be  sent  on 
application. 


C.  W.  Scribner,  Professor. 


STATISTICS  OF  IOWA  COLLEGE. 


305 


About  one-third  of  the  students  are  girls — the  following  summary 
of  the  number  of  students  in  each  of  the  different  classes  and  depart¬ 
ments  is  given. 

SUMMARY. 


Resident  graduates  ...  7 

Seniors .  43 

Juniors .  55 

Sophomores . %  .  60 

Freshmen .  137 

Preparatory  Class .  31 

Special  Science  Students .  3 

4  —  ■■  ■ 

Total  enrollment .  336 


The  faculty  consists  of  25  Professors  and  assistant  Professors  and 
Instructors.  Six  of  these  are  Ladies.  Professor  E.  W.  Stanton  was 
the  acting  President. 

State  Agricultural  College  Of  Kansas. 

The  State  Agricultural  College  of  Kansas,  at  Manhattan,  Kansas, 
was  established  in  accordance  with  the  Land  Grant  act  of  Congress, 
in  1863,  and  was  reorganized  in  1872.  In  1875  it  took  possession  of 
its  present  buildings  on  the  farm  belonging  to  the  college,  near  the 
city  of  Manhattan. 

The  college  is  open  to  pupils  of  both  sexes. — Instruction  is  given 
in  agriculture,  horticulture  and  the  industrial  arts  and  in  household 
industries,  all  students  give  an  hour  a  day  to  work  at  some  industry, 
276  students  attended  in  1880,  of  whom  73  were  women. — The  course 
of  four  years  provides  a  thorough  training  in  English  branches  in 
applied  mathematics  and  in  chemistry. — In  the  following  statement 
of  studies,  the  time  given  is  for  the  entire  course. 

Trigonometry  and  Surveying. — The  principles  of  plane  Trigonometry,  involved 
in  mensuration  and  surveying,  are  first  mastered.  Surveying  includes  theory,  ad¬ 
justment  and  use  of  instruments ;  history  and  methods  of  U.  S.  Government  Sur¬ 
veys  ;  areas  of  land ;  dividing  land ;  retracing  old  lines ;  platting ;  topographical 
surveying  ;  railroad  surveying  ;  leveling — section  and  cross  section  ;  computation 
of  earth-work ;  field  practice  with  transit,  compass,  chain,  level  and  rod  ;  drawing 
and  ornamentation  of  plans  and  profiles.” 

Mechanics  and  Engineering. — A  careful  consideration  of  the  laws  of  motion 
and  force,  as  exhibited  in  all  kinds  of  machines,  and  in  various  phenomena  of 
nature,  occupies  a  single  term.  Another  term  is  given  to  proper  study  of  materials 
for  buildings,  their  construction  and  durability  ;  forms  of  roofs  and  bridges ;  and 
care  and  use  of  machinery. 

Drawing.— -This  study  is  taught  four  terms,  two  of  which  are  in  the  first,  one  in 
the  second,  and  one  in  the  third  year.  Students  that  show  special  aptitude  in  this 
direction  are  permitted  to  pursue  the  study  during  the  remainder  of  this  course. 

First  Term. — Definitions  of  lines  and  geometrical  figures  ;  judging  lines  and 
angles ;  construction  of  perpendiculars  to  given  lines,  intersecting  and  bisecting 
lines,  triangles,  four-sided  figures  and  polygon^,  the  circle  and  its  secant  lines, 
ellipses,  and  various  geometrical  ornaments.  Prof.  Walter  Smith’s  four  books  on 
geometrical  drawing  are  used  as  text-books. 

ART — VOL  4 - 20 


306  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Second  Term. — Free-hand  drawing — After  the  study  of  numbers  3,  4  and  5  of 
Prof.  Walter  Smith’s  Text-books  of  Art  Education,  drawing  from  nature  is  taken 
up.  Leaves,  flowers  and  fruits  are  taken  as  subjects,  and  placed  in  such  positions 
that  the  perspective  will  not  interfere  seriously  with  a  correct  perception  of  form. 
Each  student  is  required  to  finish  a  set  of  drawings.  Lectures  on  principles  and 
history  of  ornamentation  are  given  occasionally. 

Third  Term. — Projection  of  the  straight  line  and  the  circle  ;  use  of  drawing  board, 
T  square,  and  water  colors ;  principles  of  shades  and  shadows ;  principles  of  par¬ 
allel  and  angular  perspective  ;  principles  of  topographical  drawing. 

Fourth  Term. — Projection  of  the  conic  sections  and  other  regular  curves ;  inter¬ 
sections  of  geometrical  solids.  Each  student  is  required  to  draw  and  color  a  set  of 
plans  for  a  simple  farm  building,  and  another  set  of  plans  giving  details  of  some 
farm  machine. 

Books  of  Reference. — Warren’s  Descriptive  Geometry,  Walter  Smith’s  Manuals 
on  Art  Education,  Woodward’s  National  Architect,  Guild’s  American  Stair-Builder, 
Andre’s  Hand-book  of  Topographical  Drawing,  Davies’  Shades  and  Shadows. 

REPORT  OF  THE  DRAWING  DEPARTMENT,  1878-79. 

To  the  Board  of  Regents  of  the  Kansas  State  Agricultural  College : 

Gentlemen — Allow  me  to  submit  the  following  report  of  the  work  and  instruc¬ 
tion  of  the  Department  of  Industrial  Drawing,  for  the  collegiate  year  of  1878-9. 

Five  classes  have  been  taught  per  day,  and  the  number  of  students  enrolled  for 
daily  instruction  has  ranged  between  fifty-six  and  ninety-nine.  The  methods  and 
text-books  used  have  been  those  of  last  year.  The  system  of  Professor  Walter 
Smith,  Art  Director  of  Massachusetts,  has  been  followed  through  the  grades  of 
free-hand  drawing  in  the  flat,  geometrical  construction,  perspective  and  object¬ 
drawing.  An  advanced  class  of  eight  male  students  has,  in  addition  to  this,  received 
a  course  of  instruction  in  the  elements  of  topographical  drawing,  tinting  and  me¬ 
chanical  projection.  Of  all  students  entering  the  institution,  less  than  four  per 
cent,  had  ever  had  any  instruction  in  this  study  before.  Considering  this  fact,  I 
feel  justified  in  saying  that  the  advance  made  by  the  students  has  been  very  satis¬ 
factory. 

J.  D.  Walters, 
Teacher  of  Industrial  Drawing . 

Manhattan,  Kansas,  June  30,  1S79. 

report  of  the  department  of  industrial  drawing,  1879-80. 

To  the  Board  of  Regents  of  the  Kansas  State  Agricultural  College : 

Gentlemen — Allow  me  to  submit  the  following  annual  report. 

The  number  of  students  in  my  department  has  ranged  between  thirty -eight  and 
eighty-eight.  Four  classes  have  been  taught  daily.  The  plan  of  instruction  has 
been  that  followed  for  the  past  three  years,  based  upon  the  admirable  system  of 
Prof.  Walter  Smith,  Art  Director  of  Massachusetts.  A  class  of  fifteen  advanced 
male  students  have  studied,  in  addition  to  Smith’s  course,  the  principles  of  projec¬ 
tion.  Six  students  have  also  solved  a  series  of  examples  in  shades  and  shadows, 
from  Davies’  popular  text-book.  A  part  of  this  advanced  work  was  executed  in 
India  ink  and  water  colors,  and  has  been  on  exhibition  in  my  class-room  during  the 
spring  examinations,  together  with  specimens  of  architectural  drawing,  executed 
by  third  and  fourth-year  students  taking  drawing  as  an  extra  study.  I  can  say, 
without  hesitation,  that  the  advance  made  by  the  students  of  my  classes  in  draw¬ 
ing  has  been  as  uniform  as  that  in  any  other  study — a  fact  disputed  by  many  edu¬ 
cators.  As  a  whole,  the  department  is  in  good  working  order. 


HAND  BOOK  OP  KANSAS  COLLEGE  FOR  1874.  30  7 

• 

The  class  in  surveying  drew  a  set  of  topographical  plates  and  a  large  map  of  the 
College  farm,  under  my  supervision.” 

Respectfully  submitted 

J.  D.  Walters, 
Instructor  in  Drawing. 

Manhattan.  Kansas,  June  30,  1S80. 

In  1874,  instead  of  the  regulation  catalogue  an  original  publica¬ 
tion  called  a  “  Hand  Book  ”  *  was  issued.  This  was  a  well  printed 
pamphlet  in  which  the  ordinary  programme  of  courses  taught,  with 
the  list  of  students,  was  prefaced  by  some  sixty-five  pages,  contain¬ 
ing,  first:  a  copy  of  the  original  statement  of  the  policy  of  the  Re¬ 
gents  as  issued  by  the  Board  of  Regents  in  their  first  Annual  Report, 
and,  second:  a  setting  forth  of  arguments  in  favor  of  giving  a  practi¬ 
cal  direction  to  education  in  this  college,  and,  calling  attention  es¬ 
pecially,  to  the  opening  here  for  girls  of  such  educational  opportuni¬ 
ties  as  had  not  been  customary  in  educational  institutions.  Many  of 
the  latter  points  argued  at  length  would  seem  uncalled  for  in  this  year 
of  1893,  in  view  of  the  multiplicity  of  educational  opportunities  now 
so  generally  open  to  women;  and  in  this  very  fact  may  be  seen  some¬ 
thing  of  the  extent  of  the  movement  towards  giving  all  opportunities  to 
women  which  has  been  so  marked  a  feature  in  the  progress  of  the 
last  twenty  years.  The  arguments  for  giving  specific  definite  train¬ 
ing  to  the  pupil  who  wishes  to  become  either  a  farmer,  a  mechanic, 
or  an  engineer  ;  and  those  showing  the  value  to  all  of  a  knowledge 
of  drawing,  and  of  Manual  Training,  have  since  become  as  familiar 
as  household  words;  but,  at  the  time  when  President  Anderson  wrote 
and  published  these  pages,  they  had  all  the  surprise  of  novelty.  In 
explanation  of  these  statements  it  is  said,  in  an  “explanatory”  par¬ 
agraph  with  which  the  Hand  Book  begins,  that  “radical  changes 
have  been  made  in  the  Kansas  State  Agricultural  College  since  the 
publication  of  the  last  catalogue.” 

The  following,  which  are  the  closing  pages  of  this  statement,  will 
sufficiently  indicate  the  direction  and  lines  upon  which  it  was  pro¬ 
posed  to  develop  the  institution. 

*  *  *  Such  are  the  general  principles  by  which  the  existing  managers  of  this 
Institution  will  be  fairly  and  squarely  governed  in  their  effort  to  provide  a  liberal 
and  practical  education  for  the  industrial  classes  of  Kansas.  These  principles  have 
been  so  fully  stated  in  order  that  all  might  see  whether  true  premises  have  been 
taken  and  just  conclusions  drawn.  No  concealment  has  been  attempted,  no  issue 
evaded,  no  point  dodged.  We  clearly  see  the  line  we  are  following,  and  believe 
that  it  leads  directly  to  a  generous  mountain  looming  up  in  grand  proportions  and 
sharp  relief  against  the  sky  of  the  future — one  which,  when  finally  reached  and 
fully  developed,  will  prove  an  exhaustless  mine  of  paying  knowledge  to  future 
farmers,  paying  skill  to  future  mechanics,  self-support  and  God-birtlied  liberty  to 
many  a  brave  woman,  who,  else,  must  toil  as  thousands  have  toiled,  and  suffer  as 

*  Hand-book  of  the  Kansas  State  Agricultural  College,  Manhattan,  Kansas. 
Printed  at  the  office  of  the  Nationalist.  1874,  Pp  134. 


308  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


thousands  have  suffered  all  along  the  dreary  past.  We  are  yet  a  great  ways  off; 
with  trails  to  find,  roads  to  build,  streams  to  bridge,  long  miles  to  march.  It  would 
be  much  pleasanter  to  take  the  eastward  train  of  professional  education,  and,  with 
genial  companions,  be  smoothly  rolled  to  the  New  York  of  professional  life.  But, 
being  expressly  ordered  westward  to  the  Rocky  range  of  industrial  skill,  whither 
no  such  train  runs,  it  is  evident  that  a  trip  to  professional  New  York  would  only 
take  us  that  much  farther  from  our  journey’s  end.  It  would,  also,  be  easier,  with¬ 
out  examining  the  orders  further  than  to  know  that  we  were  to  travel,  and  without 
especially  thinking  or  caring  where  a  train  went,  so  that  it  was  a  train,  to  fall  in 
with  the  largest  crowd,  sit  where  it  sat,  and  ride  snoozingly  onwards,  convinced 
that  we  were  right  because  the  crowd  was  right,  and  growing  characteristically 
indignant,  between  naps,  at  hints  to  the  contrary! 

At  the  close  of  the  first  year,  we  feel  that  in  determining  the  point  of  destination 
much  has  been  done;  more,  in  really  starting  towards  it;  and  still  more  in  the  prog¬ 
ress  made.  Tilings  which,  at  the  outset,  were  denounced  as  chimerical,  for  ex¬ 
ample,  the  teaching  of  the  trades,  are  now  accomplished  facts ;  and  others,  which 
were  declared  impossible,  or,  even  worse,  “  unprofessional,”  have  been  sufficiently 
developed  to  establish  both  their  possibility  and  each  value  to  the  industrial  student. 
Each  of  the  new  appliances  has  worked  more  successfully  than  was  anticipated; 
and  each  position  taken  has  been  fully  verified  by  resulting  advantages.  Many 
matters  that,  in  the  beginning,  we  all  regarded  as  problematical  and  experimental 
are  now  solid  blocks  of  our  faith.  The  journey  is  very  far  from  being  ended;  but, 
conscious  of  having  done  all  that  it  was  in  our  power  to  do,  and  more  than  satisfied 
with  the  results,  we  are  content  with  the  past  and  buoyant  for  the  future. 

DIFFERENCE  OF  PURPOSE  AND  METHOD,  STATED. 

The  difference  between  our  line  and  that  of  other  Agricultural  Colleges  seems  to 
be  this :  They  take  as  an  objective  point  the  graduation  of  agricultural  experts, 
who  shall  act  as  missionaries  to  working  farmers.  We  take  as  an  objective  point 
the  graduation  of  a  capable  farmer,  able  to  make  his  living  by  farming.  Their 
theory  is  that  of  the  Normal  School,  training  teachers  who  shall  instruct  scholars  ; 
our  theory  is  that  of  training  the  scholar.  Along  the  mechanical  branch,  they 
seek  to  graduate  master  builders  or  superintendents  of  machine  shops ;  we  seek  to 
graduate  intelligent  and  skillful  carpenters,  masons  or  blacksmiths.  They  strike 
directly  for  those  industries  considered  the  highest,  and  believe  that  in  reaching 
them  they  include  all  below ;  we  strike  for  the  industries  most  commonly  followed 
in  this  State,  and  by  successfully  mastering  them  expect  to  climb  up  to  the  very 
rarest.  Their  mode  may  be  best  for  them,  and  we  are  not  in  the  least  criticising 
it;  ours  seems  best  for  us.  Kansas  is  neither  New  York,  Massachusetts  nor  Ohio; 
and  we  shall  not  endeavor  to  reproduce  their  Agricultural  Colleges.  With  us, 
where  five  agricultural  scientists  can  make  a  living  as  such,  five  thousand  capable 
farmers  can  far  more  than  make  a  living;  and  where  five  architects  or  master 
mechanics  can  obtain  employment,  five  times  as  many  mechanics  can  command 
wages.  We  aim  to  provide  a  Kansas  State  Agricultural  College,  for  the  practical 
education  of  those  who  desire  to  follow  industrial  vocations. 

In  so  doing,  nothing  of  educational  experience  that  is  useful  will  be  rejected 
because  it  is  old;  nor  anything  retained  simply  because  it  is  practiced  by  literary 
colleges  in  educating  for  the  professions.  That  which  upon  fair  trial  best  serves 
our  purpose  will  be  employed;  and  that  which  does  not  will  be  discarded,  though 
it  were  bald-headed  with  antiquity.  Nothing  will  be  attempted  rashly;  nothing 
clung  to  because  once  introduced;  and  nothing  refused  trial  that  promises  effective 
aid  m  reaching  and  working  the  mine.  And  these  statements  apply  not  merely  to 
the  course  of  study,  but  to  all  methods  and  regulations.  The  management  of  such 


PRESIDENT  ANDERSON  ON  LAND  GRANT  COLLEGES.  309 


an  endowment,  for  the  accomplishment  of  such  a  purpose,  is  so  weighty  a  respon¬ 
sibility  that,  neither  because  of  public  favor  nor  public  criticism,  can  we  afford  to 
deviate  from  those  measures  which,  in  our  judgment,  will  soonest  and  best  execute 
the  purpose  of  the  grantor.  So  long  as  we  act  at  all,  we  shall  act  as  executors  of 
the  will;  and,  being  justly  held  responsible  for  our  deeds  as  such,  we  propose  to  do 
our  own  thinking  and  our  own  deciding.  Whether  the  will  be  the  best  that  could 
have  been  made,  is  none  of  our  business ;  we  are  simply  executors — though  we 
believe  that  it  is.  Whether  the  youth  of  Kansas  want  an  industrial  education,  is 
equally  not  our  business ;  we  are  bound  to  furnish  it  to  those  applying,  but  not  to 
make  any  one  apply — just  as  a  post  master  is  bound  to  keep  stamps  for  sale,  but 
not  to  make  people  buy  stamps.  As  the  government  pays  its  post  masters,  so  the 
congressional  endowment  pays  the  salaries  of  those  whom  we  employ;  and  the  in¬ 
struction  given  by  them  is  furnished  to  all  absolutely  without  charge  or  contingent. 

We  have  just  stated  our  understanding  of  the  object  and  provisions  of  the  national 
will;  the  principles  by  which  we  shall  be  guided  in  executing  it;  and  the  reasons 
for  the  adoption  of  these  principles.  If  the  people,  through  their  servants  and  our 
superiors,  the  law-making  and  law-enforcing  officers  of  Kansas,  desire  that  the 
national  will  shall  be  so  executed,  we  ask  their  support,  and  material  aid  in  the 
form  of  buildings  and  appliances,  which,  in  accepting  the  grant,  they  contracted 
to  furnish.  If  they  do  not  so  desire,  but  wish  the  enterprise  conducted  upon  other 
and  antagonistic  principles,  our  resignations  are  most  heartily  at  their  service — 
that  those  who  have  better  ways  may  be  able  to  try  them,  on  their  own  responsi¬ 
bility;  we  will  not  take  the  risk.  Whatever  else  may  yet  need  to  be  tried,  there  is 
no  use  in  repeating  the  experiment  of  flying  a  literary  kite  with  an  agricultural 
tail,  so  often  made  in  various  quarters.  It  is  a  pleasant  regential  and  professional 
amusement,  and  quite  attractive  to  an  immediate  locality;  but  there  is  not  a  cent 
of  money  in  it  for  the  industrial  student,  whose  estate  pays  for  the  kite.  The  fact 
that,  out  of  some  six  hundred  students  attending  Cornell  University  last  year,  only 
two  were  studying  agriculture;  and  that,  of  all  those  at  Harvard,  but  two  were  in 
its  Agricultural  school,  is  enough  for  us.  What  the  brain,  pluck,  experience  and 
unlimited  cash  of  New  York  Cornell  and  Bostonian  Harvard  have  not  effected,  we, 
at  least,  shall  not  attempt  in  Kansas.  The  best  appliances  that  money  can  buy  are 
there,  and  at  a  dozen  other  institutions,  but  the  results  are  the  same.  And  there 
is  no  particular  sense  in  butting  at  a  stone  wall— as  a  regular  business. 

PRESIDENT  ANDERSON’S  IDEAL  OF  AN  AGRICULTURAL  COLLEGE  PORTRAYED. 

Some  day  and  somewhere,  there  will  be  an  Agricultural  College  looking  so  much 
like  the  grounds  and  buildings  of  a  prosperous  farmer  who  did  his  own  repairing 
and  manufacturing,  that  we  of  the  present,  happening  by,  would  mistake  it  for  a 
little  hamlet  of  thriving  artizans  built  in  the  heart  of  rich  and  well  tilled  fields. 
Nothing  in  its  appearance  would  suggest  our  notion  of  the  typical  college.  Its 
barns,  sheds,  yards  and  arrangement  would  embody  the  idea  of  the  greatest  utility 
at  the  least  cost.  Its  implements,  stocks  and  fields  would  show  them  to  be  used 
for  real  profit.  Its  orchards  and  gardens  would  not  only  reveal  the  success  of  the 
owner,  but,  also,  his  full  determination  to  enjoy  the  fruit  with  the  labor.  We 
would  be  quite  certain  that  it  was  only  such  a  farm — the  best  specimens  of  the  high¬ 
est  type — were  it  not  for  the  presence  of  cheap,  stone  buildings,  one  or  two  stories, 
scattered  among  the  trees,  all  of  them  more  resembling  mechanic’s  shops  than 
anything  else ;  some,  exactly ;  others,  not  exactly ;  and  yet  no  two  alike.  One 
would  be  used  for  teaching  practical  agriculture,  but  would  as  little  prompt  our 
idea  of  a  recitation  room,  as  the  whole  cluster  would  that  of  an  imposing  edifice. 
While  there  would  be  seats  for  hearers  and  a  place  for  a  speaker,  yet  the  latter 
would  most  suggest  a  circus  ring  for  the  exhibition  of  short-horns,  when  short- 


310  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


horns  were  discussed  ;  of  horses,  pigs  or  sheep ;  of  surgical  operations ;  of  plows, 
harrows,  or  reapers.  The  walls  would  be  lined  with  photographs  of  famous  herds, 
working  models  of  farm  machinery,  the  grain  and  stalk  of  cereals.  Part  of  its 
surrounding  ground  would  be  belted  with  every  variety  of  growing  grasses  ;  and 
another  would  be  for  the  draft-test  of  implements,  or  the  trials  of  student  skill.  In 
fact,  it  would  so  look,  and  so  be,  like  an  actual  workshop  of  real  farming  as  not, 
even  in  the  remotest  way.  to  squint  toward  the  article  generally  y’clept  “  scientific 
agriculture.”  The  interior  of  another  shop,  a  few  rods  distant,  and  equally  inexpen¬ 
sive,  with  its  grafting  tables,  potting  benches,  packing  rooms,  working  greenhouse, 
and,  outside,  hotbeds  and  thrifty  nursery  grounds,  would  look  so  much  like  “gar¬ 
dening  for  profit  ”  as  to  throw  us  completely  off  the  trail  of  botany  as  a  pure  science. 
Another,  would  be  a  force  shop,  where  light,  heat,  water,  sound  and  electricity 
were  made  to  reveal  their  laws,  habits  and  effects,  and  to  do  their  industrial  work. 
The  constant  use  of  its  appliances  by  busy  students,  in  sacrilegious  defiance  of  the 
rule,  “  don't  touch  the  apparatus !”  italicised  with  professional  emphasis,  would 
instantly  satisfy  us  that  there  was  nothing  “ collegiate”  there,  and  that  it  was  only 
a  workshop  where  pupils  had  to  become  skillful  work -men !  There  would  be  a 
mathematical  shop,  so  much  like  a  counting  and  drawing  room,  that  when  it  led 
into  an  inventor’s  and  pattern  maker’s  room,  no  one  could  be  surprised  at  its  wind¬ 
ing  up  in  a  machine  shop.  There  would  be  an  English  shop,  remarkably  like  a 
printing  office ;  and  the  “  Printer’s  Hand  Book”  of  that  day  might  strike  us  as  an 
admirable  drill  in  the  art  of  using  the  English  language,  as  well  as  in  that  of  stick¬ 
ing  type — almost  as  good  as  a  grammar !  There  would  be  a  woman’s  workshop, 
where  the  pale  Hortense,  at  heart  a  good  deal  more  sensible,  earnest  and  womanly 
than  society  supposes,  would  strive  for  the  bloom  and  ‘  faculty  ’  of  Mary.  The 
blessed  Mrs.  Grundy  would  be  dead !  And  there  would  be  mason’s,  carpenter’s  and 
smith’s  shops.  Not  a  shop  of  them  all  would  cost  $5,000 ;  and  some,  not  the  half 
of  it ;  because  they  would  be  shops,  warm,  light,  cheerful,  but  workshops — not 
requiring  costly  foundations  and  tall,  heavy  walls,  not  furnished  as  are  parlors,  nor 
wasting  space  in  broad  corridors.  And  they  would  not  have  been  foreordained  by 
men  of  a  previous  generation,  who,  to  save  the  lives  of  the  best  of  them,  could  not 
possibly  have  foretold  just  what  buildings  such  a  college  would  need.  As,  in  the 
process  of  its  growth,  a  want  had  been  felt,  its  shop  was  supplied,  and  each  genera¬ 
tion  had  footed  its  own  bills.  Nol  it  would  not  look  like  our  great  colleges;  but 
very  remarkably  like  a  nest  of  real  educational  workshops,  where  flesh  and  blood 
students  acquired  marketable  skill  for  industrial  labor.  In  it,  drill  in  the  art  would 
have  greater  prominence  than  the  stringing  of  facts  on  the  threads  of  a  system  ; 
and  the  requirements  of  the  art  would  serve  as  a  skimmer  to  lift  the  cream  of  sci¬ 
ence  as  needed.  Knowledge  would  be  shoved  prying  end  first,  and  not,  everlast¬ 
ingly,  philosophic  end  first.  For  the  world  would  have  gotten  back  to  the  history 
of  its  own  experience,  where  art  was  the  Columbus  discovering  science.  In  it, 
educational  common  sense  would  have  supplanted  uncommon  educational  nonsense. 
And  leaving  it,  the  newly  fledged  graduate,  as  does  the  newly  fledged  “jour.,” 
would  at  once  earn  a  living.  Such  an  Agricultural  College  would  be  in  keeping 
with  its  object,  with  the  requirements  and  genius  of  labor,  with  itself !  And  too, 
it  would  be  in  keeping  with  a  rich,  broad  State,  carpeted  by  emerald  grasses,  belted 
by  golden  grain,  clumped  with  orchards,  moving  with  herds,  clustered  with  vil¬ 
lages,  threaded  by  railways,  flecked  with  countless  smoke-offerings  from  the  altars 
of  industry  to  the  God  of  labor. 

Some  day ;  somewhere  ;  somehow. 

The  catalogue  for  1890-’91,*  has  in  addition  to  the  frontispiece, 

*  Twenty-eighth  Annual  catalogue  of  the  officers,  students  and  graduates,  of  the 
State  Agricultural  College  of  Kansas.  1890-91.  Manhattan,  Kansas.  Topeka. 
Kansas  Publishing  House;  Clifford  C.  Baker,  State  printer.  1891.  Pp.  62. 


CATALOGUE  OF  1890-  91  QUOTED. 


311 


which  is  a  view  of  the  main  building,  six  interesting  full  page 
illustrations,  showing  the  pupils  busily  at  work  in  the  various  labo¬ 
ratories  and  work  shops. — These  are  evidently  process  reproductions 
of  photographs;  the  views  are  of  the  Chemical  Laboratory;  The 
Drawing  Room  with  its  casts  of  Statues  and  Busts;  The  Carpenter 
Shop;  The  “Kitchen  Laboratory;”  The  Printing  Department  and 
the  Sewing  Department. 

The  following  paragraph  prefaces  the  particular  description  of  the 
several  buildings,  this  is  accompanied  by  a  full  page  plan  of  the 
farm,  showing  the  location  of  the  buildings. 

The  College  grounds  and  buildings,  occupying  an  elevation  at  the  western  limits 
of  the  city  of  Manhattan,  and  facing  towards  the  city,  are  beautiful  in  location. 
The  grounds  include  an  irregular  plot  in  the  midst  of  a  fine  farm,  with  orchard, 
vineyards,  and  sample  gardens  attached,  the  whole  being  surrounded  by  durable 
stone  walls.  The  grounds  are  tastefully  laid  out  and  extensively  planted  according 
to  the  design  of  a  professional  landscape  gardener,  while  well-graveled  drives  and 
good  walks  lead  to  the  various  buildings.  All  of  these  are  of  the  famed  Manhattan 
limestone,  of  simple  but  neat  styles  of  architecture,  and  admirably  suited  to  their 
use. 

The  following  statements  show  the  resources  of  the  college  and 
its  methods. 


OBJECTS  AND  METHODS. 

ENDOWMENT  AND  RESOURCES. 

An  act  of  Congress  approved  July  2d,  1862,  gave  to  each  State  public  lands  to  the 
amount  of  30,000  acres  for  each  of  the  Senators  and  Representatives  in  Congress 
according  to  the  census  of  1860,  for  the  “endowment,  support,  and  maintenance 
of  at  least  one  college,  where  the  leading  objects  shall  be,  without  excluding  other 
scientific  and  classical  studies,  and  including  military  tactics  to  teach  such  branches 
of  learning  as  are  related  to  agriculture  and  the  mechanic  arts,  *  *  *  in  order 
to  promote  the  liberal  and  practical  education  of  the  industrial  classes  in  the  sev¬ 
eral  pursuits  and  professions  of  life.” 

Under  this  act  the  State  of  Kansas  received  82,313.53  acres  of  land,  and,  in  1863, 
established  the  State  Agricultural  College,  by  endowing  with  these  lands  Bluemont 
College,  which  had  been  erected  two  miles  from  Manhattan  under  the  auspices  of 
the  M.  E.  Church,  but  was  presented  to  the  State  for  the  purpose  named  in  the  act 
of  Congress. 

In  1873  the  College  was  reorganized  upon  a  thoroughly  industrial  basis,  with 
prominence  given  to  practical  agriculture  and  related  sciences ;  and  in  1875  the 
furniture  and  apparatus  of  the  College  were  moved  to  the  farm  of  215  acres,  one 
mile  from  the  city  of  Manhattan.  On  this  fine  location  the  State  has  erected  build¬ 
ings  valued  at  $135,000,  of  which  a  description  is  given  elsewhere.  The  farm  and 
grounds,  furniture,  stock,  and  other  illustrative  apparatus  are  valued  at  over 
$130,000.  All  the  lands  have  been  sold,  giving  a  fund  of  $501,426.33,  which  is  by 
law  invested  in  bonds,  the  interest  alone  being  used  for  the  current  expenses  of  the 
College. 

The  annual  income  from  the  endowment  fund — about  $32,000 — is  supplemented 
by  an  appropriation  under  an  act  of  Congress  appioved  August  30,  1890,  of  $15,000 
for  1890,  $16,000  for  1891,  $17,000  for  1892  and  a  sum  increasing  each  year  by  $1,000 
until  the  annual  amount  shall  be  $25,000.  This  fund  is  “to  be  applied  only  to  in- 


312 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


struction  in  agriculture,  the  mechanic  arts  and  the  English  language,  and  the  vari¬ 
ous  branches  of  mathematical,  physical,  natural,  and  economic  science,  with  special 
reference  to  their  application  in  the  industries  of  life,  and  to  the  facilities  for  such 
instruction.”  “  No  portion  of  said  moneys  shall  be  applied  directly  or  indirectly, 
under  any  pretense  whatever  to  the  purchase,  erection,  preservation  or  repair  of 
any  building  or  buildings.” 

All  expense  of  instruction  is  thus  provided  for,  and  the  State  is  left  to  erect  the 
necessary  buildings  and  meet  expenses  in  management  of  the  funds. 

Under  an  act  of  Congress,  approved  March  7tli,  1887,  the  College  received,  by  gen¬ 
eral  appropriation  in  Congress,  $15,000  each  year  for  the  maintenance  of  an  Experi¬ 
ment  Station  “  to  aid  in  acquiring  and  diffusing  among  the  people  of  the  United 
States  useful  and  practical  information  on  subjects  connected  with  agriculture,  and 
to  promote  scientific  investigation  and  experiment  respecting  the  principles  and 
applications  of  agricultural  science.”  The  property  of  the  station,  including  a 
building  erected  especially  for  its  use,  amounts  to  more  than  $10,500. 

OBJECTS. 

This  College  now  accomplishes  the  objects  of  its  endowments  in  several  ways: 

First,  it  gives  a  substantial  education  to  men  and  women.  Such  general  informa¬ 
tion  and  discipline  of  mind  and  character  as  help  to  make  intelligent  and  useful 
citizens  are  offered  in  all  its  departments,  while  the  students  are  kept  in  sympathy 
with  the  callings  of  the  people. 

Second,  it  teaches  the  sciences  applied  to  the  various  industries  of  farm,  shop, 
and  home.  Chemistry,  botany,  entomology,  zoology,  and  mechanics  are  made 
prominent  means  of  education  to  quick  observation  and  accurate  judgment.  Careful 
study  of  the  minerals,  plants,  and  animals  themselves  illustrates  and  fixes  the  daily 
lessons.  At  the  same  time,  lessons  in  agriculture,  horticulture,  and  household 
economy  show  the  application  of  science;  and  all  are  enforced  by  actual  experiment. 

Third,  it  trains  in  the  elements  of  the  arts  themselves,  and  imparts  such  skill  as 
to  make  the  hands  ready  instruments  of  thoughtful  brains.  The  drill  of  the  shops, 
gardens,  farm,  and  household  departments  is  made  a  part  of  a  general  education 
to  usefulness,  and  insures  a  means  of  living  to  all  who  make  good  use  of  it.  At 
the  same  time  it  preserves  habits  of  industry  and  manual  exertion,  and  cultivates 
a  taste  for  rural  and  domestic  pursuits. 

Fourth,  it  strives  to  increase  our  experimental  knowledge  of  agriculture  and 
horticulture.  The  provision  for  extensive  and  accurate  researches  made  by  estab¬ 
lishing  the  Experiment  Station  as  a  distinct  department  of  the  College,  offers  as¬ 
surance  of  more  definite  results  than  can  be  obtained  by  ordinary  methods. 

*  *  #  *  *  *  * 

Fifth,  it  seeks  to  extend  the  influence  of  knowledge  in  practical  affairs  beyond 
the  College  itself.  For  this  purpose  it  publishes  the  weekly  Industrialist.  Its 
officers  also  share  in  the  debates  and  consultations  of  farmers  and  horticulturists 
throughout  the  State.  Each  winter  a  series  of  ten  Farmers’  Institutes  is  held  in  as 
many  different  counties  of  the  State.  In  these  the  Faculty  share  with  the  people 
in  lectures,  essays,  and  discussions  upon  topics  of  most  interest  to  farmers.  These 
institutes  have  brought  the  College  into  more  direct  sympathy  with  the  people  and 
their  work,  so  as  to  make  possible  a  more  general  dissemination  of  the  truths  pre¬ 
sented  ;  and  permanent  organizations  for  the  same  purpose  in  many  counties  are 
increasing.  Correspondence  upon  such  questions  is  invited  by  all  members  of  the 
Faculty,  and  applications  for  institutes  are  desired  from  all  parts  of  the  State. 

COURSE  OF  STUDY. 

The  necessity  for  so  adjusting  various  branches  of  a  course  of  study  that  there 
shall  be  as  little  waste  as  possible  in  acquiring  both  information  and  discipline,  is 
felt  by  every  teacher.  Such  a  course  is  not  designed  to  be  absolutely  inflexible,  but 


COURSES  IN  INDUSTRIAL  ARTS.  313 

to  guide  the  judgment  into  some  definite  line  of  progress  from  which  uo  mere  whim 
shall  turn  a  student  aside. 

Each  student  is  expected  to  take  three  studies  besides  one  hour’s  daily  practice 
in  an  industrial  art ;  and  variations  from  this  rule  can  be  made  only  with  the  con¬ 
sent  of  the  Faculty. 

Parallel  courses  are  offered  to  both  sexes,  with  such  differences  as  their  neces¬ 
sities  seem  to  call  for. 

Full  detail  of  the  courses  of  study  are  given.  The  following  shows 
the  attention  given  to  those  studies  with  which  this  Report  is  con¬ 
cerned  and  also  a  general  view  of  the  routine  of  the  pupils  work. 

Industrial  Training. — Closely  ad  justed  to  the  course  of  study  is  industrial  train¬ 
ing  in  several  of  the  arts,  to  which  each  student  is  required  to  devote  at  least  one 
hour  a  day.  Among  the  lines  of  training  each  student  may  select,  with  the  ap¬ 
proval  of  the  Faculty,  except  in  terms  when  special  industrials  are  required.  Youug 
men  may  have  Farming,  Gardening  and  Fruit-growing,  Carpentry,  Cabinet-making, 
Iron-work,  or  Printing.  Young  women  may  take  Sewing,  Printing,  Floriculture, 
or  Music. 

All  young  men  must  have  their  industrials  for  one  term  in  the  carpenter  shop 
before  completing  the  first  year;  and  during  the  spring  term  of  the  second  year  and 
the  fall  term  of  the  third  year,  upon  the  farm,  garden,  and  orchards.  Young 
women  take  their  industrial  for  one  term  of  the  first  year  in  sewing,  and  for  the 
winter  and  spring  terms  of  the  second  year  in  the  kitchen  laboratory  and  dairy. 

The  daily  routine  requires  chapel  at  8:30  a.  m..  and  classes  from  8:50  a.  m.,  to  1 
p.  M.,  as  shown  under  “  Class  Hours.”  Class  rhetorical  exercises  are  held  weekly. 
Military  drill  is  twice  a  week.  On  every  Friday  afternoon,  at  1:30,  all  attend  the 
public  lecture  or  rhetorical  exercises  in  chapel. 

The  details  of  the  courses  in  Drawing  are  practically  the  same  as 
already  given  from  the  catalogue  of  1880.  The  following  gives  the 
special  training  in  Industrial  Arts. 

Industrial  Arts. — The  training  in  these  departments  is  designed  to  be  system¬ 
atic  and  complete  in  each,  so  that  the  student,  following  a  single  line  diligently 
through  the  four-years  course,  gains  the  essentials  of  a  trade  and  a  reasonable  de¬ 
gree  of  skill.  Those  who  wish  only  a  general  acquaintance  with  the  arts  can  take 
shorter  courses  in  several  of  them;  but  all  are  to  select  with  a  definite  purpose.  In 
the  established  course,  young  men  are  required  to  take  the  regular  term  in  the 
carpenter  shop,  and  on  the  farm  and  gardens,  whatever  the  industrial  chosen; 
young  women  are  required  to  give  one  term  to  sewing,  one  to  practice  in  the  kitchen 
laboratory,  and  one  in  the  dairy. 

Agriculture  and  Horticulture  are  required  of  young  men  as  industrials  dur¬ 
ing  one  term  of  the  second  year  and  one  term  of  the  third  year.  In  these,  practice 
is  made  to  illustrate  and  emphasize  the  teaching,  and  cover  essentially  the  same 
ground. 

Cooking. — During  the  winter  term,  the  young  women  who  have  lectures  on 
Household  Economy  are  required  to  cook  one  hour  each  day.  They  are  taught 
various  methods  of  making  the  substantial  articles  of  food,  as  well  as  allowed  to 
spend  some  time  on  the  dainty  dishes.  During  the  term,  they  have  practice  in 
waiting  on  the  table,  in  serving  guests,  and  in  arranging  for  evening  companies, 
thus  putting  into  immediate  practice  the  lectures  of  each  day. 

During  the  fall  term,  any  students  who  have  passed  the  study  of  Household 
Economy  may  take  cooking  as  an  industrial,  in  which  canning  fruits,  making  pre¬ 
serves,  jellies,  pickles,  mince-meat,  desserts,  cake  and  fancy  breads  form  the  prin¬ 
cipal  part  of  the  work. 


314  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Dairying. — During  the  spring  term,  daily  instruction  and  practice  in  domestic 
dairying  are  given  the  young  women  of  the  second  year  by  the  Instructor  in  House¬ 
hold  Economy.  Here  the  regular  daily  work  is  supplemented  by  a  short  course  of 
lectures  intended  to  explain  the  best  practice  in  the  arts  of  butter-  and  cheese-mak¬ 
ing,  and  to  give  the  reasons  therefor.  The  following  topics  cover,  in  the  main,  the 
instruction  given  the  class:  Influences  affecting  the  quality  and  quantity  of  milk; 
butter-making;  creameries;  “  deep ”  and  “  shallow”  setting  systems;  packing  and 
preserving  butter;  the  household  and  factory  systems  of  cheese-making. 

Carpentry. — Wood-work  is  required  of  all  young  men  during  one  term  of  the 
first  year.  In  the  first  term’s  work  a  definite  graded  series  of  tasks  is  given  in 
joining,  work  to  dimensions,  and  simple  problems  in  construction  and  turning, 
with  the  proper  use  and  care  of  common  bench  tools,  through  which  each  student 
is  advanced  according  to  ability.  Practice  is  given  later  in  general  wood-work, 
carpentry,  cabinet-making,  turning,  and  pattern-making;  and  the  advanced  stu¬ 
dents  may  have  work  suited  to  their  chosen  line,  with  special  problems  of  con¬ 
struction,  and  special  training  in  the  use  and  care  of  fine  tools,  including  saw-filing. 
All  work  during  industrial  hours  is  laid  out  by  the  Superintendent,  and  belongs  to 
the  shop,  except  that  fourth-year  students  are  allowed  to  work  from  drawings  of 
their  own  upon  articles  for  their  own  use  or  profit.  All  students  may  be  allowed 
the  use  of  the  shop  outside  of  the  practice  hours  for  work  of  their  own,  under  di¬ 
rection  of  the  Superintendent. 

In  iron-work,  instruction  is  given  in  ordinary  work — forging,  filing,  tempering, 
etc. 

Sewing. — One  term  of  sewing  is  required  before  the  completion  of  the  first  year 
of  study.  During  this  term  the  work  is  carefully  laid  out  by  the  Superintendent  in 
a  series  of  lessons,  graded  to  the  capabilities  of  each  student.  To  more  advanced 
students  all  ordinary  forms  of  sewing  with  needle  and  machine  are  taught,  and  any 
student  may  furnish  material,  and  work  for  her  own  advantage  under  direction  of 
the  Superintendent.  Cutting  and  fitting  by  a  straight-line  system  are  taught,  and 
the  systems  are  furnished  at  wholesale  rates.  Fancy  needle-work  and  knitting  may 
be  taken  at  certain  stages  of  the  course. 

Printing. — Two  courses  are  pursued  in  this  art.  In  one  the  student  is  taught 
the  use  of  the  implements  or  tools  used  in  typography;  composition  and  imposition; 
correcting  proof;  technical  terms:  presses  and  their  workings;  and  the  general  du¬ 
ties  of  a  first-class  workman.  The  other  course  of  lessons  embraces  instruction  in 
spelling,  capitalization,  syllabication,  punctuation,  proof-reading,  and  such  other 
work  as  will  make  the  student  accurate  and  expert.  Wilson’s  Punctuation  is  the 
text-book;  but  much  of  the  instruction  is  oral — such  as  grows  out  of  the  every-day 
experience  of  the  office. 

Admirable  drill  is  furnished  by  the  Industrialist  to  all,  but  especially  to  those 
who  take  the  full  course.  The  printing  which  the  departments  of  the  College  re¬ 
quire  gives  to  the  advanced  student  a  fair  knowledge  of  the  principles  and  practice 
of  job-work. 

Books  of  Reference. — MacKellar’s  American  Printer,  Harpel’s  Typograph,  Ring- 
wait's  Encyclopedia  of  Printing,  DeVinne’s  The  Invention  of  Printing,  DeVinne’s 
Printers’  Price  List,  the  Inland  Printer,  American  Art  Printer,  Superior  Printer, 
Paper  and  Press,  The  American  Bookmaker. 

******* 

LABOR  AND  EARNINGS. 

Every  encouragement  is  given  to  habits  of  daily  manual  labor  during  the  College 
course.  Only  one  hour  of  daily  practice  in  the  industrial  departments  is  required; 
but  students  are  encouraged  to  make  use  of  other  opportunities  for  adding  to  their 
ability  and  means. 


STATISTICS  OF  KANSAS  COLLEGE. 


315 


All  labor  at  the  College  is  under  the  direction  of  the  Superintendents  of  the  de¬ 
partments,  and  offers  opportunities  for  increasing  skill  and  efficiency.  In  regular 
weekly  statements,  the  students  are  required  to  observe  business  forms  and  princi¬ 
ples,  showing  from  their  daily  account  when  and  where  the  work  was  performed. 

The  shops  and  offices  are  opened  afternoons  and  Saturdays  for  the  accommoda¬ 
tion  of  skilled  students  in  work  for  their  own  advantage.  Everywhere  the  student 
who  works  wins  respect;  and  it  is  a  matter  of  pride  to  earn  one’s  way  as  far  as  pos¬ 
sible. 

The  labor  of  the  students  in  the  industrial  departments  is  principally  a  part  of  their 
education,  and  is  not  paid  for  unless  the  student  is  employed  upon  work  for  the 
profit  of  the  College.  Students  are  so  employed  upon  the  farm,  in  the  gardens  or 
the  shops,  and  about  the  buildings.  The  labor  is  paid  for  at  rates  varying  with 
services  rendered,  from  eight  to  ten  cents  an  hour.  The  Superintendents  strive  to 
adjust  their  work  to  the  necessities  of  students  and  give  them  the  preference  in  all 
tasks  suitable  for  their  employment.  So  far  as  practicable,  the  work  of  the  shops 
and  offices  is  turned  to  account  for  their  benefit;  and  the  increasing  extent  of  the 
grounds  and  sample  gardens  brings  more  of  such  labor.  The  monthly  pay-roll  for 
the  past  year  ranges  from  $250  to  $400. 

Many  students  obtain  work  in  the  city  or  upon  neighboring  farms,  and  so  pay 
part  of  their  expenses.  In  these  ways  a  few  students  are  able  to  earn  their  way 
through  College.  The  amount  so  earned  will  vary  according  to  the  tact  and  zeal 
of  the  student.  The  majority  must  expect  to  provide  by  earnings  outside  of  term- 
time,  or  from  other  sources,  for  the  larger  part  of  their  expenses.  The  long  sum¬ 
mer  vacation  of  three  months  offers  opportunity  for  farm  or  other  remunerative 
labor;  and  no  one  need  despair  of  gaining  an  education  if  he  has  the  ability  to  use 
his  chances  well. 

******* 

The  following  statement  shows  the  success  of  the  College  since  its 
foundation  as  an  educational  Institution: 

SUMMARY. 

During  the  twenty-eight  years  of  its  existence  the  College  has  received  over  three 
thousand  students,  about  a  third  of  whom  were  young  women.  Most  of  them  have 
come  from  farmers’  homes,  and  after  from  three  months  to  three  years  of  study, 
have  gone  back  to  such  homes  without  graduation. 

The  number  of  graduates  up  to  1890  is  232,  of  whom  73  are  women.  Graduates 
previous  to  1877  pursued,  with  two  exceptions,  a  classical  course,  and  received  the 
degree  of  Bachelor  of  Arts.  Since  1877,  all  have  received  the  degree  of  Bachelor 
of  Science  after  a  four-years’  course  in  the  sciences,  with  good  English  training. 

The  attendance  of  pupils  for  the  year  1890~’91,  is  given  as  follows: 


SUMMARY. 


• 

Gentle¬ 

men. 

Ladies. 

Total. 

Post-graduate . 

6 

6 

12 

Fourth-year  . 

31 

22 

53 

Third-year . 

38 

12 

50 

80 

55 

135 

First-year . 

217 

120 

343 

Total . 

372 

221 

593 

The  Faculty  consists  of  18  Professors  and  Instructors,  with  G  As¬ 
sistants  and  Foremen,  and  8  “  Student  Assistants.”  George  T.  Fair- 
child,  a.  M.,  is  the  President. 


316  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  Agricultural  And  Mechanical  College  Of  Kentucky, 

Lexington,  Kentucky. 

The  State  of  Kentucky,  by  act  of  January,  27th  1863,  accepted  the 
national  land  grant  under  the  conditions  of  the  United  States  Law 
of  1862. 

In  1865,  the  Legislature  established  the  college  as  one  of  the  col¬ 
leges  of  the  Kentucky  University,  which  had  come  into  possession  of 
the  grounds, — (some  twenty  acres), — and  buildings  of  the  Transyl¬ 
vania  University,  at  Lexington.  Through  the  efforts  of  J.  B.  Bow¬ 
man,  regent  of  the  University,  the  sum  of  $100,000  was  contributed 
by  citizens ;  for  the  purchase  of  the  estate  of  “Ashland,”  formally 
belonging  to  Henry  Clay,  and  comprising  433  acres,  of  the  finest 
farming  land;  and  of  the  adjoining  farm  of  “  Woodlands,”  in  immedi¬ 
ate  vicinity  to  the  City  of  Lexington.  This  was  to  be  the  site  of  the 
University  and  of  the  new  Agricultural  College.  The  college  was 
opened  two  years  after  the  passage  of  the  act  consolidating  it  with 
the  University,  and  190  students  attended  its  first  session.  Regent 
Bowman  claims  that  it  was  the  first  college  actually  in  operation 
under  the  United  States  grant  of  1862.  In  the  Report  of  the  Regent 
to  the  Governor,  December  28,  1868,  the  history  of  the  establishment 
of  the  College  was  given  at  length,  and  the  whole  subject  of  the 
design  of  Congress  in  passing  the  law  was  ably  argued.  In  conclu¬ 
sion  he  sums  up  in  favor  of  the  plan  making  the  proposed  “  Colleges 
of  Agriculture  and  the  Mechanic  Arts,”  Departments  of  Universi¬ 
ties  already  established. 

Full  schedules  of  the  ten  courses  of  Instruction  are  given.  The 
following  comprise  the  studies  with  which  this  Report  is  concerned. 

VIU.  SCHOOL  OF  CIVIL  ENGINEERING  AND  MINING. 

Professor  Eyraud. 

In  this  school  will  be  taught  Geometrical  and  Topographical  Drawing,  Tinting, 
Shading,  and  Lettering ;  Descriptive  Geometry  ;  Linear  Perspective ;  Shades  and 
Shadows;  Practical  Astronomy;  Road  Engineering ;  the  use  of  Engineering  Instru¬ 
ments  ;  Leveling ;  Architectural  Drawing ;  Geology  of  Mining  Districts ;  Metal¬ 
lurgy  ;  Mining  Engineering ;  Construction  of  Furnaces ;  Determination ;  Mineral¬ 
ogy  and  History  of  Mining  Operations. 

IX.  SCHOOL  OF  FINE  ARTS. 

In  this  School  will  be  taught  Music,  Drawing,  Painting,  and  Landscape  Garden¬ 
ing. 

In  accordance  with  the  act  of  the  Legislature  passed  the  previous 
session,  severing  the  connection  between  “the  Kentucky  Univer¬ 
sity”  and  the  “Agricultural  and  Mechanical  College  of  Kentucky,” 
the  Board  of  visitors  met  at  Lexington,  July  12th,  1878,  and  re-or¬ 
ganized  the  college  as  a  separate  institution; — selecting  from  the 
estate  one  hundred  acres  of  land  to  which,  by  agreement  between 


AGRICULTURAL  AND  MECHANICAL  COLLEGE  OE  KENTUCKY.  317 


the  authorities  of  the  University  and  the  State  Commissions,  the 
college  was  entitled  for  two  years.  The  final  location  of  the  college 
rests  with  the  General  Assembly  of  the  State. 

The  following  statement  of  the  first  year  of  its  separate  existence 
is  from  the  annual  report  of  the  President  to  the  Governor  of  the 
State  for  1878-’79.— 

The  success  of  the  Agricultural  and  Mechanical  College  during  the  last  year — 
the  first  year  of  its  existence  as  an  independent  Institution — has  far  exceeded  the 
expectations  of  its  Board  of  visitors  and  Faculty.  During  the  year  1877-8  it  had 
but  seventy-eight  matriculates.  It  closes  the  present  collegiate  year  with  one  hun¬ 
dred  and  eighteen — an  increase  of  over  fifty  per  cent.  For  years  past  it  was  alleged 
to  have  brought  the  Kentucky  University,  with  which  it  was  connected,  annually 
into  debt.  This  year  it  has  paid  all  expenses,  expended  a  considerable  amount  on 
student  labor,  made  ample  provision  for  preparatory  instruction  by  tutors,  and 
although  it  has  realized,  as  yet,  comparatively  nothing  from  this,  its  first  year’s 
crop,  has,  at  the  close  of  the  present  fiscal  year,  an  unexpended  balance  in  the 
Treasury.  These  facts  prove  that  an  Agricultural  and  Mechanical  College  can  be 
conducted  economically  and  successfully,  even  upon  the  small  income  derived  from 
the  Congressional  scrip  fund,  which,  up  to  this  time,  constitutes  its  sole  endow¬ 
ment. 

Each  Legislative  Representative  District  in  the  State  is  entitled  to  send  one  prop¬ 
erly  prepared  student  each  year,  between  the  ages  of  twelve  and  twenty  five  years, 
to  this  college,  free  of  tuition. 

The  schedule  of  courses  of  Instruction  enumerates  eight  schools. 
Drawing  nowhere  appears  as  a  study,  though,  as  Civil  Engineering 
and  Military  Engineering  are  comprised  under  the  “  School  of  Mili¬ 
tary  Tactics  and  Civil  Engineering,”  there  must  needs  be  some  train¬ 
ing  in  Mechanical  drawing,  at  least. 

This  arrangement  was  but  for  two  years,  and  the  Legislative  Com¬ 
mission  was  directed  to  report  to  the  Legislature  of  1879-’80,  “a  plan 
of  organization  for  an  Agricultural  and  Mechanical  College,  such  as 
the  necessities  of  the  Commonwealth  require. 

The  city  of  Lexington  offered  to  the  Commission  (which  was  also  authorized  to 
recommend  to  the  General  Assembly  the  place,  which,  all  things  considered,  offered 
the  best  and  greatest  inducements  for  the  future  and  permanent  location  of  the 
College)  the  City  Park,  containing  fifty -two  acres  of  land,  within  the  limits  of  the 
city,  and  thirty  thousand  dollars  in  city  bonds,  for  the  erection  of  buildings.  This 
offer  the  county  of  Fayette  supplemented  by  twenty  thousand  dollars  in  county 
bonds,  to  be  used  either  for  the  erection  of  buildings  or  for  the  purchase  of  land. 
The  offers  of  the  city  of  Lexington  and  of  the  county  of  Fayette  were  accepted  by 
the  General  Assembly. 

A  Normal  Department  was  also  established  for  the  training  of 
teachers  for  the  public  schools  of  the  State. 

The  Register  shows  no  division  of  classes,  and  it  is  impossible  to 
ascertain  from  it  any  facts  as  to  the  number  of  students  who  take 
any  particular  study. 

There  are  14  courses  of  study..  In  that  of  “Military  Art  and  Sci¬ 
ence,”  “Civil,  Mechanical  and  Mining  Engineering;  Military  Engi- 
neei'ing;  and  Drawing,”  are  included. 


318  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


In  the  Normal  Department,  Drawing  is  a  required  study  in  each 
of  the  three  years  of  this  course.  The  14th  course  is  that  of  “  Prac¬ 
tical  Mechanics,”  under  Professor  King. 

Instruction  in  Practical  Mechanics  includes  such  elementary  practice  in  the 
workshop  as  will  enable  the  student  to  apply  the  principles  of  experimental  physics 
taught  in  the  class  room,  and  familiarize  him  with  the  use  of  tools,  machinery,  and 
mechanical  processes.  The  course  of  instruction  is  based  on  what  is  known  as  the 
Russian  System,  now  generally  adopted  in  the  Agricultural  and  Mechanical  Col¬ 
leges  of  this  country.  It  embraces  mechanical  drawing,  the  study  and  care  of  tools, 
work  in  wood  and  metals  at  the  bench,  the  lathe,  and  the  forge.  This  department 
is  under  the  care  of  one  of  the  most  skillful  of  practical  mechanics. 

The  following  statement  of  the  condition  of  the  college,  and  of  its 
development,  since  severed  from  the  University,  is  taken  from  the 
Annual  Register  for  1881-’82. 

The  collegiate  year  of  1881-82  closes  with  a  larger  matriculation  than  any  year 
which  has  preceded.  The  increase  over  the  matriculation  list  of  the  year  1880-’81 
is  no  less  than  thirty-six  per  cent.  Since  the  severance  of  the  connection  with 
Kentucky  University,  which  took  place  four  years  ago,  the  growth  of  the  College 
in  patronage  and  public  confidence  has  been  uninterrupted,  as  the  following  figures 
will  show; 

Total  number  of  matriculates  1877-78  (last  year  of  connection  with  Kentucky 


University) . . .  78 

Total  number  of  matriculates  : 

1878- ’79 .  118 

1879- ’80  .  137 

1880- ’81 .  234 

1881- 82  .  321 


The  latest  Annual  Register*  at  hand  has  as  a  frontispiece  an 
attractive  view  of  the  college  buildings. 

LOCATION. 

The  Agricultural  and  Mechanical  College  of  Kentucky  is  established  on  the  old 
City  Park  grounds  of  the  city  of  Lexington,  given  to  the  Commonwealth  for  tliis 
purpose.  The  site  is  elevated,  and  commands  a  good  view  of  the  city  and  sur¬ 
rounding  country.  A  new  College  building  has  been  erected,  containing  commo¬ 
dious  chapel,  society  rooms,  lecture  and  recitation  rooms  sufficient  for  the  accom¬ 
modation  of  600  students.  Two  large  and  well  ventilated  dormitories  have  also 
been  built,  with  rooms  for  one  hundred  and  forty  students,  for  the  use  of  the 
appointees  sent  by  the  Legislative  Representative  Districts  of  the  State  to  the 
agricultural,  engineering,  scientific  or  classical  departments  of  the  College,  and 
containing  suitable  dining-rooms,  kitchens  and  servants’  rooms. 

Lexington  is  now  the  most  important  railroad  center  in  Kentucky,  being  in  imme¬ 
diate  communication  with  Louisville,  Cincinnati,  Maysville,  Chattanooga,  and  with 
more  than  seventy  coimties  in  the  Commonwealth.  The  long  established  reputation 
of  the  city  for  refinement  and  culture  renders  it  attractive  as  a  seat  of  learning,  and 
the  large  body  of  fertile  country  adjacent,  known  as  the  “  Blue  Grass  Region,”  with 
its  splendid  stock  farms,  affords  unsurpassed  advantages  to  the  student  of  agricul¬ 
ture  who  desires  to  make  himself  familiar  with  the  best  breeds  of  horses,  cattle, 
sheep  and  swine  in  America. 

*  Annual  Register  of  the  State  College  of  Kentucky.  Lexington,  Kentucky. 
Matriculates  for  the  college  year  1891-'92.  Session  begins  Wednesday,  September 
14,  1892.  The  Will  S.  Marshall,  Printing  Co.  Pp.  87. 


MANUAL  TRAINING  IN  KENTUCKY  COLLEGE. 


319 


The  following  Degrees  are  given  by  this  College. 

The  degrees  conferred  are  Bachelor  of  Agriculture  (B.  Agr. ),  Bachelor  of  Science 
(B.  S.),  Bachelor  of  Arts  (B.  A.),  Bachelor  of  Pedagogy  (Ped.  B.),  Civil  Engineering 
(C.  E.),  Mechanical  Engineering  (M.  E.),  Master  of  Agriculture  (M.  Agr.),  Master 
of  Science  (M.  S.),  Master  of  Arts  (M.  A.). 

The  necessary  expenses  are  very  small.  Those  for  the  “county 
appointees”  living  in  the  dormitory  and  messing  at  a  “commons” 
table,  are  given  as  $125.50,  for  the  scholastic  year.  For  students 
paying  tuition,  and  boarding  in  private  families,  the  estimate  is 
$173.00  to  192.00. 

Several  full  page  illustrations  give  views  of  the  Mechanical  Hall, — 
the  building  containing  the  work  shops,  etc. — and,  also,  show  well 
equipped  machine  and  wood  working  shops. 

The  following  are  the  several  courses  of  study,  which  are  carried 
on  under  the  direction  of  separate  faculties. 

Agricultural,  Scientific,  Biological,  Civil  Engineering,  Classical,  Mechanical 
Engineering,  Veterinary,  Normal  School,  and  Academic  courses  of  study  have  been 
established  under  the  instruction  and  management  of  the  Faculties  which  follow. 
The  courses  of  study  required  for  the  degrees  conferred,  with  their  distribution  and 
hours  of  recitation,  are  also  exhibited  therewith. 

Tables  are  given  of  recitations  and  schedules  of  studies  through 
the  full  courses.  The  following  extracts  from  the  course  in  Agri¬ 
culture,  shows  the  technical  industrial  training  given  the  young 
farmers,  and  also  the  opportunities  offered  for  compensated  employ¬ 
ment. 

WOOD  WORKING  AND  FORGING. 

The  course  in  Shop  Work  is  intended  to  give  young  men  such  a  training  in  the 
use  of  carpenter's  bench  tools,  and  in  iron  and  steel  forging,  that  they  will  be  able 
to  make  any  ordinary  repairs  about  a  farm,  in  either  iron  or  wood. 

Student  Labor. — Students  holding  certificates  as  county  appointees  have  the 
privilege  of  working  for  pay  upon  the  college  farm  and  gardens  during  the  after¬ 
noons  and  Saturdays,  when  such  labor  does  not  interfere  with  instructions  in  class 
room  and  field.  In  the  opportunities  for  compensated  labor  upon  the  grounds  pref¬ 
erence  will  be  given  to  the  students  of  the  agricultural  coarse,  and  their  hours  for 
study  will  be  so  arranged  as  to  aid  them  as  far  as  practicable  in  their  efforts  for  self- 
support.  It  cannot  be  expected,  however,  that  the  average  student,  having  only 
unskilled  labor  to  offer,  will  be  able  to  pay  the  entire  expenses  of  his  college  course 
by  this  means.  The  maximum  compensation  for  ordinary  labor  is  eight  cents  per 
horn  ;  for  skilled  labor  ten  cents  may,  by  special  contract,  be  paid.” 

There  is  also,  a  special  two  years  course  in  Agriculture,  for  the 
benefit  of  farmers’  sons  who  cannot  take  the  full  course  of  four  years. 
To  be  admitted  to  this  course  the  student  must  be  at  least  18  years 
of  age. 

The  following  is  the  full  course  in  Mechanical  Engineering. 

Department  of  Mechanical  Engineering. 

The  training  given  in  this  school,  both  practical  and  theoretical,  is  intended  to 
prepare  young  men  for  positions  of  responsibility  and  trust  in  the  Commercial  and 
Mechanical  Engineering  world.  The  practical  work  extends  over  a  period  of  two 


320  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


years  and  includes  the  most  important  principles  and  operations  in  bench  work  in 
wood,  wood  turning,  pattern  making,  foundry  work,  iron  and  steel  forging,  and 
hand  and  machine  work  in  metal. 

The  theoretical  work  during  the  first  two  years  consists  of  a  thorough  training  in 
English,  German,  Chemistry,  Mathematics,  Physics,  and  Drawing,  and  during  the 
last  two  years,  the  fundamental  principles  of  boiler  machine  and  engine  design 
are  taken  up.  By  a  careful  solution  of  practical  problems,  the  student  becomes 
familiar  with  the  process  carried  on  by  operators  and  designers  of  successful  ma¬ 
chine  plants. 

The  course  of  study  in  Mechanical  Engineering  extending  over  a  period  of  four 
years  leads  to  the  Degree  B.  M.  E.  (Bachelor  of  Mechanical  Engineering).  The  ad¬ 
vanced  Degree  of  M.  E.  (Mechanical  Engineer)  may  be  obtained  by  resident  students 
in  one  year  after  taking  the  degree  of  B.  M.  B.  from  the  State  College  of  Kentucky 
or  any  other  institution  of  equal  requirements,  having  successfully  carried  on  work 
laid  down,  passed  a  satisfactory  examination,  and  presented  an  acceptable  thesis. 
Advanced  degree  may  also  be  taken  in  three  years  after  obtaining  the  Degree 
B.  M.  E. ,  provided  the  student  has  been  engaged  during  the  period  of  three  years 
in  practical  engineering  works,  passes  a  satisfactory  examination  at  the  College 
and  presents  an  acceptable  thesis. 

FRESHMAN  YEAR. 

Technical  Instruction. 

Twenty-six  weeks,  three  hours  a  week. 

(a)  Recitations  on  the  forms  of  wood  working  tools,  and  the  cutting  and  pe¬ 
culiarities  of  timber. 

(b)  Lectures  on  the  operation  of  the  various  forms  of  wood  working  machinery. 

(c)  Lectures  on  Pattern  making,  Molding  and  Casting. 

Mechanical  Drawing. 

Twenty-six  weeks,  six  hours  a  week,  and  ten  weeks,  ten  hours  a  week. 

This  drawing  includes  free  hand  sketches,  drawing  from  copies  and  model,  using 
parts  of  machines  in  the  mechanical  laboratories  as  models. 

Shop  Work. 

Thirty-six  weeks,  twelve  hours  a  week. 

(a) ,  Bench  work  in  wood,  including  exercises  in  the  following  operations  ;  planing, 
sawing,  rabbeting,  plowing,  notching,  splicing,  mortising,  tenoning,  dovetailing, 
framing,  paneling,  and  general  use  of  carpenter’s  tools. 

(b) ,  Wood  turning,  involving  the  various  principles  of  lathe  work  in  wood. 

(c) ,  Pattern  making,  which  gives  the  student  discipline  in  the  construction  of 
patterns  for  foimdry  work. 

(d) ,  Foundry  work,  including  the  various  operations  of  molding  core  making, 
and  the  melting  of  iron  and  brass. 

English,  thirty-six  weeks,  five  hours  per  week;  German,  thirty-six  weeks,  five 
hours  per  week  ;  Algebra,  seventeen  weeks,  five  hours  per  week  ;  Geometry,  nine 
teen  weeks,  five  hours  per  week. 

SOPHOMORE  YEAR. 

Technical  Instruction. 

Sixteen  weeks,  one  hour  per  week. 

(a) .  Lectures  on  the  handling  of  iron  and  steel  in  forging,  and  the  methods  of 
tempering  and  annealing  steel. 

(b) .  Lectures  on  modem  machine  shop  practice. 


MECHANICAL  ENGINEERING  COURSE. 


321 


Mechanical  Drawing. 

Sixteen  weeks,  four  hours  per  week ;  twenty  weeks,  five  hours  per  week. 

(a) .  Drawing  the  parts  of  machines  and  complete  machines  to  scale. 

(b) .  Exercise  in  tinting  and  shading. 

Shop  Work. 

Thirty-six  weeks,  twelve  hours  per  week. 

(a) .  Exercise  in  iron  and  steel  forging. 

(b) .  Exercise  in  vise  work  in  metal. 

(c) .  General  machine  work,  including  screw  cutting,  drilling,  planing  and  the 
milling  of  iron,  brass,  and  steel. 

Descriptive  Geometry ,  seventeen  weeks,  five  hours  per  week  ;  Physics,  nineteen 
weeks,  five  hours  per  week ;  Chemistry,  seventeen  weeks,  five  hours  per  week ; 
Geometry,  seventeen  weeks,  five  hours  per  week ;  Trigonometry,  nineteen  weeks, 
five  hours  per  week  ;  Analytical  Geometry,  nineteen  weeks,  five  hours  per  week. 

JUNIOR  YEAR. 

Kinematics. 

Seventeen  weeks,  five  hours  per  week.  Under  this  head  are  studied  the  velocity 
ratios  in  various  motions,  construction  of  gears,  cams,  quick  return  motions, 
straight  line  motions,  epicyclic  trains,  parallel  motions,  and  the  manner  of  design¬ 
ing  trains  of  mechanism. 


Mechanical  Drawing. 

Thirty-six  weeks,  ten  hours  per  week.  The  work  done  during  the  year  consists 
in  the  design  of  machines  to  do  certain  specific  work,  and  the  making  of  detail 
drawings  of  machines  used  in  actual  construction  in  the  laboratories. 

Metallurgy. 

Nineteen  weeks,  three  hours  per  week.  The  above  includes  the  study  of  fuels 
and  refractory  substance,  and  the  processes  employed  in  puddling  iron  and  making 
steel. 

Chemical  Laboratory,  thirty -six  weeks,  five  hours  per  week  ;  Calculus,  Seventeen 
weeks,  five  hours  per  week  ;  Physics,  seventeen  weeks,  five  hours  per  week  ;  Ana¬ 
lytical  Mechanics,  ten  weeks,  five  hours  per  week ;  Strengths  of  Materials ,  nine 
weeks,  five  hours  per  week. 


SENIOR  YEAR. 

Thermodynamics. 

Twenty-six  weeks,  six  hours  per  week.  This  work  consists  of  a  study  of  the  laws 
of  thermodynamics,  thermal  capacities  and  the  application  of  thermodynamics  to 
the  seam  engine. 

Steam  Boilers. 

Seventeen  weeks,  five  hours  per  week.  A  study  of  the  various  commercial  steam 
boilers,  consumption  of  fuel,  incrustation,  determining  the  horse  power  of  boilers, 
boiler  tests,  the  design  of  boilers  for  efficiency  and  economy  and  the  methods  of 
power  transmission. 

Valve  Gearing. 

Seventeen  weeks,  five  nours  per  week.  The  study  of  various  forms  of  standard 
engine  valves  and  methods  of  designing. 

ART — VOL  4 - 21 


322  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


Mechanical  Drawing. 

t 

Seventeen  weeks,  ten  hours  per  week.  This  work  consists  in  working  out  prac¬ 
tical  designs  of  boilers  and  steam  engine  valves. 

Engine  and  Machine  Design. 

Fifteen  weeks,  five  Hours  per  week.  A  study  of  the  modern  methods  of  design¬ 
ing  engines  and  machines  for  strength  as  well  as  motion. 

Experimental  Engineering. 

Fifteen  weeks,  ten  hours  per  week.  Includes  a  study  of  the  Indicator,  making 
engine,  boiler,  belt  and  materials  of  construction  tests. 

Mental  Philosophy,  seventeen  weeks,  five  hours  per  week  :  Political  Economy ,  fif¬ 
teen  weeks,  five  hours  per  week ;  Thesis  Work,  sixteen  weeks,  five  hours  per  week. 

Every  student  before  he  attains  the  degree  of  B.  M.  E.  must  present  a  satisfactory 
thesis  on  some  new  design  of  a  machine,  or  an  original  investigation  of  some  old 
machine. 

The  greater  part  of  the  second  term  of  the  Senior  Year  is  given  to  the  preparing 
of  this  thesis.  The  subjects  for  thesis  are  assigned  to  students  by  the  professor  of 
Mechanical  Engineering,  and  the  completed  theses  are  kept  on  file  with  the  college 
records,  that  they  may  serve  as  a  reference  for  future  investigation.” 

The  facilities  for  carrying  on  this  thorough  course  are  thus  set 
forth. 

A  DESCRIPTION  OF  THE  MECHANICAL  HALL  AND  A  STATEMENT  OF  ITS  EQUIPMENT. 

The  Building. — Mechanical  Hall  is  built  of  pressed  brick  and  stone  and  finished 
in  yellow  pine.  It  contains  the  following  rooms:  Recitation  room  34'X25',  Recita¬ 
tion  Room  2o'x23',  Library  and  Exhibition  Room  25  x23',  Office  10’xl2',  Drawing 
Room  34  x35',  Engine  Room,  20'x30',  Tool  Room  30' X  6  ,  Wash  Room  30  x10', 
Boiler  House  27'x27',  Wood  Shop  80  x34',  Machine  Shop  42  x35',  Blacksmith  Shop 
35'X35’,  and  Foundry  35  X37’. 

Recitation  Room. — The  Recitation  Rooms  are  supplied  with  all  the  modern  con¬ 
veniences  for  efficient  class  room  work. 

Drawing  Room. — The  Drawing  Room  contains  drawing  tables,  drawing  boards, 
curves,  scales,  tee  squares,  and  other  special  drawing  apparatus  to  accommodate 
thirty  students. 

Engine  Room. — The  Engine  Room  contains  a  10  inch  by  24  inch  Hamilton  Cor¬ 
liss  noncondensing  engine  and  an  8.5  Kilowatt  Edison  compound  dynamo  with 
ampere  meter,  resistance  box  and  volt  meter  so  that  the  dynamo  may  be  used  for 
experimental  purposes. 

Wood  Shop. — The  Wood  Shop  contains  twenty  benches,  with  complete  set  of 
wood-working  tools,  thirteen  wood  turning  lathes,  each  with  complete  set  of  turn¬ 
ing  chisels,  band  sawing  machine,  universal  wood  worker,  fret  saw,  and  grind¬ 
stone. 

Foundry. — The  Foundry  contains  a  thirty  inch  Cupola  furnace  with  a  capacity 
of  a  ton  of  metal  per  hour,  brass  furnace,  twelve  complete  sets  of  moulders  tools, 
twelve  benches,  also  ladles,  clamps,  core  rooms,  core  oven,  pattern  rack,  and  the 
tools  contained  in  a  practical  foundry. 

Blacksmith. — The  Blacksmith  Shop  contains  a  ten  inch  steel  pressure  blower, 
twelve  fonres,  twelve  anvils,  three  Blacksmith  vises,  an  emery  grinder,  and  twelve 
complete  sets  of  blacksmith  tools  for  carrying  on  all  kinds  of  iron  and  steel  forging. 


STATISTICS  OF  KENTUCKY-  COLLEGE. 


323 


Machine  Shop. — The  Machine  Shop  contains  six  lathes,  one  milling  machine,  one 
^elf-feed  drill,  one  planer  one  shaper,  one  tool  grinder,  one  emery  grinder,  one 
miller  grinder,  and  twelve  iron  vises,  and  benches  for  vise  work  in  metal. 

Tool  Room. — The  Tool  Room  is  supplied  with  a  flue  assortment  of  superior  tools 
for  work  in  iron,  steel,  brass  and  wood,  and  contains  such  stock  and  supplies  as 
may  be  used  in  constructions  in  the  Mechanical  Laboratories  named  above. 

Wash  Room. — The  Wash  Room  contains  lockers  for  sixty-five  students  and  is 
supplied  with  marble  basins,  and  closets. 

Boiler  House. — The  Boiler  House  contains  a  fifty-one  horse  power  Babcock  and 
Wilcox  water-tube  boiler  and  a  Dean  Bro’s  No.  3  Steam  pump. 

The  building  is  heated  by  steam  and  lighted  by  130  incandescent  and  four  arc 
lamps. 

The  following  is  the  list  of  the  Faculty  in  charge  of  “The  Me¬ 
chanical  Engineering  Course.” 

FACULTY  OF  INSTRUCTION. 

J.  K.  Patterson,  Ph.  D.,  President,  Professor  of  History  and  Metaphysics. 

F.  Paul  Anderson,  B.  M.  E.,  Professor  of  Mechanical  Engineering. 

J.  P.  Nelson,  C.  E.  M.  E.,  Professor  of  Physics. 

Jas.  G.  White,  A.  M.,  Professor  of  Mathematics  and  Astronomy. 

John  Shackleford,  A.  M. ,  Professor  of  English  Language  and  Literature. 

J.  H.  Kastle,  Ph.  D.,  Professor  of  Chemistry. 

F.  M.  Helveti,  A.  M.,  Professor  of  French  and  German  Languages  and  Literature. 

- ,*  Professor  of  Geology  and  Paleontology. 

C.  D.  Clay,  1st  Lieut.  U.  S.  A.,  Professor  of  Military  Science. 

From  the  alphabetical  lists  it  appears  that  the  total  number  of 
students  in  all  the  Departments  of  the  College  for  the  year  1891-’92, 
was  6-12;  of  whom  186  were  girls.  Of  these  391,  of  whom  95  were 
girls,  were  in  the  college  proper;  53,  of  whom  31  were  girls,  were  in 
the  Summer  Normal  School  of  1891;  198,  of  whom  60  were  girls, 
were  in  the  Commercial  Department. — There  were  eleven  “Gradu¬ 
ates  of  1891-92;”  one  of  these  was  a  girl. 

The  Register  shows  no  classes,  nor  does  it  show  what  studies  each 
student  is  pursuing;  nor,  whether  they  are  in  the  Academy,  the 
Normal  School,  or  the  Colleges. 

There  is  a  State  Board  of  twelve  Trustees,  the  terms  of  office  of 
four  of  whom  expire  at  the  end  of  each  two  years.  The  Governor 
of  the  State  is  ex  officio  chairman  of  the  Board. — Governor  John 
Young  Brown  was  chairman  in  1891-92,  and  Col.  Hart  Gibson,  of 
Lexington,  was  Secretary  of  the  Board.  The  “Faculty  of  Instruc¬ 
tion,”  comprises  24  Professors  and  Assistants,  and  one  Stenographer. 
James  K.  Patterson,  ph.  d.,  f.  s.  a.,  is  the  President. 

The  Louisiana  State  University  And  Agricultural  And 
Mechanical  College,  Baton  Rouge,  Pa. 

“The  Louisiana  State  University  and  Agricultural  and  Mechan¬ 
ical  College”  had  its  origin  in  certain  grants  of  land  made  by  the 
United  States  Government  in  1806,  1811,  and  1827,  “for  the  use  of 


*  To  be  appointed. 


324  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


a  seminary  of  learning.”  In  1855  tlie  Legislature  founded  the 
“  Louisiana  State  Seminary  of  Learning  and  Military  Academy,” 
locating  it  three  miles  from  Alexandria  in  the  parish  of  Rapides. 
The  Institution  was  opened  January  2nd,  1860,  with  Col.  William 
Tecumseh  Sherman,  (later,  General-in-Chief,  United  States  Army) 
as  Superintendent.” 

This  institution,  twice  closed  in  consequence  of  the  war,  had  its 
buildings  accidentally  burned  October  15th,  1869,  and  in  November 
of  the  same  year  was  transferred  to  Baton  Rouge,  where  it  has  since 
remained. 

The  Louisiana  State  Agricultural  and  Mechanical  College  was  established  by 
an  act  of  the  Legislature,  approved  April  7th,  1874,  to  carry  out  the  United  States 
Act  of  1862,  granting  lands  for  this  purpose. 

The  Chalmette  Battle  Ground,  was  given  it  as  a  site,  but  the  col¬ 
lege  was 

opened  in  New  Orleans  June  1st,  1874,  and  remained  there  till  its  merger  with 
the  University. 

On  the  2nd  of  January,  1877,  the  act,  as  passed  by  the  Legislature  in  1876,  unit¬ 
ing  the  State  University  and  the  Agricultural  and  Mechanical  College,  and  locating 
the  same  temporarily  at  Baton  Rouge,  became  a  law;  and  it  was  duly  promulgated 
June  1st,  1877. 

The  new  institution,  consolidated  from  the  two  separate  State 
institutions,  under  its  present  name  and  legal  title,  opened  its  first 
session  October  5th,  1877,  under  charge  of  Col.  David  F.  Boyd,  the 
former  Superintendent  of  the  Military  Academy. 

Col.  William  Preston  Johnston,  ll.  d.,  formerly  a  Professor  in 
Washington  and  Lee  University,  Va.,  was  elected  President,  October 
4th,  1880,  and  in  1880-’81,  the  institution  was  reorganized.  The 
above  historical  sketch  is  abridged  from  that  given  in  the  Report  of 
the  Board  of  Supervisors,  under  date  of  May  6th,  1882,*  from  which 
the  following  account  of  the  College  courses,  and  the  statements  of 
the  Board  on  the  general  topic  of  similar  institutions  are  taken. 

LOCATION. 

The  Louisiana  State  University  and  Agricultural  and  Mechanical  College  is 
located  at  Baton  Rouge,  on  the  east  bank  of  the  Mississippi,  where  the  first  high 
land  is  met  above  the  mouth  of  the  river.  It  is  accounted  one  of  the  healthiest 
spots  in  the  State.  It  has  a  mild  winter  climate,  well  suited  to  students  of  deli¬ 
cate  constitution  from  more  northern  States,  while  the  summer  heats  are  tempered 
by  breezes  from  the  Gulf  and  Lake  Pontchartrain.  The  University  building  is  a 
superb  structure.  The  large  rooms,  lofty  ceilings,  and  wide  verandahs,  half  a  mile 
in  length  under  a  continuous  shelter,  make  it  a  healthful  and  pleasant  residence  for 
its  students.  Great  attention  is  paid  to  sanitary  arrangements,  water  supply,  drain¬ 
age,  disinfection,  etc. 


*  Report  of  the  Board  of  Supervisors  of  the  Louisiana  State  University  and  Agri¬ 
cultural  and  Mechanical  College,  to  the  General  Assembly  of  the  State  of  Louisiana. 
State  Printer,  Baton  Rouge,  1882, -Pp.  120. 


COURSES  IN  LOUISIANA  COLLEGE. 


325 


The  optional  system  having  proved  a  failure  after  a  trial  of  seven 
years,  fixed  courses  of  study  and  a  fixed  standard  for  degrees  were 
established  in  the  reorganization.  A  preparatory  department  for 
both  courses  is  attached  to  the  University,  to  which  students  are 
admitted  on  passing  a  satisfactory  examination  in  certain  prescribed 
studies,  and  frbm  which  they  enter  the  University,  and  college 
classes,  on  passing  satisfactory  examinations. 

INSTRUCTION  AND  DEGREES. 

There  are  two  University  Courses,  a  Classical,  and  a  Scientific,  of  four  years 
each ;  and  an  Agricultural,  and  a  Mechanical  Course,  of  two  years  each.  These 
have  corresponding  degrees :  Bachelor  of  Arts,  Bachelor  of  Science,  Graduate  in 
Agriculture  aud  Graduate  in  Mechanics.  The  degree  of  Master  of  Arts  will  he 
given  to  Bachelors  who  have  resided  one  year  or  more  at  the  University  and  passed 
a  satisfactory  examination  on  a  prescribed  course  of  study,  or  two  years  elsewhere 
on  the  same  terms.  Students  can  choose  among  those  named  the  course  they  will 
pursue,  with  the  approval  of  their  parents.  Special  or  irregular  students  will  he 
received  with  the  permission  of  the  President,  when  then-  requirements  do  not  con¬ 
flict  with  the  regular  routine. 

In  the  University  course,  which  is  otherwise  the  usual  classical 
college  course,  Drawing  is  taught  to  a  “sufficient”  extent. 

AGRICULTURAL  AND  MECHANICAL  COURSES. 

These  courses  are  accomplished  in  two  years,  and  embrace  just  half  the  amount 
of  study  required  to  take  a  degree  in  the  University  proper.  Our  effort  is  to  give 
the  education  contemplated  in  the  Federal  grant  to  the  College  ;  that  is  to  say,  one 
both  “liberal  and  practical.”  It  is  intended  especially  for  those  who  expect  to 
devote  themselves  to  the  industrial  arts,  or  to  agriculture,  in  Louisiana ;  and  affords 
an  opportunity  nowhere  else  to  he  had,  for  a  youth  to  learn  the  things  which  are 
most  important  in  fitting  Mm  intelligently  to  cultivate  and  handle  the  staple  crops  of 
the  State ;  sugar,  cotton  and  rice.  With  these  are  joined,  instruction  in  horticul¬ 
ture  and  the  domestic  arts,  and  in  a  few  of  those  branches  of  general  and  special 
culture  which  help  to  make  the  home  of  the  planter  or  mechanic  comfortable,  re¬ 
spectable  and  contented.  Other  institutions  may  excel  in  their  own  particular  lines 
of  education,  but  we  assume  as  the  special  province  of  our  college  to  prepare  young 
men  for  the  life  of  planter,  or  plantation  mechanic.  No  expensive  laboratories,  or 
costly  farms  are  required  to  illustrate  our  theoretical  teaching.  The  neighboring 
cotton  fields,  sugar-houses,  oil  mills,  gins,  etc.,  etc.,  conducted  practically  and  for 
profit,  are  open  to  the  study  and  inspection  of  the  student,  and,  under  competent 
direction  and  instruction,  will  complete  the  labors  of  the  lecture  room. 

In  the  Mechanical  Course  there  is  a  full  course  of  mechanical  instruction,  theo¬ 
retical  and  practical.  Mathematics  is  carried  through  Analytical  and  Descriptive 
Geometry,  with  a  short  course  of  Engineering.  A  full  course  of  Drawing  is  given, 
and  also  of  French,  and  a  good  course  of  English  and  Chemistry  and  Physics,  in¬ 
cluding  the  Theory  of  the  Steam  Engine.  There  are  also  moderate,  but  sufficient, 
courses  in  Social  and  Industrial  History,  English  Literature,  Political  Economy  and 
Ethics. 

In  the  spring  of  1881  a  neat  workshop  was  erected  at  the  University,  which  is 
now  supplied  with  carpenter’s  benches  and  tools,  three  turning  lathes,  with  the 
necessary  belting  and  shafting,  a  four  hoise  power  Baxter  portable  steam  engine, 
a  jig  saw  and  other  machinery,  grind  stones  and  some  blacksmith  tools,  etc.,  etc. 


326  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


In  this  building  are  conducted  various  exercises  in  wood-working,  embracing  car¬ 
pentry,  .  wood  turning,  and  pattern  making ;  and  as  the  occasion  requires,  the 
building  is  to  be  enlarged  by  the  addition  of  rooms,  which  will  be  supplied  by  the 
necessary  appliances  for  practical  instruction  in  the  manipulation  of  iron  and  other 
metals. 

As  far  as  practicable,  the  course  given  in  the  workshop  is  in  accordance  with  the 
plan  adopted  by  the  Stevens  Institute  of  Mechanical  Engineering,  at  Hoboken,  at 
New  Jersey.  The  initial  step  in  this  course  is  to  supply  each  cadet  with  a  few  of 
the  most  ordinary  carpenter’s  tools  and  have  their  different  uses  explained,  as  well 
as  the  methods  of  sharpening  and  otherwise  putting  them  in  order  ;  after  which, 
the  tools  being  expressly  put  out  of  order,  the  beginner  undertakes  the  work  of 
sharpening  and  re-adjusting  them.  It  being  a  matter  of  utmost  importance  for  a 
mechanic  to  keep  his  tbols  in  perfect  order  at  all  times,  considerable  attention  is 
given  to  such  exercises  as  will  aid  the  learner  in  overcoming  the  many  difficulties 
he  encounters  in  this  regard,  and  from  time  to  time  he  is  called  upon  to  give  prac¬ 
tical  evidence  of  his  proficiency  respecting  the  case  in  question. 

Without  entering  into  details,  it  will  suffice,  for  the  present,  to  say  that  the  course 
in  wood  working,  which  is  first  given,  and  which  embraces  the  period  of  one  year, 
is  arranged  in  a  systematic  and  regularly  progressive  manner,  beginning  with 
instruction  in  sharpening  tools  and  the  use  of  the  saw  and  jack  plane,  and  thence 
leading  step  by  step  to  the  higher  grades  of  carpentry,  such  as  house,  bridge  and 
roof  framing,  cabinet  and  pattern  making.  In  conducting  his  exercises,  the  instruc¬ 
tor,  as  aids  in  arranging  and  systematizing  his  work,  makes  use  of  the  most  ap¬ 
proved  text-books  bearing  on  the  subject,  among  which  are  Tredgold's  Carpentry, 
Shelly  on  Workshop  Appliances  and  Holly  on  Saw  Filing.  An  important  feature 
connected  with  the  course  is  the  instruction  in  wood  turning.  The  lathes  are  run 
by  steam  power  and  contribute  vastly  towards  imparting  that  easy  and  free  motion 
to  the  hand  so  necessary  to  the  accomplished  mechanic.  Wood  turning  in  its 
variety  of  forms  is  not  only  a  beautiful  art,  but  to  many  it  is  a  source  of  great 
interest  and  amusement. 

Special  attention  is  paid  to  Drawing,  beginning  with  free  hand  exercises  in  the 
preparatory  department.  By  successive  steps  the  learner  is  taught  to  use  instru¬ 
ments  in  a  neat  and  effective  manner,  and,  finally,  is  instructed  with  especial  care 
in  Architectural  and  Mechanical  Drawing. 

This  course  given  in  two  years,  is  not  proposed  as  a  full  course  for  Mechanical  or 
Civil  Engineers,  but  it  will  give  the  student  a  sound  and  thorough  ground  work  on 
which  to  build  such  engineering  course,  and  is  in  itself  more  than  sufficient  for  the 
ordinary  requirements  of  first-class  planters  and  mechanics.  On  those  who  com¬ 
plete  it,  is  conferred  the  title  of  “Graduate  in  Mechanics.” 

The  indisposition  to  a  purely  agricultural  course  is  apparent  in 
this  institution  as  elsewhere  ;  on  this  fact,  the  Board  remark. 

For  reasons  not  necessary  to  discuss  here  the  mechanical  studies  seem  more 
attractive  to  students  than  an  agricultural  course.  At  a  sister  institution,  the 
Texas  Agricultural  and  Mechanical  College,  where  they  have  a  large  farm  and 
many  appliances,  there  are  48  agricultural  and  132  mechanical  students.  A  similar 
experience  is  obtained  elsewhere. 

At  present  there  are  scarcely  any  students  in  the  University  looking  to  a  course 
distinctively  agricultural,  as  differentiated  from  a  mechanical  course.  All  the  pre¬ 
liminary  steps  to  such  an  agricultural  course  have  been  taken  in  offering  and  teach¬ 
ing  the  studies  laid  down  in  the  prospectus,  and  in  a  course  of  Natural  Science, 
taught  by  Professor  McCulloch,  adapted  to  the  advancement  of  our  students,  and 
intended  to  stimulate  curiosity  and  to  invite  further  pursuit  of  agricultural  branches. 
The  most  practical  development  of  this  department  will  be  the  appointment  of  a 


REPORT  BY  LOUISIANA  STATE  BOARD  (l882).  3  2  7 

Professor  of  Agriculture,  zealous  and  fully  equipped  for  his  work  in  theory  and 
practice,  and  such  an  appointment  will  be  made  whenever  the  means  of  the  Uni¬ 
versity  will  justify  it. 

Wisdom  of  Congress  in  leaving  the  Educational  Methods  of  the  Land 
Grant  Colleges  to  the  discretion  of  the  State  Legislatures. 

We  cannot  hope  to  satisfy  the  desires  or  expectations  of  everybody  in  regard  to 
an  Agricultural  College.  The  theories  and  projects  in  regard  to  such  an  institution 
are  vague  and  manifold  in  the  popular  mind.  Every  conceivable  form  of  educa¬ 
tional  institution,  from  a  manual  labor  school  for  rural  apprentices  to  a  polytechnic 
industrial  university,  requiring  an  endowment  equal  to  Harvard’s  or  Yale’s,  is 
sketched  out  as  the  only  true  and  genuine  pattern  for  such  a  college,  and  as  required 
by  the  Federal  grant.  This  is  all  a  mistake.  The  grant  is  very  general  in  its  terms, 
leaving  to  each  State  to  determine  the  form  in  which  it  should  be  applied.  In  Con¬ 
necticut  it  was  employed  to  endow  two  scientific  chairs  in  Yale  College ;  in  New 
York,  10  give  a  foundation  to  Cornell  University,  which  proposes  to  teach  everything. 
In  some  States  it  has  been  divided  between  an  agricultural  school  and  a  mechanical 
school.  In  others  they  are  united.  In  a  word,  the  law  has  resulted  in  the  widest 
diversity  of  development  among  the  institutions  benefited  by  it.  So  far  from  being 
a  misfortune,  this  has  been  one  of  its  greatest  blessings.  To  suppose  otherwise  is 
to  assume  that  final  results  have  been  reached  in  the  science  of  education,  and  one 
pattern  established  for  all  possible  conditions  of  society.  We  have  not  yet  reached 
this  point  of  illumination.  Doubtless  many  mistakes  have  been  made,  but  none 
which  could  compare  with  the  adoption  of  a  uniform  plan  for  all  the  agricultural 
and  mechanical  colleges. 

President  Mills,  of  the  Ontario  (Canada)  Agricultural  College,  has  devoted  a  good 
deal  of  time  and  attention  to  the  statistics  of  education.  In  a  recent  report  of  his 
he  states  these  interesting  facts: 

“  In  the  German  Empire  there  are  156  agricultural  farm  schools  and  agricultural 
middle  schools,  under  the  control  of  the  Government,  42  of  which  are  devoted  to 
specialties  such  as  vine  and  grape  culture,  horticulture,  bee-keeping,  etc.  There 
are  6  agricultural  colleges  with  farms  of  from  800  to  1,500  acres,  and  with  extensive 
laboratories  and  appliances,  and  complete  curriculums  in  the  theoretical  branches. 
After  completing  his  studies  in  such  a  college,  and  successfully  working  as  a  farmer, 
the  agricultural  department  of  9  great  universities  are  open  to  the  student.  Besides 
these  schools  and  colleges  are  43  experimental  stations;  and  the  cost  of  all— schools, 
colleges  and  experimental  stations — is  borne  by  the  State. 

“  In  1876  there  were  39  agricultural  colleges  in  the  United  States — 473  professors 
and  4211  students.  The  average  salary  of  a  professor  was  $200,  and  of  the  presi¬ 
dents  $3200;  many  who  were  also  presidents  of  universities  receiving  from  $4000  to 
$6000.  The  average  interest  paid  each  college  from  the  Agricultural  Fund  was 
about  $13,500.” 

The  Commissioner  of  Education  reports  that  in  1879  there  were  45  such  colleges, 
with  3957  students  and  1577  preparatory  students. 

It  is  evident  from  these  facts  that  there  is  no  panacea  for  ignorance  of  agriculture. 
The  roads  to  knowledge  are  many,  and  we  must  take  that  directly  before  us.  We 
must  do  what  we  can;  not  what  we  would.  The  General  Assembly  may  rest  assured 
that  whatever  appropriations  it  can  constitutionally  and  conscientiously  vote  for 
the  purposes  of  agricultural  education  will  be  cautiously  and  judiciously  expended 
by  the  Board  of  Supervisors,  under  a  full  conviction  of  the  vast  importance  of 
agricultural  and  mechanical  education  to  the  young  men  of  Louisiana.” 

After  describing  in  detail  tlie  progress  of  the  past  year  and  the 
changes  recommended  by  the  President,  all  of  which  are  of  great 
interest  as  showing  originality  in  devising  plans  adapted  to  the  cir- 


328  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


CTimstances  of  that  community,  the  Board  conclude  with  these  preg¬ 
nant  remarks  on  the  immediate  needs  of  education. 

“  In  Europe  a  University  is  presumed  to  contain  Faculties  of  Art,  Medicine,  Law 
and  Theology.  In  our  American  modes  of  speech  and  thought,  it  has  come  to  mean 
merely  one  of  our  higher  institutions  of  leai’ning.  When  a  State  lends  the  sanction 
of  its  authority  to  the  establishment  of  such  an  institution  it  becomes  it  to  see 
that  neither  the  name  nor  the  purpose  of  a  University  is  degraded  and  robbed  of 
its  significance.  As  now  located  it  is  not  desirable  that  the  University  should  be 
embarrassed  by  a  union  with  a  Law  or  Medical  college.  But  there  is  no  reason 
why  its  instruction  should  not  be  so  directed  and  adjusted  as  to  give  due  preparation 
for  the  excellent  Law  and  Medical  Schools  in  New  Orleans,  thus  affording  within 
the  limits  of  the  State  the  means  of  a  rounded  Academic  and  Professional  Educa¬ 
tion  exactly  adapted  to  the  wants  of  the  citizens. 

With  the  countenance  and  support  of  the  State  authorities  and  of  the  good  people 
of  this  commonwealth  who  have  faith  in  its  high  destiny,  we  hope  to  build  up  a 
University  where  the  highest  education  will  be  within  reach  of  its  sons,  and  an 
Agricultural  and  Mechanical  College  where  a  liberal  and  practical  education  will  be 
afforded  to  those  whose  purpose  is  the  pursuit  of  an  industrial  career,  whether  on 
the  farm  or  in  the  workshop.  To  accomplish  so  desirable  an  end  we  rely  upon  the 
patriotic  co-operation  of  the  Executive  and  Legislative  Departments. 

A  number  of  schemes  are  proposed  for  the  removal  of  illiteracy  in  the  South  by 
the  Federal  Government.  Undoubtedly,  in  view  of  all  the  facts,  such  aid  should 
be  given  liberally.  But  we  cannot  afford  to  wait.  Our  boys  and  girls  are  growing 
up  in  ignorance,  while,  like  blind  Belisarius,  Louisiana  stands  at  the  gate  with  out¬ 
stretched  palm,  crying:  “Give  me  an  obolus.” 

If  we  are  poor,  so  much  the  more  necessary  to  nerve  ourselves  to  extraordinary 
exertions.  Each  community  must  make  a  strenuous,  it  may  be  a  painful  effort,  to 
supply  its  own  wants- — to  supplement  the  fund  which  it  first  pays  into  the  State 
Treasury,  and  then  in  part  draws  out  again. 

Each  community  must  see  to  it  that  as  much  money  is  raised  as  can  be  for  the 
education  of  the  young,  that  the  teachers  are  competent  for  their  positions  ;  that 
they  are  paid  a  fair  living  and  not  starvation  wages  ;  that  the  school  is  kept  enough 
months  in  the  year  to  give  the  children  all  the  benefit  possible — nine  months  instead 
of  five  or  six — and  that  the  education  of  our  children  becomes  a  live  issue  in  the 
land,  as  much  the  business  of  a  man.  as  food  and  clothing  for  them. 

If  our  people  once  awaken  to  the  idea  that  knowledge — the  food  and  raiment  of 
the  immortal  mind — is  as  much  a  necessity  for  nurture  as  the  things  that  perish,  we 
may  look  forward  to  the  regeneration  hoped  for  and  prayed  for,  if  not  worked  for, 
in  the  life  of  the  State.  Then  will  aspiration  and  endeavor,  with  mutually  toiling 
hands,  broaden  the  foundation  of  the  common  school,  and  raise  upon  this  base  the 
tall  columns  which  fitly  represent  the  High  Schools,  and  crown  them  with  the 
University  as  with  architrave,  frieze  and  cornice,  even  as  the  Athenians  reared  to 
the  Goddess  of  Wisdom  the  Parthenon,  which  surmounted  their  Acropolis.” 

The  catalogue  for  the  year  ending  July  4th,  1882,  shows  an  attend¬ 
ance  of  159  Cadets  ;  an  increase  of  90  over  the  attendance  of  the  pre¬ 
vious  year. 

The  latest  catalogue  *  at  hand  is  embellished  with  eight  full  page 
“process”  copies  of  photographic  views  of  the  buildings  and  grounds 
of  the  college.  These  show  typical,  low,  roomy  southern  buildings, 

*  Catalogue  of  the  Louisiana  State  University  and  Agricultural  and  Mechanical 
College,  Baton  Rouge,  La.  for  1890-91.  Printed  at  the  Truth  Office,  Baton  Rouge. 
1891.  Pp.  50. 


Attractive  surroundings  of  the  college. 


329 


With  their  characteristic  deep,  shaded  galleries,  which  convey  such 
an  impression  of  comfort  and  coolness,  in  a  climate  where  convenient 
retreats  from  the  glare  of  the  summer  sun  are  a  necessity.  The 
view  of  the  tree  shaded  avenue  leading  from  the  City  to  the  “Bar¬ 
racks,”  and  that  showing  the  broad  current  of  the  mighty  Mississippi 
sweeping  by,  are  each  very  striking.  The  situation  and  the  build¬ 
ings  as  seen  in  these  views  are  most  attractive.  They  are  thus 
described  in  the  catalogue  : 

THE  SITE  AND  APPURTENANCES. 

The  site,  which  forms  the  north  boundary  of  the  city  of  Baton  Rouge,  lias  a  front 
of  1500  feet  overlooking  the  Mississippi  River,  and  extends  back  to  a  depth  of  6600 
feet,  containing  about  200  acres.  The  surface  is  high  and  generally  level,  but  suffi¬ 
ciently  rolling  to  afford  good  natural  drainage.  It  is  believed  to  be  one  of  the 
healthiest  localities  in  the  South. 

The  grounds  are  covered  almost  perpetually  with  rich  green  grass,  and  shaded 
by  majestic  old  oaks,  which,  with  the  massive  buildings,  conspire  to  render  it  a 
delightful  and  attractive  home  for  students  and  professors. 

THE  BARRACKS. 

The  barracks  are  composed  of  four  brick  buildings,  each  40  feet  by  180  feet,  and 
two  stories  high,  with  broad  galleries,  in  front  and  rear,  supported  by  large  circular 
brick  columns.  These  buildings  occupy  four  of  the  sides  of  a  regular  pentagon, 
the  fifth  or  unoccupied  side  being  next  and  adjacent  to  the  river.  The  rooms  on 
the  ground  floors  are  used  as  class  rooms,  offices,  reading  rooms,  etc.,  and  those  on 
the  second  floors  are  lodging  and  study  rooms  for  cadets.  The  corps  of  cadets  is 
organized  into  a  battalion  of  four  companies,  and  each  company  occupies  a  building. 
Each  room  has  a  fire  place,  and  seldom  more  than  three  cadets  occupy  the  same 
room. 

The  several  buildings  occupied  by  the  various  departments  are 
each  described;  of  these  the  account  only  of  that  given  to  the  Me¬ 
chanical  department,  will  be  here  cpioted. 

The  following,  from  the  announcement  of  the  purposes  of  the 
University  gives  a  general  outline  of  its  courses. 

OBJECTS  OF  THE  INSTITUTION. 

In  conformity  to  its  charter,  the  object  of  the  Institution  is  to  give  especial  prom¬ 
inence  to  instruction  in  those  sciences  relating  to  Agriculture  aud  the  Mechanic 
Arts ;  and  at  the  same  time  offer  to  its  students  opportunities  for  a  literary  and 
general  scientific  education.  In  other  words  we  are  attempting  to  build  up  a 
University  where  the  highest  education  will  be  in  reach  of  the  youth  of  Louisiana, 
and  an  Agricultui-al  and  Mechanical  College  where  a  liberal  and  practical  education 
will  be  afforded  to  those  whose  purpose  is  the  pursuit  of  an  industrial  career. 

COURSES  OF  STUDY. 

To  compass  the  aforesaid  objects  three  courses  of  study  have  been  established, 
viz:  The  Agricultural,  the  Mechanical  and  Civil  Engineering  and  the  Literary. 
Each  of  these  courses  has  four  classes,  viz :  The  Fi'eshman  or  Fourth,  Sophomore 
or  Third,  Junior  or  Second,  and  the  Senior  or  First;  and  though  intended  to  pre¬ 
pare  students  for  different  pursuits  in  life,  they  are  parallel  and  substantially  equiv¬ 
alent  in  the  amount  of  training  and  instruction  afforded.” 


330  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


An  additional  course  known  as  the  “Latin-Scientific  Course,” 
leading  to  the  degree  of  B.  S.,  has  been  added;  so  that  the  college 
now  offers  four  full  courses  of  study,  each  of  four  years.  A  prepar¬ 
atory  school  is  attached  to  the  college.  Post  Graduate  instruction 
is  also  offered.  The  following  degrees  are  conferred. 

DEGREES. 

The  degree  of  Bachelor  of  Science  (B.  S.)  is  conferred  upon  that  cadet  who  com¬ 
pletes  successfully  either  the  Course  in  Agriculture  or  the  Course  in  Mechanics  and 
Engineering.  The  Degree  of  Bachelor  of  Arts  (B.  A.)  is  conferred  upon  that  cadet 
who  completes  successfully  the  Literary  Course. 

POST-GRADUATE  DEGREES. 

The  degree  of  Master  of  Science  (M.  S.)  will  be  conferred  upon  Graduate  students 
in  the  Agricultural  Course;  the  degree  of  Civil  Engineer  (C.  E.)  on  graduates  in  the 
Course  of  Mechanics  and  Engineering;  the  degree  of  Master  of  Arts  (M.  A.)  on 
graduates  in  the  Literary  Course;  provided  that,  in  each  instance,  they  comply 
with  the  conditions  heretofore  prescribed. 

THESIS. 

Every  candidate  for  graduation  must  write  and  submit  to  the  professor  of  Eng¬ 
lish,  by  the  first  of  June,  an  original  tiiesis  on  a  subject  of  immediate  relation  to 
his  course  of  study;  the  subject  to  be  approved  by  the  professor  in  charge. 

The  government  of  the  Institution  is  military,  and  by  the  cadet  regulations  the 
Professor  of  Military  Science  and  Tactics  is  also  commandant  of  cadets. 

Once  admitted,  no  cadet  is  allowed  to  leave  the  grounds  “except 
upon  permits  issued  in  the  regular  order.”  The  various  parishes  of 
the  State,  and  the  City  of  New  Orleans,  are  entitled  to  send  a  cer¬ 
tain  number  of  cadets,  75  in  all;  whose  expense  to  the  parish  is  not 
to  exceed  $250  per  annum. 

These  State  Cadets  are  appointed  for  four  years,  and  are  required  to  teach  school, 
or  to  follow  some  mechanical  or  agricultural  pursuit  in  Louisiana,  for  two  years 
after  graduation. 

The  following  are  the  courses  in  which  Drawing  and  Industrial 
Training  enter  most  largely: 

MECHANICS  AND  DRAWING. 

J.  II.  Randolph,  Professor. 

The  special  work  of  this  department  embraces  a  period  of  three  years,  beginning 
with  the  Freshman  year. 

In  the  Freshman  year,  the  subjects  of  Linear  and  Projection  Drawing,  Shades 
and  Shadows,  and  Isometric  and  Machine  drawing,  will  be  taught,  and  there  will 
be  daily  exercises  in  the  shop  for  a  period  of  four  months. 

In  the  Sophomore  Class,  the  subjects  of  Descriptive  Geometry,  Carpentry  and 
Architecture  will  be  taken  up,  with  exercises  in  Architectural  and  Mechanical 
Drawing,  as  well  as  shop  work  ;  exercises  in  the  latter  to  be  given  daily  for  a  period 
of  four  months. 

In  the  Junior  year,  instruction  will  be  given  on  Roads  and  Bridge  Construction, 
and  in  Theoretical  Mechanics.  In  connection  with  the  latter  will  be  taught  the 


COURSES  IN  MECHANICS  AND  DRAWING. 


331 


Principles  of  Mechanism,  embracing  the  principles  underlying  the  action  and  con¬ 
struction  of  the  elementary  combination  of  which  all  machines  are  composed. 
Some  attention  will  be  paid  to  the  construction  of  the  steam  engine,  boiler  riveting, 
uses  of  the  governor,  inspirator,  and  indicator,  method  of  calculating  the  horse 
power  of  an  engine,  and  to  the  acquisition  of  other  knowledge  in  connection  with 
the  steam  engine. 

Much  attention  is  paid  to  drawing  in  this  department,  and  besides  A'  chitectural 
and  Machine  Drawing,  a  short  course  is  given  in  Topographical  Drawing  as  one  of 
ihe  requisites  in  the  study  of  Civil  Engineering. 

MECHANICAL  WORKSHOP. 

The  Mechanical  Workshop,  which  is  located  about  300  feet  east  of  the  Agricul¬ 
tural  Hall,  consists  of  a  brick  building  one  story  high,  with  a  slate  roof  and  is  100 
feet  long  by  30  feet  wide,  and  is  fairly  equipped  for  wood  work.  It  is  provided 
with  one  iron  frame  saw  table,  two  wood  turning  lathes,  and  one  scroll  saw.  all  of 
which  are  operated  by  a  Watertown  eight-horse  power  portable  steam  engine.  Be¬ 
sides  the  above  are  the  following  machines  for  foot  power :  One  rip  and  cross  cut 
saw  table,  two  wood  turning  lathes,  one  mortising  machine,  two  scroll  sawing 
machines,  one  hand  tenoning  machine,  and  tools  and  benches  suitable  for  conduct¬ 
ing,  to  a  class  of  about  sixteen  at  a  time,  the  principal  elementary  exercises  in  wood 
work.  With  a  view  of  equipping  for  exercises  in  blacksmithing,  a  few  tools  in  that 
line  have  been  purchased,  and  it  is  proposed  to  give  this  branch  a  practical  turn  at 
an  early  day. 

The  Mechanical  Department  is  also  provided  with  three  working  models  of  steam 
engines,  two  of  which  are  vertical  and  one  the  oscillating  type,  all  of  which  are 
provided  with  different  methods  for  admitting  steam  into  the  cylinder  ports,  thus 
furnishing  ready  means  for  practically  illustrating  how  steam  may  be  used  as  a 
motive  power. 

This  department  is  indebted  to  the  generosity  of  Mr.  Thos.  J.  Kernan,  of  the  city 
of  Baton  Rouge,  for  one  of  the  small  vertical  steam  engines,  and  one  of  the  foot 
power  lathes  alluded  to. 


PHYSICS  AND  ENGINEERING. 

W.  D.  Taylor,  Professor. 

The  student’s  work  on  this  subject  begins  in  the  second  half  year  of  the  Sopho¬ 
more  Class,  and  he  is  required  to  possess  a  knowledge  of  Linear  and  Projection 
Drawing  and  of  Algebra,  Geometry,  and  Trigonometry.  In  this  class  he  is  taught 
Practical  Mensuration,  Field  Surveying,  Levelling  and  Plain  Map  Drawing,  and  the 
use  and  adjustment  of  level,  compass  and  transit.  Practical  illustration  in  the 
field  will  be  given  of  each  subject. 

The  Junior  year  is  devoted  to  the  theory  of  Plain,  Reversed,  Compound,  Transi¬ 
tion  and  Parabolic  Curves  as  applied  to  the  Location  of  Common  Roads  and  Rail¬ 
roads  ;  The  Computation  of  Earthworks,  Methods  of  Profiling,  Laying  Grades, 
Laying  off  Work,  and  Compensating  for  Curvature  as  applied  to  the  Construction 
of  Roads,  Railroads,  Dams  and  Levees,  Topographical  Surveying,  Map  and  Section 
Drawing,  with  practical  work  on  subjects  taught. 

When  the  student  enters  the  Senior  Class  he  is  supposed  to  have  a  knowledge  of 
Perspective,  Orthographic  and  Isometric  Drawing,  Elementary  Analytical  Geome¬ 
try  and  Calculus.  In  this  class  the  mechanical  uses  and  properties  of  the  different 
building  materials  and  their  desirability  in  special  locations  as  compared  with  one 
another  are  taught;  also  the  methods  of  the  preservation  of  materials,  the  methods 
of  securing  foundations,  of  the  construction  of  bridges,  roofs,  canals,  locks,  dams, 


332  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


docks,  piers,  masonry  and  their  adaptability  to  special  locations.  The  student  is 
taught  both  graphically  and  mathematically  the  strength  of  materials,  and  the  cal¬ 
culation  of  the  strains  on  different  bridges,  roofs,  and  trusses  and  the  economic 
proportioning  of  structures.  Structural  drawings  of  the  subjects  discussed  are  re¬ 
quired  of  the  students  from  time  to  time. 

The  advanced  course  in  Physics  extends  throughout  the  whole  of  the  Senior  year, 
and  consists  in  instruction  by  means  of  both  lectures  and  recitations,  supplemented 
by  experimental  illustration  of  the  leading  principles  of  the  subject.  Special  atten¬ 
tion  is  given  to  instruction  in  those  divisions  of  the  subject,  a  knowledge  of  which 
will  prove  of  most  practical  utility  to  the  student.” 

Col.  William  Preston  Jolmston,  was  called  from  the  Presidency 
at  the  close  of  the  year  1882,  to  assume  the  position  of  President  of 
the  newly  founded  Tulane  University,  in  the  City  of  New  Orleans, 
in  January  1883. 

The  catalogue  for  the  year  1890— ’91,  gives  a  list  of  179  cadets  in 
attendance;  of  whom  4  are  “special  students.”  The  classes  are 
not  indicated. 

The  Faculty  consists  of  20  Professors  and  Assistants.  There  is  a 
Board  of  17  Supervisors ;  of  whom  the  Governor  of  the  State,  The 
Superintendent  of  Public  Education,  and  the  President  of  the  Uni¬ 
versity,  are,  “  Ex-Officio ,  ”  members. 

Col.  J.  W.  Nicholson,  Professor  of  Mathematics,  was  the  Presi¬ 
dent  in  1891. 


CHAPTER  X. 


UNITED  STATES  LAND  GRANT  COLLEGES  OF  AGRICULTURE  AND  THE 

MECHANIC  AR  TS — Continued. 


ANALYSIS  OF  CHAPTER. 

Maine  :  State  College  of  Agriculture  and  the  Mechanic  Arts,  Orono 


Pago. 

335 


Five  courses  of  four  years  each  lead  to  Bachelor's  Degrees — A  change  in 
the  law,  about  1880,  imposed  tuition  fees  of  $30  a  year  ;  before  this,  tui¬ 
tion  was  free — Drawing  is  an  important  study  through  the  four  years — 

90  students  were  in  attendance  in  1881-’82 — Professor  Runkle,  in  the 
45th  annual  report  of  the  Massachusetts  Board  of  Education,  quotes 
President  Fernald's  statement  as  to  the  instruction  here  given  in 
Mechanic  Arts — Attention  given  to  military  drill — Details  of  purpose 
of  the  Institution  and  of  courses  of  study — Catalogue  of  1891— ’92,  gives 
attendance  of  132  students — Faculty  comprises  19  Professors  and 
Assistants — Merritt  C.  Fernald,  A.  M..  PH.  D. ,  Professor  of  Mental 
and  Moral  Science,  is  President. 

Maryland  :  Agricultural  College,  Prince  George  County  (College 

Station,  B.  &  O.  R.  R.) .  339 

Courses  of  study  grouped  under  seven  departments — Farm  contains 
286  acres — 55  students  attended  in  1881 — Biennial  report  for  1888-1889, 
records  the  opening  of  the  United  States  Experiment  Station,  with 
an  annual  appropriation  of  $15,000 — Professor  Henry  E.  Alford,  C.  E., 
Professor  of  Agriculture  in  Massachusetts  State  College,  at  Amherst, 
chos  n  to  be  President  of  College,  and  Director  of  Experiment  Station, 
in  March,  1888— Brief  History  of  the  College — Fust  opened  in  1856, 
aided  by  State  appropriations — Designated  to  receive  income  of  United 
States  Land  Grant  of  1862 — Concise  summary  of  courses  of  study — 

How  the  Land  Grant  law  broadened  the  scope  of  the  institution— 
Report  on  Drawing,  by  Lieut.  A.  B.  Scott,  U.  S.  Army,  in  charge  of 
“Military,”  “Mathematics,”  and  “Drawing” — Faculty  comprises  7 
Professors— Henry  E.  Alford,  C.  E.,  President. 

Maryland  :  The  United  States  Naval  Academy,  Annapolis .  343 

Drawing  taught  to  the  Cadet  Midshipmen  and  to  the  Cadet  Engineers — 

Time  given  to  this  study  in  these  separate  courses — Department  of 
Drawing  in  charge  of  a  Professor  and  two  Assistant  Instructors — In 
1881,  a  total  attendance  is  reported  of  161  Cadet  Midshipmen  and  100 
Cadet  Engineers — Register  of  1889-90,  gives  concise  history  of  the 
Academy  from  its  founding  in  1845  by  Hon.  George  Bancroft,  then 
United  States  Secretary  of  the  Navy  in  the  administration  of  Presi¬ 
dent  Polk — In  1882,  all  cadets  were  by  law  ranked  as  “  Naval  Cadets” 

— The  Academic  staff  numbers  69 — There  are  11  departments  of 
study — Summary  of  Cadets  in  November,  1889,  244 — Capt.  W.  T. 
Sampson,  U.  S.  Navy,  Superintendent. 

333 


334  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Ptl'Tfi. 

Massachusetts:  Agricultural  College,  Amherst .  345 

Incorporated  in  1863 — Two-thirds  of  annual  income  from  United  States 
Land  Grant  given  to  this  College;  and  one-third,  to  the  Massachusetts 
Institute  of  Technology,  at  Boston— How  Amherst  secured  the  Col¬ 
lege — A  farm  of  400  acres — Description  of  this  beautiful  town  with 
its  old  classical  College — College  opened  under  President  Chad- 
borne  in  1867 — In  1869,  Col.  William  S.  Clark,  was  chosen  President 
and  held  the  place  for  eleven  years — Professor  Agassiz  on  the  useful¬ 
ness  of  the  College — President  Clark,  temporarily  called  to  Japan,  in 
1877-78 — The  development  of  the  College  in  the  line  of  experiment 
anti  of  Scientific  Agriculture- — As  the  Institute  of  Technology,  is 
devoted  to  Engineering  and  the  Mechanical  Arts,  these  are  not  devel¬ 
oped  at  Amherst — Drawing,  however,  is  given  an  important  place  in 
the  course  in  the  second  term  of  each  of  the  three  first  years  of  the 
four  years’  course — The  military  feature  of  the  law  has  been  fully 
complied  with — Attendance  of  students  has  varied  from  a  little  over 
100  in  1878,  to  178  in  1892 — Report  by  acting  President  Fernald,  in 
1892 — The  Faculty  numbers  15  Professors — Henry  H.  Goodell,  LL.  D., 
President. 

Massachusetts  :  The  Massachusetts  Institute  of  Technology,  Boston  348 
Incorporated  in  1861 — Purpose  of — In  1863,  designated  by  Legislature  to 
receive  one-third  of  annual  income  of  United  States  Land  Grant 
Fund — Building  and  Location — Courses  of  Instruction — Nine  regular 
Courses  of  Study  leading  to  Bachelor  Degrees — All  regular  Courses 
extend  through  four  years — Drawing  an  essential  study — All  branches 
of  Engineering  taught — Complete  Course  in  Architecture — Compre¬ 
hensive  Architectural  Museum — Instruction  in  Shop  Work — Details 
of  courses  in  School  of  Mechanic  Arts — Description  of  working  of 
School  by  Hon.  Wm.  H.  Runner,  of  Virginia,  in  report  to  authorities 
of  Virginia  Agricultural  Mechanical  College — Free  courses  of  instruc¬ 
tion  founded  by  the  Trustees  of  the  Lowell  Institute — Catalogue  of 
1881-82,  gives  attendance  of  390  students — Catalogue  of  1892,  a  model 
Catalogue — Extracts  from — Institute  opened  in  1865  with  27  pupils — 
Buildings  occupied  in  1892 — Educational  Methods  adopted — Drawing 
made  prominent— Institute  well  equipped  with  Class  Rooms,  Labora¬ 
tories,  Workshops  and  Libraries — An  attendance  of  1 ,060  students 
registered — Officers  of  Instruction,  114 — Francis  A.  Walker,  ph.d., 
ll.d.  ,  President. 

Michigan:  State  Agricultural  College,  Lansing .  856 

Opened  as  a  State  Institution  in  1857 — Claims  to  have  been  the  first  of 
the  existing  Agricultural  Colleges  of  the  country — A  farm  of  676 
acres— Designated  to  receive  the  benefit  of  the  United  States  Land 
Grant  of  1882 — Agricultural  Training  predominates — All  students 
required  to  work  three  hours  each  day- — Drawing  taught  in  last  term 
of  Junior  year — Number  of  students  in  1879-80,  232 — Catalogue  of 
1889-90 — Department  of  Military  Science  and  Tactics  opened  in 
1884 — Increased  State  appropriations  in  1887,  gave  enlarged  facilities — 
Twocoursesof  four  years  each— The  “  Agricultural” — The  “  Mechan¬ 
ical” — Drawing  in  one  term,  Freshman  year,  in  the  Agricultural 
course;  in  each  term  of  first  three  years,  in  the  Mechanical  course — 
Details  of  Drawing  and  shop  work  courses — Laboratories  and  shops 
described — Attendance  of  students  in  1889-90,  369 — 210  of  these  in 
the  “Agricultural”  course — Faculty  and  other  officers  number  26 — 

Oscar  Clute,  M.  s.,  President . . . 


TABLE  OF  CONTENTS  OF  CHAPTER  X.  335 

Pago. 

Minnesota:  Colleges  op  Agriculture  and  the  Mechanic  Arts  (Uni¬ 
versity  of  Minnesota),  Minneapolis .  3.->9 


The  University  founded  by  the  United  States  Land  Grants  of  1849  and 
1851 — Building  begun  in  1857 — The  financial  reverses  of  1857,  fol¬ 
lowed  by  the  complications  of  the  War  of  the  Rebellion  in  the  sixties, 
deferred  organization — This  University  designated  to  receive  the 
income  of  theUnited  States  Land  Grant  of  1862 — Preparatory  Depart¬ 
ment  opened  in  1867,  and  a  College  in  1869 — Description  of  grounds, 
buildings,  equipment,  and  attendance,  as  given  in  Calender  for 
1881— ’82 —  Legislature  of  1881,  appropriated  $30,000  a  year  for  six 
years,  for  the  erection  of  certain  buildings — There  were,  already, 
temporary  rooms  and  workshops  provided  for  instruction  and  prac¬ 
tice  in  Drawing  and  Manual  Training — Preparatory  Department 
offers  three  courses  ;  “  Classical,”  “  Scientific,”  and  “  Modern  ’’—The 
two  “Colleges”  offer  each  three  courses — There  were  24  separate 
Departments  of  Instruction  in  the  University  in  1 880— ’81 — Tuition 
free  and  open  to  both  sexes — Drawing  recognized  as  an  important 
study  in  all  the  courses — A  course  in  Architecture,  and  in  Manual 
Training,  and  an  evening  course  in  Mechanical  Drawing — Methods 
of  instruction — 253  students  in  attendence  in  1880-’81 — Catalogue  for 
1891— ’92,  gives  concise  Historical  Statement — Extracts  from  this  Cata¬ 
logue — Departments  of  Medicine,  and  of  Law,  opened  in  1888-’89 — 

The  “School  of  Agriculture,”  opened  in  1888 — From  one  Depart¬ 
ment,  with  72  students,  in  1868,  the  University  has  grown  to  ten 
Departments,  with  nearly  fourteen  hundred  students,  in  1891 — The 
“  College  of  Mechanic  Arts,”  now  reorganized  into  the  “  College  of 
Engineering  ” — In  this  College,  and  in  the  “  College  of  Agriculture,” 
instruction  is  given  in  the  studies  germane  to  this  Report — The 
Faculty  of  the  College  of  Engineering  number  21  and  the  President 
of  the  University — The  scope  of  industrial  and  technical  education 
given  in  this  College,  comprises  all  grades,  from  Elementary  Draw¬ 
ing  and  Manual  Training,  to  the  highest  technical  training — Admir¬ 
ably  illustrates  the  force,  extent,  and  purpose  of  this  new  movement 
in  Education — Details  of  course  in  Mechanical  Engineering — Equip¬ 
ment  of  Shop  and  Drawing  Rooms — “  Practical  Mechanics” — A  two 
years’  course  for  apprentices— School  for  training  in  artistic  indus¬ 
tries — Details  of  course  in  Wood  Carving  and  Design — School  of 
Architecture — Summary  and  details  of  attendance  hi  the  different 
Colleges  and  courses — Total  attendance  of  students  in  the  Univer¬ 
sity  in  the  year  1891-92,  1,374;  of  whom,  291  were  women— The 
Faculty  and  Instructors  of  the  University  comprise  121;  there  are 
6  other  officers — Cyrus  Northrop,  ll.  d.,  President. 

Maine  State  College. 

The  State  College  of  Agriculture  and  The  Mechanic  Arts  of  Maine, 
is  situated  at  Orono,  which  place  is  distant  nine  miles  from  the  city 
of  Bangor. 

The  course  of  study  entitling  to  a  degree  is  for  four  years.  There 
are  five  full  courses  of  Instruction,  viz:  In  Agriculture,  Civil  En¬ 
gineering,  Mechanical  Engineering,  Chemistry,  and  in  Science  and 
Literature.  The  studies  in  all  the  courses  are  essentially  the  same 
for  the  first  two  years. 


336 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  AI1TS. 


By  a  recent  law  of  the  State,  fees  for  tuition,  which  had  before 
been  free,  tvere  charged;  with  the  effect  of  quite  a  reduction  of 
numbers  in  the  entering  Freshman  class. 

The  tuition  is  fixed  at  $30  per  year.  Free-hand  and  Mechanical 
Drawing  are  taught  all  through  Sophomore  vear. 

Drawing. 

The  work  in  drawing  commences  with  a  course  in  Free  Hand  and  Elementary 
Mechanical  Drawing,  extending  through  the  Sophomore  year.  The  first  term  of 
the  Junior  year  the  student  gives  the  time  not  required  for  shop- work  to  line  shading 
and  drawing  from  dimensions  taken  by  him  from  actual  machines. 

The  second  term  of  this  year  is  devoted  to  isometric  and  cabinet  projection  and 
perspective.  The  time  for  drawing  in  the  Senior  year  is  given  to  drawing  from 
dimensions,  from  locomotive  details,  and  to  designs  by  students,  of  machine,  en¬ 
gines,  &c. 

In  the  courses  in.  Civil  and  Mechanical  Engineering,  Drawing  is 
taught,  varying  a  little  in  the  two  courses,  one  taking  “field  work 
and  Topography  and  Rail-road  work,”  while  the  other  takes  “shop 
work  and  Machine  Drawing,”— otherwise  the  Drawing  courses  are 
alike. 

The  catalogue  for  1881-82,  shows  an  attendance  of  ninety  students. 

The  following  account  of  the  instruction  in  Mechanics  in  this 
college  is  from  Professor  Runkle’s  paper  on  “The  Manual  Element 
in  Education,”  in  the  45th  Annual  Report  of  the  Mass.  Board  of 
Education,  1880-’81. 

Mechanic  Art  Instruction  In  The  State  College,  Orono,  Maine. 

President  Fernald  says,  “This  instruction  was  introduced  into  our  Department 
of  Mechanics  four  years  ago,  and  has  been  prosecuted  with  constant  interest  and 
success.  We  have  established,  in  shops  of  a  temporary  character,  two  courses, — 
vise-work  and  forging,  carrying  out  the  system  much  as  is  done  in  the  Massachu¬ 
setts  Institute  of  Technology.  Pupils  take  to  the  work  with  zeal,  and  their  progress 
in  it  has  been  in  the  highest  degree  satisfactory.  The  number  of  lessons  in  vise- 
work  is  forty-two,  of  three  hours  each,  five  per  week.  The  course  includes  twenty- 
three  different  pieces.  Sometimes  the  class  has  been  divided,  each  section  working 
on  alternate  days.  The  course  in  forging  includes  twenty-eight  pieces,  with  lessons 
in  length  the  same  as  in  vise-work,  and  about  the  same  number.  At  the  earliest 
date  possible  we  design  to  extend  the  system  in  our  college.  We  do  not  regard  the 
work  as  interfering  with  other  studies,  but  as  constituting  a  part  of  a  carefully  de¬ 
vised  scheme,  or  course  of  study,  in  which  it  is  entitled  to  the  time  required.  It  is 
scarcely  possible  that  manual  skill  can  be  acquired  in  accordance  with  a  definite 
and  progressive  plan  of  work,  in  which  the  principles  and  processes  are  made  prom¬ 
inent,  without  at  the  same  time  giving  a  certain  amount  of  intellectual  discipline, 
an  amount  by  no  means  unimportant.” 

The  catalogue  for  1891-82*,  follows  the  prevailing  fasliion  in  giv¬ 
ing  nine  full  pages  of  views  of  the  exterior  and  interior  of  its  build- 

*  Catalogue  of  the  State  College  of  Agriculture  and  the  Mechanic  Arts.  Orono, 
Maine,  1801-’92.  Augusta:  Burleigh  &  Flynt,  Printers  to  the  State.  1892.  Pp.  65. 


MAINE  STATE  COLLEGE. 


337 


mgs  and  shops.  Of  these  the  plat  of  the  campus,  the  general  view  of 
the  buildings,  and  that  of  the  dress  parade  of  the  “  Coburn  Cadets,” 
are  of  especial  interest.  The  attention  paid  to  the  military  features 
of  these  U.  S.  Land  Grant  colleges  is  suggestive. 

The  Republic  is  seen  to  he  training  soldiers,  as  well  as  farmers  and 
mechanics.  In  some  States,  as,  for  instance  in  Louisiana,  this  fea¬ 
ture  seems  to  he  more  prominent  than  in  others.  Training  in  Agri¬ 
culture  evidently  receives  careful  attention  in  this  college  of  Maine. 

The  situation  of  the  college  is  thus  described: 

“  LOCATION. 

The  college  has  a  pleasant  and  healthful  location,  between  the  villages  of  Orono 
and  Stillwater,  about  a  mile  from  each.  Stillwater  river,  a  tributary  of  the  Penob¬ 
scot,  flows  in  front  of  the  buildings,  forming  the  western  boundary  of  the  college 
farm,  and  adding  much  to  the  beauty  of  the  surrounding  scenery. 

The  Maine  Central  Railroad,  over  which  trains  pass  many  times  each  day,  has  a 
station  at  the  village  of  Orono.  The  college  is  within  nine  miles  of  the  city  of  Ban¬ 
gor,  and  is  consequently  easily  accessible  from  all  parts  of  the  State. 

FARM  AND  BUILDINGS. 

The  college  farm  contains  three  hundred  and  seventy  acres  of  land,  of  fair  nat¬ 
ural  productiveness,  and  of  sufficient  diversity  of  soil,  to  adapt  it  to  the  experimental 
purposes  of  the  institution.” 

There  are  nine  principal  buildings.  The  Dormitory  buildings 
offer  accommodations  for  125  students.  The  equipment  in  the  way 
of  buildings  and  apparatus  seems  wholly  adequate. 

“  The  shop  is  amply  equipped  for  instruction  in  the  working  of  wood  and  iron, 
including  the  processes  of  carpentry,  wood  turning,  filing,  forging,  lathe  work,  and 
the  casting  of  metals. 

*  *  *  *  *  *  *  - 
DESIGN  OF  THE  INSTITUTION. 

It  is  the  design  of  the  Maine  State  College  of  Agriculture  and  the  Mechanic  Arts 
to  give,  at  a  moderate  cost,  the  advantages  of  a  thorough,  liberal  and  practical 
education.  It  seeks  to  do  this  by  means  of  approved  methods  of  instruction,  and 
especially  by  making  prominent  the  system  of  practically  applying  in  the  drawing 
room,  in  the  laboratory,  in  the  shop,  and  in  the  field,  the  lessons  of  the  class-room. 
It  thus  endeavors  to  make  its  courses  of  high  practical  value. 

******* 

COURSES  OF  INSTRUCTION. 

Five  full  courses  are  provided,  viz:  A  course  in  Agriculture,  in  Civil  Engineer¬ 
ing,  in  Mechanical  Engineering,  in  Chemistry,  and  in  Science  and  Literature. 

The  studies  of  the  several  courses  are  essentially  common  for  the  first  year,  and 
are  valuable  not  only  in  themselves,  but  also  as  furnishing  a  necessary  basis  for  the 
more  technical  studies  and  the  practical  instruction  of  the  succeeding  years. 
******* 

SPECIAL  COURSES. 

Students  may  be  received  for  less  time  than  that  required  for  a  full  course,  and 
they  may  select  from  the  studies  of  any  class  such  branches  as  they  are  qualified  to 

ART — VOL  4 - 22 


338  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

pursue  successfully.  Students  in  Special  Courses  are  not  entitled  to  degrees,  1  ut 
may  receive  certificates  of  proficiency.  Two  short  courses  in  Agriculture,  definite 
in  form,  are  also  provided;  courses  involving  less  time  than  that  required  for  obtain¬ 
ing  a  degree. 

DEGREES. 

The  full  course  in  Civil  Engineering  entitles  to  the  Degree  of  Bachelor  of  Civil 
Engineering;  the  full  course  in  Mechanical  Engineering,  to  the  Degree  of  Bachelor 
of  Mechanical  Engineering;  the  full  course  in  Agriculture,  Chemistry,  or  Science 
and  Literature,  to  the  Degree  of  Bachelor  of  Science. 

Three  years  after  graduation,  on  presentation  of  a  satisfactory  thesis  with  the 
necessary  drawings,  and  proof  of  professional  work  or  study,  the  Bachelors  of  Civil 
Engineering  may  receive  the  Degree  of  Civil  Engineer;  the  Bachelors  of  Mechan¬ 
ical  Engineering,  the  Degree  of  Mechanical  Engineer;  the  Bachelors  of  Science,  the 
Degree  of  Master  of  Science. 

The  following  is  the  course  in  which  Drawing  and  Mechanical 
T raining  enter  as  essential  studies. 

Course  In  Mechanical  Engineering 

It  is  the  design  of  this  course  to  give  such  a  knowledge  of  Mathematics,  Mechan¬ 
ics,  Principles  of  Mechanism,  Drawing,  and  Manual  Art  as  shall  enable  the  student 
successfully  to  enter  practical  life  as  an  engineer,  with  the  same  thorough  educa¬ 
tion  in  subjects  required  to  fit  him  for  the  general  duties  of  life  as  is  afforded  by 
<  he  other  courses. 

The  first  two  years’  work  is  identical  with  that  of  the  students  in  Civil  Engineer¬ 
ing  except  that  carpentry  and  forge  work  are  taken  the  second  year  in  place  of 
part  of  the  drawing.  In  the  junior  year,  the  first  term  is  devoted  to  the  geometry 
of  machinery,  showing  the  students  how  different  motions  may  be  obtained  inde¬ 
pendently  of  the  power  required.  Special  attention  is  here  given  to  the  subject  of 
gearing,  and  a  full  set  of  problems  worked  out,  illustrating  cases  commonly  occur¬ 
ring  in  practice.  Instruction  is  also  given  by  lectures  and  text-books,  on  other 
methods  of  transmitting  motion,  as  by  belts,  cams,  coupling,  and  links.  Consider¬ 
able  time  is  given  to  the  study  and  designing  of  the  various  valve  and  link  motions 
used  on  the  steam  engine.  During  the  second  term  of  the  junior  year,  instruction 
is  given  in  analytical  mechanics,  and  the  laws  of  the  strength  of  materials,  the  stu¬ 
dent  being  required  to  design  machine  details  in  accordance  with  those  laws. 

The  first  part  of  the  first  term,  senior  year,  is  employed  in  studying  the  law’s  of 
the  expansion  of  steam  and  their  influence  upon  the  construction  of  steam  engines, 
the  subject  being  illustrated  by  experiments  on  the  shop  engine,  with  the  aid  of  an 
indicator.  During  the  remainder  of  the  term,  the  students  are  engaged  in  design¬ 
ing  engines  and  other  machines,  and  in  making  detail  drawings  of  the  same,  such 
as  would  be  required  to  work  from  in  the  shop. 

During  the  last  term,  senior  year,  the  study  of  steam  engineering  is  continued  in 
its  application  to  the  construction  of  steam  boilers.  In  connection  with  this  sub¬ 
ject  the  student  is  required  to  design  a  steam  boiler  in  all  its  details.  The  subject 
of  hydraulics  is  taken  up  briefly,  by  text-book  w’ork  in  hydro-mechanics,  and  the 
principles  applied  to  the  solution  of  practical  problems. 

SHOP  WORK. 

The  first  term  of  the  sophomore  year,  two  hours  of  each  day  are  devoted  to  work 
in  carpentry,  special  attention  being  given  to  accuracy  of  workmanship.  Students 
are  encouraged  in  every  way  to  make  articles  of  practical  use. 

During  the  second  term  of  the  same  year,  the  student  receives  instruction  in 


MARYLAND  AGRICULTURAL  COLLEGE. 


339 


forge  work,  including  the  welding  and  tempering  of  steel.  Each  student  is  re¬ 
quired  to  make  a  set  of  cold  chisels  and  lathe  tools  for  future  use  in  machine  work. 
A  course  in  machine  work  during  the  first  term  of  the  junior  year  gives  the  student 
practice  in  the  various  methods  of  shaping  and  fitting  metals  by  the  use  of  the 
chisel,  hack-saW  and  file,  engine  lathe,  shaping  machine,  planer  and  milling  ma¬ 
chine.  During  their  second  term,  the  sophomore  students  in  this  course  take  turns 
in  running  the  shop  engine,  and  are  taught  the  rules  of  safety  and  economy  in  this 
branch  of  Engineering.  Instruction  in  wood  turning  and  pattern  making  is  given 
during  the  senior  year.  There  is  also  a  course  in  foundry  work  in  which  the 
student  is  taught  molding  and  casting.  Physical  laboratory  practice  engages  the 
student  two  afternoons  each  week  throughout  the  year. 

DRAWING. 

The  work  in  drawing  commences  with  a  course  in  Free-Hand  and  Elementary 
Mechanical  Drawing,  extending  through  the  freshman  year. 

The  first  term  of  the  junior  year,  the  student  spends  the  time  allotted  to  drawing 
in  working  out  practical  problems  on  the  construction  of  gear  teeth,  cams,  etc., 
and  in  elementary  practice  in  line-shading  and  tinting. 

The  second  term  of  this  year  is  devoted  to  isometric  projection.  During  this 
term  the  student  prepares  an  original  design  of  some  machine,  makes  working 
drawings  of  its  details  on  tracing  cloth,  and  finally  prepares  copies  by  the  blue¬ 
print  process.  The  drafting  of  the  senior  year  consists  of  making  calculations  for 
designs  of  engines  and  boilers,  the  construction  of  the  necessary  working  drawings, 
and  making  thesis  drawings. 

The  remarks  under  Course  in  Civil  Engineering,  with  regard  to  Astronomy, 
Mineralogy  and  Geology,  apply  also  to  this  course  and  to  them  reference  is  made. 

Theses  are  required  of  all  students  as  a  condition  of  graduation,  and  must  be  on 
some  subject  directly  connected  with  Mechanical  Engineering. 

Students  in  this  course  receive  the  degree  of  Bachelor  of  Mechanical  Engineering 
upon  graduation,  with  full  degree  of  Mechanical  Engineer  three  years  afterwards 
upon  presentation  of  a  satisfactory  thesis  and  proof  of  professional  work  or  study.” 

Tlie  number  of  students  is  given  as  follows  : 

“  SUMMARY. 


Graduates  of  1891 .  21 

Seniors .  22 

Juniors .  24 

Sophomores  .  25 


Freshmen .  23 

Special  students .  8 

Total  ..." .  123 


It  is  explained  that  as  the  catalogue  is  made  up  to  December  30th 
of  each  year,  it  records  part  of  two  Academic  years ;  so  the  Grad¬ 
uates  of  ’91  are  given;  9  additional  students,  who  have  entered  since 
the  summary  was  made,  must  be  added  to  the  total  of  123. 

The  Faculty  numbers  19  Professors  and  Assistants.  Merritt  C. 
Fernald,  a.  m.  ,  ph.  d.,  Professor  of  Mental  and  Moral  Science,  is 
President. 

Maryland  Agricultural  College. 


The  Maryland  Agricultural  College,  is  situated  in  Prince  George 
County,  on  the  line  of  the  Baltimore  and  Ohio  Rail  Road,  eight 
miles  north  of  Washington,  D.  C.  “  College  Hill,  on  which  stand 


340  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

the  principal  college  buildings,  is  a  beautiful  eminence,  overlooking 
wide  stretches  of  •country.” 

The  farm  contains  286  acres.  The  courses  of  study  are  grouped 
under  seven  Departments.  The  first  is  that  of  “  Civil  Engineering 
and  Astronomy.”  Drawing  is  necessarily  taught  in  the  course  of 
Civil  Engineering.  It  does  not  appear  from  the  College  Register  of 
1881  that  it  is  required  in  any  of  the  other  departments. 

Much  attention  is  given  to  a  general  education  and  to  Agriculture. 
There  was  a  total  attendance  of  55  students,  in  1881. 

A  biennial  report  is  made  by  the  Board  of  Trustees  to  the  Legis¬ 
lature  of  the  State.  That  for  the  years  1888-1889,*  records  the  estab¬ 
lishment  at  the  college,  in  accordance  with  the  designation  by  the 
Legislature,  of  an  Experimental  Station  under  the  provisions  of  the 
act  of  Congress  known  as  the  “  Hatch  Bill,”  of  March  2,  1887,  estab¬ 
lishing  such  stations  in  the  several  States.  This  Maryland  station 
“is  wholly  supported  by  annual  appropriation  from  the  Treasury 
of  the  United  States  and  is  conducted  within  its  fixed  income  of 
$15,000.” 

The  Board  on  the  9th  of  March,  1888,  when  accepting  the  desig¬ 
nation  so  made  by  the  General  Assembly,  created  a  new  office  to  he 
known  as  that  of  “Director  of  Maryland  Agricultural  Experiment 
Station.”  and  then  “  elected  as  President  of  the  College  and  Director 
of  the  Experiment  Station,  Henry  E.  Alvord,  c.  E.,  then  Professor 
of  Agriculture  in  the  Massacliussetts  Agricultural  College,”  at 
Amherst. 

This  Maryland  College,  one  of  the  first  of  its  class  to  he  opened 
in  this  country,  was  founded  in  1856,  by  the  public  spirit  of  some 
five  hundred  liberal  friends  of  education,  mostly  citizens  of  Mary¬ 
land,  who  subscribed  the  sums  needed  to  purchase  the  property, 
then  an  estate  of  428  acres,  and  erect  the  first  buildings. 

In  accordance  with  its  charter,  and  regularly  from  its  establishment,  the  College 
received  an  annual  donation  of  six  thousand  dollars  from  the  State.  This  was 
continued,  uninterruptedly,  for  twenty-five  years  and  then  was  withdrawn  for  five 
years,  beginning  October  1st,  1883. 

The  report  goes  on  to  show  the  immediate  pecuniary  needs  of  the 
College,  owing,  in  part,  to  the  deterioration  of  the  buildings  from 
lack  of  needed  repairs  consequent  on  this  serious  shrinking  of  its 
resources  during  these  five  years. 

It  appears  from  the  latest  catalogue  at  hand,  that  the  State  appro¬ 
priations  have  since  been  resumed;  the  College  has,  also,  the  benefit 
of  the  U.  S.  Land  Grant  to  Maryland,  under  the  law  of  1862;  and  of 
the  Government  appropriations  for  the  Experiment  Station,  made 
in  accordance  with  the  law  of  1887. 

*  Biennial  Report  of  the  Board  of  Trustees  of  the  Maryland  Agricultural  College, 
(founded  1856)  for  the  years  1888-1889.  rendered  to  the  General  Assembly,  January, 
1890.  Annapolis:  George  T.  Melvin,  State  Printer.  1890.  Pp.  62. 


MARYLAND  AGRICULTURAL  COLLEGE. 


341 


The  report,  states  at  some  length  the  needs  of  the  Institution,  and 
sets  forth  the  grounds  justifying  liberal  appropriations  by  the  State: 

In  order  to  make  the  benefits  of  the  institution  available  to  as  many  as  possible, 
the  Board  has  declared  tuition  and  room  rent  absolutely  free  to  all  and  reduced  the 
actual  living  expenses  to  the  lowest  point  consistent  with  health  and  comfort.  In 
June,  1888,  the  total  charge  to  students  for  the  academic  year  was  reduced  to  $185, 
an  addition  of  $60  being  made  to  non-residents  of  the  State.  In  June,  1889,  the  rate 
was  still  further  reduced  to  $165,  and  all  restrictions  as  to  residence  removed.  The 
college  is  therefore  now  free  to  all  who  are  fitted  for  its  work,  the  receipts  from 
students  being  merely  sufficient  to  defray  their  actual  living  expenses  while  in 
attendance.  It  is  safe  to  say  that  no  educational  institution  of  like  grade  to  this 

State,  or  in  the  neighboring  States,  offers  equal  facilities  at  less  cost  to  the  student. 
*  *  * 

A  concise  statement  of  the  college  courses  is  given.  It  is  claimed 
that  the  education  offered  is  both  practical  and  theoretical.  By 
inference  before  the  change  here  recorded  the  training  was  more 
strictly  limited  to  agriculture. 

Of  the  studies  more  closely  related  to  the  topics  of  this  present 
Report,  the  following  summary  is  given. 

In  mathematics  the  usual  college  course  is  taught,  but  with  special  reference  to 
practical  application;  this  includes  every-day  calculations,  computations  and  meas¬ 
urements  in  ordinary  business  and  country  life,  and  also  plane  surveying,  dividing 
lands,  mapping,  road-making,  grading,  draining,  water-works  and  principles  of 
building  and  construction.  This  line  of  work  is  accompanied  by  drawing,  free¬ 
hand,  geometrical  and  topographical.  As  required  by  law  military  drill  occurs 
four  days  in  the  week,  the  weather  permitting,  and  some  theoretical  instruction  is 
given  in  tactics,  field  operations  and  military  history. 

The  faculty  consists  of  the  president  and  six  resident  instructors,  four  of  whom 
occupy  rooms  in  the  college  building.  Special  instructors  have  been  employed  as 
required,  and  the  regular  class  work  has  been  supplemented  during  the  last  two 
years  by  valuable  courses  of  lectures  by  experts  and  specialists,  well-known  in  their 
respective  lines  of  investigation. 

******* 

The  attendance  of  students  at  the  college  has  been  steadily,  although  slowly, 
increasing,  and  at  the  date  of  writing  this  report,  is  larger  than  at  any  time  for  two 
years.  The  following  table  shows  the  details  in  this  particular: 

Attendance  of  Students  in  January  for  Three  Years. 


Classes. 

1888. 

1889. 

1890. 

Senior . 

7 

4 

7 

Junior . 

7 

8 

10 

Sophomore . 

13 

12 

15 

Freshman . 

7 

13 

11 

34 

36 

43 

Preparatory . . . . 

8 

0 

0 

The  preparatory  class  was  discontinued  in  the  Summer  of  1888,  as  it  was  found 
to  be  incongruous,  demoralizing  and  disproportionately  expensive. 

******* 
Compared  with  similar  institutions  in  other  States  and  some  which  apparently 
offer  much  greater  attractions  to  students,  the  attendance  at  the  Maryland  Agri- 


342  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


cultural  College  must  be  regarded  as  encouraging.  A  sub-committee  of  this  Board 
has  lately  visited  several  flourishing  Agricultural  or  “Land  Grant”  Colleges  in 
neighboring  States.  Its  report  of  observations  presented  to  the  Board  is  appended, 
and  particular  attention  is  invited  to  the  “  Notes  on  Colleges,”  from  which  the  fol¬ 
lowing  is  here  appropriately  quoted  : 

“Maryland  has  more  students  pursuing  the  regular  course  at  her  Agricultural 
College  than  there  are  at  the  similar  institutions  in  the  great  Keystone  and  Empire 
States,  and  compared  with  the  investment,  the  Maryland  College  has  more  students 
than  the  Massachusetts  College,  while,  in  Maryland,  students  attend  college  at  a 
much  less  cost,  both  public  and  private,  than  in  Massachusetts,  New  York  or 
Pennsylvania.” 

As  military  instruction  is  required  at  this  college  as  one  of  the  main  conditions 
of  its  federal  endowment,  the  government  of  the  United  States  has  properly  secured 
to  the  college,  by  law,  the  continuous  service  of  some  officer  of  the  regular  army, 
detailed  for  the  purpose  from  time  to  time.  This  makes  it  convenient  and  desirable 
to  apply  the  military  system  to  the  discipline  of  the  students  while  in  and  about  the 
building.  *  *  *  Yet  while  this  military  feature  is  so  administered  as  to  honestly 
meet  the  requirement  of  law  and  to  benefit  the  college  and  individual  students,  it 
is  not  permitted  to  interfere  with  other  educational  interests  and  duties,  or  to  en¬ 
croach  upon  reasonable  periods  of  recreation.” 

All  interesting  feature  of  this  report  is  tlie  special  report  made  by 
the  committee  of  the  Trustees  appointed  to  visit  similar  institutions 
in  other  States,  more  particularly  with  a  view  of  the  opening  of  the 
new  Experiment  Station. 

They  thus  sum  up  their  conclusions  as  to  the  future  development 
desirable  for  their  own  college. 

It  should  be  remembered  that  although  the  original  character  of  this  College 
contemplated  no  technical  instruction  except  in  agriculture,  the  Act  of  Congress  of 
July,'  1862,  which  was  accepted  by  this  State  in  1864,  and  which  now  contributes 
more  than  half  the  annual  income  of  our  College,  was  much  broader  in  its  terms. 
Consequent  upon  this,  the  Laws  of  Maryland  of  1863,  chapter  178,  define  “  the  lead¬ 
ing  object”  of  the  Maryland  Agricultural  College  to  be,  “  to  teach  such  branches  of 
learning  as  are  related  to  agriculture  and  the  mechanic  arts,  in  order  to  promote 
the  liberal  and  practical  education  of  the  industrial  classes,  in  the  several  pursuits 
and  professions  of  life.”  The  Committee  find  that  in  the  College  where  mechanic 
arts  departments  have  been  established,  they  have  proved  useful  and  attractive  and 
have  very  materially  increased  the  number  of  students.  The  Committee  therefore 
ask  the  Board  whether  the  time  has  not  arrived  for  the  Maryland  Agricultural  Col 
lege  to  enter  upon  this  heretofore  neglected  branch  of  its  legal  duty.  If  so,  special* 
application  should  be  made  to  the  Legislature  for  the  means  necessary  to  provide 
the  plant  for  instruction  in  the  mechanic  arts. 

They  close  with  the  following  excellent  suggestion: 

“  The  experience  of  this  Committee  leads  to  the  recommendation  that  at  some 
suitable  future  time,  a  similar  tour  of  inspection  be  made  by  a  committee  of  the 
Board,  with  special  reference  to  the  development  of  the  educational  branch  of  tliis 
institution. 

(Signed:)  F.  C.  Goldsborough 

J.  P.  Silver, 

David  Seibert, 

-  Committee.” 

The  following  report  on  Drawing,  is  by  the  Professor  in  charge  of 


UNITED  STATES  NAVAL  ACADEMY.  343 

tne  three  departments  severally  entitled  “Military,’’  Mathemat¬ 
ical,”  and  “Drawing:” 

“DRAWING  DEPARTMENT. 

During  the  fall  of  1888  and  winter  of  1889,  the  Junior  class  was  instructed  in 
drawing  plans  and  elevations  of  simple  models.  In  the  spring  of  1889  they  were 
instructed  in  drawing  the  perspective  of  blocks  and  buildings,  with  their  shadows 
and  plans.  During  the  fall  and  winter  of  1888  and  1889,  the  Sophomores  were  in¬ 
structed  in  outline  free-hand  drawing  in  copy-books.  In  the  spring  of  1889,  they 
were  instructed  iu  the  use  of  instruments  and  in  simple  geometrical  drawing.  This 
class,  which  is  now  the  Junior,  has  been  instructed  during  the  term  just  closing  in 
the  construction  of  geometrical  curves,  and  the  drawing  of  projections  of  blocks 
with  their  shades  and  shadows.  During  the  winter  of  1890,  they  will  draw  plans, 
elevations  and  sections  of  models,  and  in  the  spring,  perspectives  of  models  and 
buildings.  The  Sophomore  class,  this  fall,  has  been  instructed  in  outline  drawing 
in  copy-books.  During  the  winter  and  spring  of  1890,  they  will  draw  blocks  with 
lead  pencil  and  begin  geometrical  drawing  with  instruments. 

Very  respectfully,  your  obedient  servant, 

A.  B.  Scott, 

Second  Lieutenant,  Thirteenth  Infantry,  U.  S.  Army.  Professor  of  Military 
Science  and  Tactics,  and  Acting  Professor  of  Mathematics  and  Drawing.” 

The  latest  catalogue  at  hand  *  gives  an  attendance  of  45  students. 
“To  cover  the  necessary  expenses  of  the  year  at  college,  clothing 
excepted,  a  single  charge  is  made  of  one  hundred  and  eighty  dollars 
($180.00.)  This  includes  board,  room  partly  furnished,  heat,  lights, 
washing  and  the  necessary  text  hooks.” 

The  Faculty  consists  of  seven  Professors.  Henry  E.  Alvord,  c.  e., 
is  President. 

The  United  States  Naval  Academy,  Annapolis,  Maryland. 

The  “Annual  Register”  for  1881,  shows  that  in  the  courses  of  the 
United  States  Naval  Academy  at  Annapolis,  Free-hand  drawing  is 
taught  to  the  Fourth  Class  of  Cadet  Midshipman  the  first  half  of 
the  year;  the  second  half  of  the  year,  Free-hand  drawing  is  continued 
and  the  study  of  Topographical  Drawing  is  taken  up. 

In  the  Third  class,  Topography  is  taught  the  first  half  of  the  year. 
After  that  the  study  of  Drawing  does  not  appear  in  the  list  of  required 
studies. 

In  the  course  for  Cadet  Engineers,  Drawing  is  however  required 
through  the  four  years.  “  Mechanical  Drawing  and  Fabrication,” 
is  studied  all  the  year  by  the  Fourth  and  Third  Classes.  The  same 
branches  are  pursued  throughout  the  year  by  the  Second  and  First 
Classes;  with  the  addition  of  “Designing  Machinery”  and  “Marine 
Engines.” 

The  “Department  of  Drawing”  proper,  includes  instruction  in 

*  Report  of  the  Board  of  Trustees  of  the  Maryland  Agricultural  College  and  Ex¬ 
periment  Station,  to  the  General  Assembly,  for  the  years  1888-1889.  Annapolis  : 
Maryland  Republican  Steam  Press.  Pp.  28. 


344  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  AKTS. 


“Free-hand  drawing  and  practical  perspective,  topographical  and 
chart  drawing.” 

The  Department  of  Drawing  is  in  charge  of  a  Professor  and  two 
assistant  Instructors. 

The  summary  of  attendance  Oct.  1st  1881,  gives  a  total  of  1G1 
Cadet  Midshipmen,  and  of  100  Cadet  Engineers. 

From  the  concise  historical  statement  which  prefaces  the  latest 
“  Register”  at  hand,*  it  appears  that  the  Academy  was  founded  in 
1845,  by  the  late  Hon.  George  Bancroft,  when  Secretary  of  the  Navy, 
during  the  administration  of  President  Polk.  Mr.  Bancroft,  whose 
reputation  as  the  historian  of  his  country  seemed,  during  the  later 
years  of  his  prolonged  life,  to  have  swallowed  up  all  public  memory  of 
his  earlier  active  life,  so  that,  on  the  event  of  his  decease,  there  was 
very  general  surprise  to  learn  how  much,  during  the  first  half  of  the 
century,  he  had  contributed  to  create  a  part  of  that  history ;  effected  the 
opening  of  a  “  Naval  School,”  with  Commander  Franklin  Buchanan, 
as  Superintendent.  “  This  was  placed  at  Annapolis,  Md. ,  on  the  land 
occupied  by  Fort  Severn,  which  was  given  up  by  the  war  department 
for  the  purpose.”  The  plan  of  the  school  was  revised  and  the  school 
reorganized  and  named  The  “  Naval  Academy,”  first  in  1850.  It  was 
still  farther  changed  in  1851,  when  the  corps  of  Professors  was  greatly 
enlarged,  the  years  of  study  made  consecutive,  and  the  general  scheme 
of  study  arranged  substantially  as  it  still  continues.  It  is  a  technical 
school  for  the  training  of  American  youth  to  become  Naval  officers. 
“In  18G6,  a  class  of  acting  third -assistant  engineers  were  ordered  to 
the  Academy  for  instruction.”  This  seems  to  have  been  done  in 
recognition  of  the  fact  that  steam  propulsion  was  superseding  sails 
in  navigation;  eventually,  after  several  experiments,  the  cadet  en¬ 
gineers  were  given  a  four  years  course,  and,  in  1883,  the  distinction 
between  “cadet-midshipmen”  and  “  cadet  engineers ”  was  abolished 
and  all  were  ranked  as  “  naval  cadets.”  The  law  of  March  2,  1889, 
directs  that  the  first  class  at  the  beginning  of  their  fourth  year  shall 
be  divided  in  two  divisions  as  they  have  shown  special  aptitude  for 
the  respective  duties,  and  shall  pursue  the  studies  to  fit  them  respec¬ 
tively  for  the  line  or  the  engineer  corps. 

Mechanical  Drawing  is  taught  through  both  terms  of  the  third 
class  and  the  second  class;  Mechanics  and  applied  mathematics, 
through  the  third  and  fourth  years. — Of  course  the  engineers  take 
the  studies  relating  to  applied  mechanics,  marine  engineering  and 
the  management  of  steam. 

The  Academic  staff  number  69.  There  are  eleven  departments  of 
study  each  with  its  separate  faculty,  besides  the  Commandant  and 
his  staff,  and  the  Superintendent. 


*  Annual  Register  of  the  United  States  Naval  Academy,  Annapolis,  Md.  Fortieth 
Academic  Year  1889-'90.  Washington:  Government  Printing  Office.  1889.  Pp.  78. 


UNITED  STATES  NAVAL  ACADEMY. 


345 


Captain  W.  T.  Sampson,  U.  S.  N.,  the  Superintendent,  assumed 
command  in  1866.  The  summary  of  cadets  November  23rd  1889, 
gives  a  total  of  244. 

The  Massachusetts  Agricultural  College,  Amherst. 

The  Legislature  of  Massachusetts,  by  act  passed  April  29th,  1863, 
incorporated  a  “Board  of  Trustees  of  the  Massachusetts  Agricul¬ 
tural  College.”  The  leading  object  of  this  institution  was  stated  in 
tne  exact  language  of  the  act  of  Congress,  of  1862,  known  as  the 
land  grant  bill  for  the  establishment  of  Colleges  “  for  the  benefit  of 
Agriculture  and  the  Mechanic  Arts.”  Two  thirds  of  the  income 
arising  from  the  United  States  Land  Grant  fund  under  the  law  of 
1862,  was  to  be  given  annually  to  this  institution ;  the  remaining 
one  third,  was  given  to  the  Massachusetts  Institute  of  Technology. 

The  Trustees  were  empowered  to  select  the  site  of  the  college,  and 
to  make  all  provision  for  its  “  organization,  government,  and  course 
of  study,  *  *  *  subject  to  the  approval  of  the  Legislature.” 

Several  towns  sought  to  secure  the  new  institution,  but  the  town 
of  Amherst,  Hampshire  County,  by  a  money  subscription  of  $75,000, 
succeeded. 

The  Attractions  of  Amherst. 

This  charming  college  town  is  situated  on  the  low  hills  overlook¬ 
ing  from  the  east  the  valley  of  the  Connecticut,  which  there  flows 
through  a  region  world-renowned  for  its  scenes  of  quiet  beauty. 
The  fact  that  it  was  already  the  seat  of  an  old  and  famous  literary 
college,  well  supplied  with  ample  museums,  and  libraries,  and  with 
a  corps  of  distinguished  professors,  was  no  small  inducement  leading 
to  its  selection  as  the  home  of  the  new  institution ;  to  which  there 
was  thus  afforded  access  to  so  many  most  desirable  facilities. — A 
farm  of  nearly  four  hundred  acres,  favorably  situated,  was  purchased 
and  the  erection  of  the  necessary  buildings  at  once  begun. 

The  Opening  of  the  College. 

It  was  not  till  late  in  the  year  1867,  that  the  College,  under  Presi¬ 
dent  Chadbourne,  first  opened  for  the  reception  of  students. 

In  1869,  Col.  William  S.  Clark,  became  President,  and  continued 
to  hold  that  position  for  eleven  years.  During  his  Presidency  many 
novel  and  interesting  investigations  and  experiments  were  made,  the 
results  of  which  were  recognized  as  valuable  contributions  to  knowl¬ 
edge.  The  Annual  Report  of  1880,  contains  a  list  of  27  subjects  that 
have  been  systematically  investigated,  many  of  them  with  practical 
results  of  great  value. 

The  Importance  op  the  Work  of  this  College. 

From  this  day  forward,  said  Professor  Agassiz,  when  a  single  one  of  the  above 
papers  was  presented  to  the  State  Board  of  Agriculture  in  1873, — from  this  day  for¬ 
ward,  the  Agricultural  College  at  Amherst  has  its  place  among  scientific  institu- 


34 G  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


tions,  if  it  had  not  before;  for  only  those  institutions  have  a  place  in  the  scientific 
world  which  do  something,  and  this  is  something  extraordinary:  it  is  a  revelation 
to  physiologists.  Let  me  say  to  those  who  have  not  thought  that  the  Agricultural 
College  was  doing  anything  worth  its  expense,  that  the  production  of  this  one  paper 
has  amply  paid  for  every  dollar  which  the  State  has  thus  far  bestowed  upon  the 
institution. 

Equally  unqualified  testimony  might  be  presented  with  reference  to  the  high 
character  and  value  of  nearly  every  one  of  the  investigations  named  in  the  above 
list.  Every  land-surveyor,  for  instance,  knows  that  previous  to  the  establishment 
of  permanent  monuments  in  every  county  of  the  State,  giving  the  accurate  merid¬ 
ian  lines,  the  means  of  correcting  his  instruments  were  comparatively  difficult  of 
access;  and  when  it  is  considered  that  very  many  of  our  farms  are  bounded  and 
described  by  the  points  of  the  compass,  often  for  long  distances,  it  is  easy  to  see 
that  the  College  has  had  its  influence  upon  nearly  every  farm  in  the  State,  and 
that,  too,  in  more  ways  than  one.  It  can  justly  challenge  comparison  with  the 
work  of  any  other  similar  institution  in  the  country,  both  in  its  contributions  to 
science  and  to  the  methods  and  results  of  intelligent  practice. 

But  these  investigations,  as  already  intimated,  are  secondary,  and  subordinate  to 
the  chief  object  of  the  institution — the  education  of  young  men  for  the  practical 
pursuits  of  life. 

It  was  in  recognition  of  the  extended  and  high  reputation  of  this 
College,  that  the  Japanese  Government  sought  the  services  of  Presi¬ 
dent  Clark,  in  order  to  establish  a  similar  College  in  Japan.  This  he 
successfully  accomplished,  having  obtained  leave  of  absence  from 
Amherst,  in  1877-78. 

The  development  of  the  College  has  been  directly  in  the  line  of 
experiment  and  of  scientific  agriculture.  There  is  a  flourishing 
horticultural  department;  with  “  conservatories,  nurseries,  fruiteries 
and  landscape  gardening  areas.”  Much  attention  is  also  given  to 
military  training,  which  is  made  by  the  provisions  of  the  original 
United  States  Law,  an  essential  feature  of  these  institutions.  There' 
appears  little  evidence  of  any  special  direction  towards  mechanics  ; — 
a  ready  explanation  of  such  apparent  neglect  of  one  of  the  main 
provisions  of  the  Land  Grant  Law,  is  found  in  the  fact  that  all  the 
courses  of  study  relating  to  “Mechanics”,  were  amply  provided  for 
by  the  Massachusetts  Institute  of  Technology;  which,  receiving  one 
third  of  the  Land  Grant  fund,  should  provide  for  at  least  one  third 
of  the  required  studies. — 

Drawing,  however,  has  always  been  an  integral  part  of  the  course 
at  Amherst.  The  length  of  the  course  is  the  usual  college  one  of 
four  years.  The  catalogue  of  1882,  shows  that  three  hours  a  week 
are  allotted  to  Free  hand  drawing,  through  the  second  term  of 
Freshman,  Sophomore  and  Junior  years. 

President  Clark,  was  succeeded  in  1880,  as  President,  by  Hon.  Levi 
Stockbridge,  for  many  years  the  Professor  of  Agriculture.  Presi¬ 
dent  Stockbridge,  having  resigned  to  take  effect  March  18th,  1882, 
Paul  A.  Chadbourne,  s.  t.  d.,  ll.  d.,  was  chosen  to  succeed  him. 
There  has  been  for  years  a  total  annual  attendance  of  about  100 
students,  there  were  102  in  1878,  and  138  in  1879,  the  Report  of  1882, 


MASSACHUSETTS  AGRICULTURAL  COLLEGE. 


347 


shows  a  total  for  1881-’82,  of  113;  80  of  these  in  the  college  classes, 
17  were  graduates  of  1881;  the  others  “‘special,”  or  “postgraduate,” 
students. — 

The  commencement  of  1887,  happening  on  the  25th  anniversary 
of  the  passing  of  the  Land  Grant  Law  by  the  Congress  of  the  United 
States,  was  taken  as  an  occasion  for  honoring  this  event,  and  com¬ 
memorative  addresses  by  distinguished  speakers  were  made. 

These  will  be  found  recorded  among  the  appendices  to  this  volume.  * 

Henry  H.  Goodell,  M.  A.  succeeded  Dr.  Chadbourne  as  President. 

The  annual  statements  of  the  college  are  made  in  the  form  of 
Reports  tothe  Legislature,  by  the  Trusteesof  the  College;  and  contain 
the  reports  to  the  Trustees,  made  by  the  President,  and  the  members 
of  the  Faculty  in  charge  of  their  respective  departments  ;  with  lists 
of  the  Trustees,  of  the  Faculty,  and  of  the  Students. 

In  the  28tli  Annual  Report,  of  January,  1891,.  there  is  an  analysis 
of  the  attendance  of  the  year,  which  shows  that  all  the  counties  of 
the  State,  except  Barnstable,  Dukes  and  Nantucket,  three  sea  coast 
counties,  are  represented  among  the  students  by  from  1  to  42  indi¬ 
viduals.  “Ninety-three  per  cent  were  residents  of  the  State;  while 
of  the  remaining  seven  per  cent,  one  third  were  foreigners  attracted 
hither  by  the  advantages  of  the  course.” 

That  the  college  has  steadily  grown  in  the  favor  of  the  people,  the  following  table 
of  attendance  during  the  past  few  years  is  proof: 


1884  . 

. Ill 

1888.. . 

1885  . 

.  121 

1889.  . 

1886  . 

.  131 

1890... 

1887  . 

.  132 

A  very  interesting  report  by  Professor  Fernald,  on  Agricultural 
Museums,  accompanies  this  report. 

The  following  is  the  statement  of  the  present  condition  of  the  col¬ 
lege  made  by  Acting  President  Fernald  in  the  latest  Rej>ortt  at 
hand. 

To  the  Honorable  Senate  and  House  of  Representatives. 

During  the  past  year  the  college  has  been  very  prosperous,  though  no  great 
changes  have  occurred.  President  Goodell  has  been  ill  because  of  overwork,  and 
was  granted  a  leave  of  absence  during  ilie  fall  term,  which  was  spent  in  Europe. 
His  duties  were  assigned  to  me  during  his  absence,  and  it  is  but  just  to  say  that  the 
success  of  the  fall  term  was  due  to  the  excellent  condition  in  which  he  left  the  col¬ 
lege,  and  to  the  hearty  co-operation  and  assistance  of  the  members  of  the  faculty. 

A  fine  class  of  forty-three  students  was  admitted  in  September,  making  the  whole 
number  now  in  college  larger  than  at  any  previous  time  in  the  history  of  the  insti¬ 
tution.  This  gradual  growth  during  several  years  past  is  undoubtedly  due  to  sev¬ 
eral  causes:  first,  the  able  administration  of  the  college;  secondly,  the  efficient  corps 
of  teachers  associated  in  its  management;  thirdly,  the  higher  standard  of  seholar- 

*See  Appendix  Z. 

t  Twenty-Ninth  Annual  Report  of  the  Massachusetts  Agricultural  College.  Jan¬ 
uary,  1892.  Boston:  Wright  &  Potter  Printing  Co.,  State  Printers.  18  Post  Office 
Square.  1892.  Pp.  100. 


348  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ART'S. 

ship  required  for  admission,  and  for  promotion  from  one  class  to  another;  fourthly, 
the  better  and  fuller  knowledge  of  the  college  and  its  aims  and  purposes  by  the  cit¬ 
izens  of  the  Commonwealth;  and,  lastly,  the  encouragement  offered  by  the  pro¬ 
visions  of  the  labor  fund. 

This  higher  grade  of  scholarship  which  the  institution  now  maintains  will  be  a 
source  of  satisfaction  to  the  graduates  of  the  college,  since  it  will  prove  an  excellent 
recommendation  for  them  when  seeking  situations,  and  will  result  in  a  far  better 
preparation  for  agricultural  pursuits.  It  is  not  the  wish  or  purpose  to  crowd  the 
dull  or  slow  students  out  of  college,  provided  they  are  faithful  and  accomplish  all 
they  are  able;  but  it  is  the  express  purpose  to  compel  the  indolent  and  negligent  to 
do  good  work  or  to  leave. 

An  important  paper  on  the  value  of  “Military  instruction  in  Edu¬ 
cational  Institutions”  by  Lieut.  Lester  W.  Cornish,  is  given  in  an 
Appendix  to  the  Report  of  1892. 

Freehand  Drawing,  is  taught  during  the  winter  term  of  Freshman 
year ;  and  Mechanical  Drawing,  during  the  winter  term  of  Sopho¬ 
more  year. 

The  estimate  of  annual  expenses  per  student,  varies  from  $231.15 
to  $371.55. 

The  following  Summary  gives  the  attendance  in  detail. 

SUMMARY. 


Resident  Graduates .  17 

Graduates  of  1891 .  18 

Senior  class .  22 

Junior  class . . .  26 

Sophomore  class .  55 

Freshman  class .  43 


Total .  181 

Counted  twice .  .  3 


Total .  178 


The  Faculty  numbers  fifteen  Professors.  Henry  H.  Goodell,  ll.  d.  , 
is  the  President. 

Massachusetts  Institute  of  Technology,  Boston. 

The  Board  of  Trustees  of  the  Massachusetts  Institute  of  Tech¬ 
nology,  were  incorporated  by  the  State  Legislature,  in  1861,“  for  the 
purpose  of  instituting  and  maintaining  a  society  of  Arts,  a  Museum 
of  Arts,  and  a  School  of  Industrial  Science,  and  aiding  generally  by 
suitable  means,  the  advancement,  development  and  practical  appli¬ 
cation  of  sciences  in  connection  with  arts,  agriculture,  manufactures, 
and  commerce.” 

Li  1863,  the  Institute  of  Technology  was  designated  by  the  Legis¬ 
lature  to  receive,  annually,  one  third  of  the  income  of  the  fund 
derived  from  the  United  States  Land  Grant. 

The  Institute,  possesses  a  stately  Building  on  Boylston  street, 
Boston,  not  far  from  that  neighborhood  of  fine  architectural  struc¬ 
tures,  which  includes,  among  others,  the  Museum  of  Fine  Arts, 


MASSACHUSETTS  INSTITUTE  OF  TECHNOLOGY. 


349 


Trinity  Church,  the  New  “Old  South”  Church  and  the  new  build¬ 
ing  of  the  Boston  Public  Library  which  give  to  that  part  of  the 
city  a  striking  and  beautiful  character. 

Courses  of  Instruction. 


“  The  Massachusetts  Institute  of  Technology  provides  a  series  of  scientific  and 
literary  studies  and  practical  exercises,  embracing  pure  and  applied  mathematics, 
the  physical  and  natural  sciences,  with  their  applications,  drawing,  the  English 
language,  history,  political  economy,  international  and  business  law,  French  and 
German,  with  other  modern  languages,  if  desired.  These  studies  and  exercises  are 
so  arranged  as  to  offer  a  liberal  and  practical  education  in  preparation  for  active 
pursuits,  as  well  as  a  thorough  training  for  most  of  the  scientific  professions. 

The  following  regular  courses,  have  been  established  : 


I. 

A  Course  in  Civil  and  Topographical  Engineering 

II. 

n  tt 

“  Mechanical  Engineering. 

III. 

it  it 

“  Mining  Engineering,  or  Geology  and 

IV. 

it  (t 

“  Building  and  Architecture. 

Y. 

tt  n 

“  Chemistry. 

VI. 

it  tt 

“  Metallurgy. 

VII. 

tt  tt 

“  Natural  History. 

VIII. 

tt  it 

“  Physics. 

IX. 

General  Courses  (A.  B,  and  C). 

All  the  regular  courses  of  the  Institute,  whether  professional  or  general,  extend 
through  four  years,  and  for  proficiency  in  any  one  of  them,  the  degree  of  S.  B. , 
Bachelor  of  Science,  is  conferred. 


The  studies  of  the  first  year,  are  common  to  all  the  courses. 

“T7ie  Instruction  in  Drawing. — During  the  first  year,  instruction  is  given  to  all 
regular  students  in  the  principles  of  Free-Hand  and  Mechanical  Drawing,  and  a 
large  amount  of  time  is  devoted  to  practice  in  the  drawing  room,  to  enable  the  stu¬ 
dent  to  acquire  the  necessary  skill  and  to  prepare  him  for  his  future  work.  In  sub¬ 
sequent  years,  Drawing  is  continued  in  connection  with  the  professional  studies.” 

Practice  in  drawing  is  required  through  nearly  all  the  courses 
and  as  a  matter  of  necessity  enters  largely  into  the  courses  in  engi¬ 
neering. 

“The  Instruction  in  Civil  Engineering  is  given  by  means  of  lectures  and  recita¬ 
tions  and  by  practice  in  the  field  and  in  the  drawing  rooms.  The  use  of  the  various 
instruments  for  measuring  lines  and  angles,  and  of  the  level,  plane-table,  etc.,  is 
taught  mainly  by  actual  work  in  the  field.  The  field-work  embraces  the  various 
kinds  of  land  surveying,  Topography,  Hydrography,  and  the  several  operations 
with  the  level  and  transit  involved  in  Railroad,  Hydraulic  and  Sanitary  engineer¬ 
ing.  The  work  in  the  drawing  room  consists  in  representing  upon  paper  the  sur¬ 
veys  made  in  the  field,  and  in  making  both  working  drawings  and  finished  plans 
from  direct  measurements  of  actual  engineering  structures,  a  large  number  of 
which  are  found  in  the  immediate  neighborhood  of  the  Institute. 

*  *  »  *  *  *  * 

The  Instruction  in  Mechanical  Engineering  is  given  by  means  of  lectures  and 
recitations,  and  by  practice  in  the  drawing  rooms,  and  in  the  Laboratory  of  Steam 
Engineering.  Occasional  excursions  are  made  to  enable  the  students  to  witness 
running  machinery,  and  manufacturing  processes. 

******* 

The  practice  in  Drawing  is  carried  on  in  conjunction  with  the  lectures,  and  text- 


350  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


book  study.  It  comprises  tracing,  copying,  sketching  from  the  structure,  machine 
or  motor,  scale  drawing  from  sketches,  and  the  representation  by  curves  of  the 
results  6f  experiments  or  of  mathematical  investigations  ;  to  which  is  added  the 
reproduction  of  drawings  by  the  “  Blue  Process.” 

In  Architecture,  very  complete  instruction  is  given — a  large  collec¬ 
tion  of  architectural  casts,  mostly  deposited  in  the  Boston  Museum 
of  Fine  Arts,  belongs  to  the  Institute.  A  full  description  of  this 
department  will  be  found  elsewhere  in  this  Report. 

“  The  Instruction  in  Architecture. —It  is  the  object  of  this  department  to  give  to 
its  students  the  instruction  and  discipline  that  cannot  be  obtained  in  architects’ 
offices.  The  course  is,  however,  practical  as  well  as  theoretical,  and,  besides  the 
scientific  study  of  construction  and  materials,  it  comprises  the  study  of  building 
processes,  and  of  professional  practice  and  procedure,  as  well  as  that  of  composition 
and  design,  and  of  the  history  of  the  art.  It  is  so  arranged  as  to  meet  the  wants 
not  only  of  young  men  who  propose  to  pursue  a  compresensive  course  of  study  but 
of  those  who  are  looking  only  for  such  an  elementary  training  as  shall  qualify  them 
for  positions  as  draughtsmen. 

The  more  strictly  professional  work  begins  in  the  second  year,  the  first  half  of 
which  is  given  to  the  study  of  the  Five  Orders  and  their  applications  and  to  Greek 
and  Roman  Architectural  history.  At  the  same  time  the  students  of  the  third  and 
fourth  years  attend  a  series  of  lectures  upon  ornament  and  composition,  or  upon 
the  theory  of  architecture.  In  the  same  way  the  study  of  specifications  and  work¬ 
ing  drawings  is  pursued  by  the  two  classes  together,  carpentry  and  its  related  sub¬ 
jects  occupying  one  year,  and  masonry  and  stone-work  the  next.  In  the  last  half 
of  the  year  the  historical  studies  are  continued,  the  second  and  third  year  classes 
attending  the  same  exercises.  The  mediaeval  period,  from  the  fall  of  the  Roman 
Empire  to  the  fall  of  Constantinople,  and  the  modern  period,  including  that  of  the 
Rennaissance,  are  taken  up  in  alternate  years,  so  that  each  class  is  carried  over  the 
whole  ground. 

During  the  third  and  fourth  years  the  students  are  constantly  practiced  in  orig¬ 
inal  design.  Each  set  of  drawings  is  examined  and  criticised  before  both  classes. 

Special  exercises  are  also  had  in  shades,  shadows,  perspective,  and  the  perspective 
of  shadows,  and  in  tracing  and  sketching,  and  drawing  upon  the  blackboard,  and 
in  sketching,  measuring,  and  drawing  out  buildings  already  erected.”  *  *  * 

“  The  Architectural  Museum. — Several  thousand  photographs,  prints,  drawings, 
and  casts  have  been  collected  for  this  Department,  by  means  of  a  special  fund  raised 
for  the  purpose. 

To  these  collections  the  following  additions  have  been  made,  mostly  by  gift: — 

A  considerable  collection  of  photographs,  lithographs,  and  drawings,  presented 
to  the  Institute  by  French,  English,  and  American  architects,  taken  from  their  own 
works,  including  sets  of  actual  working  drawings,  with  details  and  specifications.” 

In  the  instruction  in  Zoology  and  Palaeontology,  great  use  is  made 
of  drawing: 

The  handling  and  drawing  of  specimens  by  the  students  is  an  essential  feature 
of  the  method  of  instruction.  The  lectures  of  the  instructor  are  devoted  largely  to 
explanatory  demonstrations  of  the  specimens  which  the  students  are  at  the  same 
time  drawing.”  *  *  * 

The  Instruction  in  Shop  Work. — Shops  or  laboratories  have  been  provided,  and 
furnished  with  the  more  important  hand  and  machine  tools,  so  that  the  student 
may  acquire  a  direct  knowledge  of  the  nature  of  metals,  and  woods,  and  some 
manual  skill  in  the  use  of  tools. 


THE  SCHOOL  OF  MECHANIC  ARTS. 


351 


Practical  instruction  in  the  nature  of  the  materials  of  construction,  and  in  the 
typical  operations  concerned  in  the  arts,  is  considered  a  very  valuable  adjunct  to 
the  theoretical  treatment  of  professional  subjects.  Students  in  the  course  of  Me¬ 
chanical  Engineering  are  required  to  devote  a  considerable  amount  of  time  to  work 
in  Carpentry,  Wood  Turning.  Pattern  Making,  Moulding  aud  Casting,  Forging, 
Chipping  and  Filing,  and  Planing  and  Turning  the  metals,  the  design  being  to 
learn  the  principles,  and  not  to  manufactu-e  articles  for  sale  or  use. 

Students  in  other  departments  will  be  allowed  to  take  shop  work  when  the  time 
can  be  arranged  so  as  not  to  interfere  with  their  regular  studies. 


There  is  also  a  School  of  Mechanic  Arts,  under  the  care  of  the 
Institute. 


SCHOOL  OP  MECHANIC  ARTS. 


A  School  of  Mechanic  Arts,  in  which  special  prominence  is  given  to  manual 
instruction,  has  been  established  for  those  who  wish  to  enter  upon  industrial  pur¬ 
suits  rather  than  to  become  scientific  engineers. 

This  school  is  designed  to  afford  such  students  as  have  completed  the  ordinary 
grammar-school  course  an  opportunity  to  continue  the  elementary  scientific  and 
literary  studies,  together  with  mechanical  drawing,  while  receiving  instruction  in 
the  use  of  the  typical  tools  for  working  iron  and  wood. 

The  shop  work  is  conducted  upon  a  plan  designed  at  the  Imperial  Technical 
School  of  Moscow,  Russia,  and  carried  out  therewith  most  satisfactory  results.  Its 
exact  and  systematic  method  affords  the  direct  advantages  of  training  the  hand  and 
eye  for  accurate  and  efficient  service  with  the  greatest  economy  of  time;  and  the 
instruction  in  the  use  of  tools  and  material  has  also  proved  a  valuable  aid  in  intel¬ 
lectual  development. 

The  shop  courses  of  the  school  are  as  follows: 

First  year. — I,  Carpentry  and  Joinery;  II,  Wool  Turning;  III,  Pattern  Making; 
IV,  Foundery  Work. 

Second  year. — I,  Iron  Forging;  II,  Vise  Work;  III,  Machine  Tool  Work. 

The  full  course  includes  two  years  of  theoretical  and  practical  studies  combined, 
and  students  who  successfully  complete  it  will  receive  a  certificate.  Students  will 
be  received  for  shorter  times,  and  for  special  portions  of  the  course.  When  it  is 
desired,  such  provision  will  be  made  for  advanced  and  specific  shop  work  as  is  con¬ 
sistent  with  due  attention  to  the  regular  classes. 

Students  in  this  school  are  recommended  to  attend  the  exercises  in  Military  Drill, 
and  hours  will  be  so  arranged  as  to  allow  them  to  do  so  without  detriment  to  their 
studies. 

Applicants  for  the  regular  course  must  be  at  least  fifteen  years  of  age.  and  must 
pass  a  satisfactory  examination  in  Arithmetic,  Geography,  and  English  Composi¬ 
tion. 

The  tuition  is  $150  a  year,  with  no  extra  charge  for  the  use  of  tools  or  materials, 
used  in  the  regular  exercises.  Special  students,  taking  the  same  amount  of  shop 
work  only  as  the  regular  class  shop  work,  will  be  charged  less.  The  student  is 
entitled  to  the  products  of  his  work.  Students,  while  on  the  premises  of  the  Insti¬ 
tute,  are  expected  to  remain  in  the  study  room,  except  when  at  recitations  or  in  the 
work  shops.  A  monthly  return  of  absences  is  made  to  the  parent  or  guardian. 

FIRST  YEAR. 


First  Term. — Shop  Work. — Carpentry.  Algebra  commenced.  English  Composi¬ 
tion.  Mechanical  and  Freehand  Drawing. 

Second  Term. — Shop  Work, — Wood  Turning,  Pattern  Making,  Foundry  Work. 
Plane  Geometry.  English  Composition.  Mechanical  and  Freehand  Drawing. 


352 


EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


SECOND  YEAR. 

First  Term. — Shop  Work,  Forging.  Algebra  completed.  Elementary  Physics. 
English  Composition.  Mechanical  Drawing. 

Second  Term. — ShopWork,— Vise  Work,  Machine  Tool  Work.  Geometry.  Phys¬ 
ics.  English  Composition.  Mechanical  Drawing. 

The  beginning  and  ending  of  the  school-year  and  the  days  of  entrance  examina¬ 
tions  are  the  same  as  in  the  School  of  Industrial  Science.  See  Calendar,  page  2. 

Tlie  following  account  of  the  practical  workings  of  this  school  is 
taken  from  the  Report  of  the  Hon.  Wm.  H.  Ruffner,  of  Virginia, 
made  to  the  authorities  of  the  Virginia  Agricultural  Mechanical 
College  of  a  visit  made  in  1880,  to  this  class  of  schools  in  the  North. 

I  observed  nothing  peculiar  in  the  course  of  mechanical  engineering;  but  the 
school  of  mechanic  arts  is  full  of  suggestion.  It  is  designed  to  afford  such  students, 
as  have  completed  the  ordinary  primary  school  course,  an  opportunity  to  continue 
elementary,  scientific  and  literary  studies,  together  with  mechanical  drawing,  while 
receiving  instruction  in  the  use  of  the  ordinary  tools  for  working  iron  and 
wood.  *  *  * 

I  witnessed  the  third  lesson  given  to  a  class  of  eight  in  blacksmithing.  The  first 
lesson  was  in  the  management  of  the  fire  and  the  handling  of  the  tools.  The  second 
lesson  was  commenced  by  calling  attention  to  a  drawing  on  the  wall,  showing  first 
a  piece  of  square  iron,  then  a  succession  of  shapes  with  dimensions,  into  which 
that  iron  was  to  be  hammered.  When  I  entered  a  regular  blacksmith  was  ham¬ 
mering  the  piece  of  iron  into  one  of  the  shapes.  His  class  of  eight  boys,  in  check 
shirts  and  leather  aprons,  stood  around  the  anvil  watching  and  listening.  When 
the  example  had  been  shown  and  expounded,  each  student  went  to  his  forge  with 
a  piece  like  the  one  operated  on,  and  they  simultaneously  went  to  work  to  imitate 
what  they  had  just  witnessed,  under  the  supervision  of  the  master  workman. 

The  first  lesson  in  the  carpenter  shop  is  on  the  chalk  line,  second  the  saw,  third 
the  plane,  and  so  in  regular  order,  finishing  the  course  with  framin  ;  a  house  having 
a  winding  staircase,  on  a  small  scale.  There  is  the  same  sort  of  skill  called  for  in 
arranging  shopwork  that  there  is  in  arranging  bookwork,  and  every  lesson  in  the 
shop  is  grade-marked  like  any  other  lesson.  Every  student  becomes  the  owner  of 
the  articles  which  he  makes.  Nothing  is  made  for  sale.  The  boys,  whilst  in  wood, 
work  nine  hours  a  week;  when  in  iron,  six  hours  a  week.  There  is  only  one  master 
workman  in  wood,  and  one  in  iron. 

Prof  Runkle,  who  has  been  one  of  the  leading  men  of  the  school,  would  prefer 
a  three  years'  course  of  both  study  and  labor  for  mechanics,  and  three  hours 
labor  every  day.  Practical  education  in  mechanics  is  divided  into  schools  of 
in-struction  and  schools  of  con-struction.  This  school  is  one  of  in-struction,  where 
students  are  taught  principles,  and  the  use  of  tools  in  the  two  great  branches  of 
mechanical  industry.  The  school  of  construction  is  the  shop  and  the  factory  where 
work  is  carried  on  for  its  economical  results.  The  school  of  instruction  finds  its 
profit  exclusively  in  the  education  of  the  boy;  the  school  of  construction  in  the 
products  manufactured.  The  boys  leaving  this  school  enter  the  regular  work-shop 
of  business,  and  there  soon  rise  into  practical  importance. 

The  conductors  of  the  Boston  School  feel  very  confident  that  they  have  struck 
upon  the  true  idea  for  making  educated  and  skilful  mechanics.  They  claim  a 
variety  of  advantages  for  their  system.  Some  of  these  are  social,  in  protecting 
society  against  some  forms  of  dictation.  As  to  the  students,  the  school  first  may 
show  that  a  boy  is  not  fitted  to  be  a  mechanic,  and  this  may  be  worth  much  to  the 
boy  and  his  friends.  But  if  a  boy  is  to  become  a  mechanic  he  gets  an  amount  of 
scholastic  education  and  knowledge  of  drawing,  which  of  itself  would  strengthen 


LOWELL  SCHOOL  OP  PRACTICAL  DESIGN. 


353 


his  ability.  If  he  takes  the  military  he  gets  the  slouch  driven  out  of  him.  But  the 
chief  point  of  importance  is  in  the  formation  of  character  under  circumstances  so 
much  better  than  those  which  usually  surround  an  apprentice  boy.  And  as  here¬ 
tofore  intimated,  he  really  has  peculiar  advantages  in  learning  the  use  of  *tools. 
He  has  a  selected  master  workman  for  a  teacher.  He  is  constantly  and  carefully 
instructed,  and  carried  rapidly  forward — his  improvement  and  not  the  employer’s 
profit  being  the  end  constantly  aimed  at. 

The  variety  of  work  also  has  a  liberalizing  effect  on  the  mind  similar  to  that  pro¬ 
duced  by  varied  studies.  And  finally  the  habit  is  created  of  considering  principles, 
and  referring  everything  to  its  scientific  basis — which  will  insure  intellectual  and 
mechanical  progress  through  fife.  There  were  forty-two  students  in  this  course 
last  year. 

There  are  also  free  evening  classes  established  by  the  Trustees  of  the  Lowell  In¬ 
stitute. 

FREE  COURSES  OF  INSTRUCTION. 

The  Trustee  of  the  Lowell  Institute  has  established,  under  the  supervision  of  the 
Institute  of  Technology,  courses  of  instruction,  generally  given  in  the  evening,  and 
open  to  students  of  either  sex.  free  of  charge. 

These  courses  are  more  or  less  varied  from  year  to  year  by  the  omission  or  inter¬ 
change  of  particular  subjects,  but  include  in  their  entire  scope  instruction  in  mathe¬ 
matics,  mechanics,  physics,  drawing,  chemistry,  geology,  natural  history,  biology, 
English,  French,  German,  history,  navigation,  and  nautical  astronomy,  architecture, 
and  engineering. 

The  Lowell  School  of  Practical  Design,  in  charge  of  Mr.  Charles 
Kastner,  is  also  under  the  Institute.  This  school  is  described  at 
length  elsewhere  in  this  Report. 

The  following  is  the  cost  of  attendance  in  the  regular  course  of  the 
Institute. 

“  Fees. — The  fee  for  regular  students  is  $200  per  year,  $125  at  the  beginning,  and 
$75  at  the  middle  (first  Tuesday  in  February)  of  the  school-year.  For  one-half, 
or  any  less  fraction,  for  the  school-year,  the  fee  is  $125.  Payment  is  also  required 
of  the  cost  of  apparatus  broken,  or  used  up  in  the  laboratories.” 

The  catalogue  for  1881-’82,  gives  a  total  of  390  students  in  attend¬ 
ance  in  all  the  Departments  of  the  Institute.  164  of  these,  are  in  the 
regular  classes,  15  are  Graduate  Students.  There  were  also  138 
special  students,  taking  special  or  partial  courses. 

This  Institute,  founded  by  the  late  distinguished  Professor  Wil¬ 
liam  B.  Rogers,  who  was  succeeded  in  the  Presidency  by  J ohn  D. 
Runkle,  ll.  d.  ,  who  has  recently  been  succeeded  by  General  Fran¬ 
cis  A.  Walker,  ll.  d.,  sustains  deservedly  a  high  reputation. 

The  latest  catalogue,*  is  an  admirable  example  of  good  book 
making,  in  type  and  paper,  as  well  as  in  clearness  of  statement  and 
arrangement  of  material.  The  table  of  contents,  running  page  titles, 
schedules  of  “Courses,”  and  of  “Topics,”  showing  the  several  studies, 
and  the  time  given  to  each  ;  List  of  Officers  and  Instructors,  Regis- 

*  Massachusetts  Institute  of  Technology,  Boston.  Twenty- Eighth  Annual  Cata¬ 
logue  of  the  Officers  and  Students,  with  a  statement  of  the  courses  of  instruction 
and  a  Register  of  the  Alumni,  1892-1893.  Boston  :  Press  of  H.  G.  Collins,  15  Mil- 
ton  Place.  1892.  Pp.  256. 

ART — VOL  4 - 23 


354  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


ters  of  undergraduates,  and  graduates,  and  alphabetical  index,  so 
facilitate  reference  to  the  contents  of  the  book,  as  to  render  this 
almost  worthy  to  be  taken  as  a  model  for  the  Catalogues  of  Educa¬ 
tional  Institutions. 

In  a  concise  “  historical  sketch,”  it  is  stated  that  “  the  school  was 
opened  in  February,  1865,  with  twenty-seven  pupils.”  This  is  in 
striking  contrast  with  the  present  attendance;  as  will  be  seen  in  the 
“summary”  given  later. 

The  following  account  given  of  the  buildings  now  occupied  by  the 
Institute,  as  contrasted  with  the  single  building  in  which  it  opened, 
furnishes  additional  proof  of  a  remarkable  growth. 

BUILDINGS. 

The  buildings  now  occupied  are,  the  Rogers  Building,  on  Boylston  Street,  devoted 
to  instruction  in  mathematics,  literature,  history,  political  Science,  geology,  min¬ 
eralogy,  and  biology;  the  Walker  Building,  at  the  corner  of  Boylston  and  Clarendon 
Streets,  mainly  devoted  to  the  departments  of  chemistry,  physics,  and  electricity, 
and  to  instruction  in  language;  the  Engineering  Building,  on  Trinity  Place,  devoted 
to  the  engineering  laboratories  and  to  instruction  in  mechanics  and  hydraulics,  and 
in  mechanical  and  civil  engineering;  a  series  of  Workshops,  on  Garrison  Street, 
with  a  room  devoted  to  the  Lowell  School  of  Design;  a  Gymnasium  and  Drill-hall, 
on  Exeter  Street.  In  order  to  provide  increased  facilities  for  the  departments  of 
Architecture,  Physics,  and  Chemistry,  an  Architectural  Building,  adjoining  the 
Engineering  Building,  has  recently  been  erected,  and  is  now  occupied  by  the  first- 
named  department.  The  rooms  thus  released  in  the  Walker  Building  meet  the 
urgent  needs  of  several  other  departments.” 

In  the  “courses  of  Instruction,”  “Electrical,”  “Chemical,”  and 
“Sanitary,”  Engineering;  have  been  added. 

The  following  statement  shows  the  methods  of  education  adopted. 

Instruction  is  given  by  lectures  and  recitations,  and  by  practical  exercises  in 
the  field,  the  laboratories,  and  .The  drawing-rooms.  Text-books  are  used  in  most, 
but  not  in  all  subjects.  In  many  branches  the  instruction  given  differs  widely  from 
available  text-books  ;  and,  in  such  cases,  notes  on  the  lectures  and  laboratory  work 
have  been  printed,  hither  privately  or  by  the  Institute,  and  are  furnished  to  the 
student  at  cost.  A  high  value  is  set  upon  the  educational  effect  of  laboratory  prac¬ 
tice,  drawing,  and  field-work.  Besides  oral  examination  in  connection  with  the 
ordinary  exercises,  written  examinations  are  held  from  time  to  time.  Near  the 
close  of  the  months  of  January  and  May  general  examinations  are  held. 

The  prominence  given  to  the  study  of  drawing,  is  shown  as  fol¬ 
lows  : 

DRAWING  AND  DESCRIPTIVE  GEOMETRY. 

Instruction  is  given  to  all  regular  students  in  the  principles  of  Geometrical,  Me¬ 
chanical,  and  Freehand  Drawing;  and  a  large  amount  of  time  is  devoted  to  practice 
in  the  drawing-room,  to  enable  the  student  to  acquire  the  skill  necessary  for  his 
future  work.  Drawing  is  also  continued  in  connection  with  the  professional  studies. 

The  exercises  in  Descriptive  Geometry  are  of  two  kinds.  In  the  lecture-room  the 
instruction  is  given  by  means  of  models  and  diagrams,  and  also  by  the  use  of 
text-books.  In  the  drawing-room  the  student  is  drilled  in  the  solution  of  problems 
designed  to  illustrate  the  work  of  the  class-room,  and  to  make  him  thoroughly 
familiar  with  the  subject. 


MASSACHUSETTS  INSTITUTE  OF  TECHNOLOGY. 


355 


The  instruction  in  Freehand  Drawing  includes  an  elementary  course  taken  by  all 
regular  students,  and  more  advanced  work  in  the  departments  of  architecture, 
biology,  and  geology.  For  students  in  architecture,  studies  in  charcoal  are  usually 
required ,  and  opportunity  is  afforded  for  those  who  have  made  satisfactory  progress 
to  sketch  in  pencil,  pen  and  ink  and  with  the  brush.  Importance  is  attached  to 
drawing  from  memory  and  to  rapidity  of  execution.  Students  in  biology  and  geol¬ 
ogy  pay  special  attention  to  specimen  drawing. 

Besides  the  large  and  well-equipped  freehand  drawing  rooms  of  the  Institute,  the 
Museum  of  Fine  Arts  offers  excellent  opportunities  for  drawing  from  the  cast  and 
regular  exercises  for  advanced  students  are  held  in  its  galleries. 

The  Institution  is  abundantly  supplied  with  fully  equipped  Lab¬ 
oratories  ;  Physical,  Engineering,  Chemical,  Biological  and  Mechan¬ 
ical. 

The  facilities  for  shop  work,  have  been  already  stated  briefly  in 
the  pages  immediately  preceeding,  and  at  length,  in  the  account  of 
the  “  School  of  Mechanic  Arts”,  on  pages  695-710,  of  this  volume. 

Its  facilities  in  the  way  of  Libraries,  are  thus  set  forth: 

LIBRARIES. 

The  library  of  the  Institute  contains  twenty-six  thousand  volumes  and  several 
thousand  pamphlets.  It  is  divided  into  a  general  library,  containing  certain  books 
of  reference,  and  nine  department  libraries,  which  contain  a  careful  selection  of 
text-books,  special  treatise,  monographs,  etc.,  an  i  of  periodical  publications  ger¬ 
mane  to  the  work  of  the  respective  departments.  They  are  thus  working  libraries, 
accessible  to  all  students  ;  and  valuable  experience  in  the  use  of  them  is  acquired 
before  the  completion  of  the  regular  courses,  either  incidently  to  the  preparation  of 
theses,  or  in  connection  with  lectures  or  recitations.  The  division  of  the  library 
enables  each  student  to  consult  the  works  needed  by  him  with  the  least  possible 
inconvenience  and  loss  of  time. 

The  students  have  full  use  of  the  valuable  library  of  the  Boston  Society  of  Nat¬ 
ural  History,  of  the  extensive  collection  of  the  Boston  Public  Library,  comprising 
more  than  five  hundred  thousand  volumes  in  all  departments  of  knowledge,  and  of 
the  library  of  the  American  Statistical  Association. 

Many  libraries  of  scientific  societies,  of  individuals,  and  of  private  corporations, 
rich  in  complete  sets  of  the  scientific  periodicals  of  all  countries,  and  of  the  publi¬ 
cations  of  leading  scientific  societies  throughout  the  world,  are,  through  the  cour¬ 
tesy  of  the  owners,  open  to  advanced  students  of  the  Institute. 

The  number  enrolled,  in  the  Register  of  students  in  attendance,  is 
in  striking  contrast  to  the  little  body  of  27  students  who  met  in  1885, 
on  the  opening  of  the  school,  as  already  mentioned. 


SUMMARY. 

Graduate  students .  48 

Regular  students,  4th  year .  138 

Regular  students,  3rd  year .  144 

Regular  students,  2nd  year .  175 

Regular  students,  1st  year . 314 

Special  students .  286 


Total . '. . .  1,105 

Deduct  names  counted  twice . . , , . . .  45 


1.060 


35b  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

The  “Officers  of  Instruction”  number  114,  with  an  additional  list 
of  sixteen  Teachers  and  Lecturers,  for  the  current  year.  Francis  A. 
Walker,  ph.  d.,  ll.  d.,  is  the  President. 

State  Agricultural  College  of  Michigan,  Lansing,  Michigan. 

This  College,  established  in  1855,  by  an  act  of  the  legislature,  in  ac¬ 
cordance  with  a  provision  of  the  State  Constitution  adopted  in  1850, 
was  opened  in  May,  1857,  and  is  claimed  to  have  been  “the  first  of 
the  existing  Agricultural  Colleges  of  the  country.”  It  is  situated 
three  miles  distant  from  Lansing,  and  possesses  a  farm  of  676  acres. 

The  Legislature  accepted  the  United  States  land  grant  of  1862,  and 
designated  the  Agricultural  College,  as  the  institution  to  receive  it. 

The  course  of  instruction  has,  from  the  first,  been  especially  agri¬ 
cultural  ;  and  manual  labor,  on  the  part  of  the  students,  is  required; 
three  hours  each  day  being  so  occupied. 

Drawing  is  taught  the  last  six  weeks  of  J  unior  year.  “  The  course 
consists  of  the  principles  of  projection  as  used  in  simple  mechanical 
and  architectural  pursuits.” 

DRAWING. 

Description  and  uses  of  drafting  instruments ;  mounting  paper ;  lettering  and 
ornamentation.  Projections, — theory  and  problems  ;  elementary  intersections  and 
developments ;  constructions  in  wood ;  principles  of  shades  and  shadows,  of  per¬ 
spective  ;  elementary  mechanical  drawing.  Minifie’s  Geometrical  Drawing  is  used 
as  a  text-book,  and  a  set  of  finished  plates  is  required  of  each  student. 

Books  of  reference. — Warren’s  Perspective  and  Drafting  Instruments :  Keuffle  & 
Esser’s  Book  of  Letters,  The  Draughtman’s  Manual,  Appleton’s  Cyclopedia  of 
Drawing,  Mahan’s  Industrial  Drawing. 

The  catalogue  of  1879-80,  shows  much  attention  to  practical  Agri¬ 
culture  and  Horticulture,  with  the  slightest  possible  to  the  Mechanic 
Arts.  The  total  attendance  of  students  for  1879-80,  is  232. 

The  latest  catalogue*  at  hand,  states  that  “the  appropriations  of 
the  Legislature  of  1887,  have  enabled  the  college  to  materially  en¬ 
large  its  facilities  in  the  direction  of  horticultural  science  and .  art, 
and  in  the  mechanic  arts.”  “The  department  of  Military  Science 
and  Tactics,  was  established  in  1884.” 

The  College  is  located  on  the  banks  of  the  Red  Cedar  River,  about  three  miles 
east  of  the  city  of  Lansing.  The  buildings,  mostly  of  brick,  stand  upon  a  slight 
eminence  among  the  forest  trees,  which  have  been  purposely  retained.  The 
grounds  about  the  college  buildings  and  residences  have  been  laid  out  with  con¬ 
siderable  regard  for  ornamental  effect.  They  are  under  the  care  of  the  Horticul¬ 
tural  Department. 

There  are  two  courses,  each  of  four  years,  known  as  “  The  Agricul- 

*  Catalogue  of  the  Officers  and  Students  of  the  State  Agricultural  College  of 
Michigan,  together  with  other  General  information  concerning  the  College.  Thirty  - 
Third  year,  1889-90.  Agricultural  College,  P.  O.  Mich.  (Near  Lansing.)  Pub¬ 
lished  by  the  College.  1890.  Pp.  68. 


MICHIGAN*.  STATE  AGRICULTURAL  COLLEGE. 


357 


tural  course,”  and  “The  Mechanical  course.”  In  the  former,  Free¬ 
hand  Drawing  is  required  during  one  term  of  Freshman  year.  In 
the  Mechanical  course,  Drawing  in  some  form,  and  Shop  Work,  are 
required  in  each  term  of  the  first  three  years.  In  Senior  year,  “  Shop 
Work”  in  the  first  term,  and  “Machine  Design”  in  the  second.  In 
the  third  term,  “Thesis  work,”  takes  the  place  of  shop  practice. 

The  following  shows  the  instruction  in  drawing  : 


DRAWING — FREE  HAND. 

The  study  consists  of  two  hours  practice  per  day  for  oue  term  in  the  Freshman 
year  for  all  students.  It  is  designed  to  train  the  eye  to  see  correctly  and  the  hand 
to  represent  accurately  what  the  eye  sees.  Drawings  are  made  from  plates,  casts, 
or  nature,  according  to  the  progress  of  the  student.  Further  practice  is  given  in 
other  courses,  as  in  botany  and  zoology,  where  drawing  is  required. 


DRAWING — MECHANICAL. 


This,  in  addition  to  the  free-hand  drawing  of  the  first  term  of  the  Freshman  year, 
constitutes  the  drawing  of  the  mechanical  course. 

Mechanical  Drawing  is  taught  in  some  form  one  hour  per  day  for  nearly  the  entire 
remainder  of  the  course. 

The  subjects  for  the  various  terms  are  as  follows: 


FRESHMAN  YEAR. 

Second  Term.— Geometrical  and  Pro¬ 
jection  Drawing. 

Third  Term. — Elementary  Descriptive 
Geometry. 

SOPHOMORE  YEAR. 

First  Term. — Descriptive  Geometry. 

Second  Term. — Shades,  Shadows  and 
Isometric. 

Third  Term. — Perspective,  Tracings, 
and  Blue  Prints. 


JUNIOR  YEAR. 

First  Term. — Elements  of  Machines. 
Second  Term. — Working  Drawings — 
Machines. 

Third  Term. — Working  Drawings — 
Steam  Engine. 

SENIOR  YEAR, 

Original  Designs  and  Thesis-  Draw¬ 
ings. 


The  student  in  Mechanical  Drawing  will  need  draughting  board  20  by  25  inches, 
T  square,  one  six  inch  triangle  with  angles  90°,  45°  and  45°,  one  8  inch  triangle 
with  angles  90°,  60°  and  30°,  a  few  first-class  German-silver  draughting  instru¬ 
ments,  among  which  should  be  one  drawing  pen,  one  bow  pen  and  pencil,  one  pair 
five-inch  compasses,  with  pen,  pencil  and  needle  points,  one  very  small  irregular 
curve,  and  one  triangular-  scale  divided  into  sixteenths,  twelfths,  fiftieths  and  other 
scales. 


The  facilities  of  the  College  for  work  in  the  Mechanical  Labora¬ 
tory,  and  in  the  wood  and  iron  shops,  are  thus  stated: 


MECHANICAL  LABORATORY  AND  WORK  SHOPS. 


This  building  furnishes  a  large  lecture  room  for  instruction,  in  the  principles  of 
mechanics,  a  physical  laboratory,  class  room  in  engineering,  a  draughting  room, 
aud  a  blue  print  room. 

In  this  building  there  is  a  complete  blacksmith  shop  30  ft.  square,  supplied  with 
benches,  forges,  tools  of  all  kinds,  and  a  Sturtevant  pressure-blower.  There  is  also 
an  iron  working  shop,  50  by  60  feet,  furnished  with  an  engine,  nine  engine  lathes, 
a  planer,  a  shaper,  a  universal  milling  machine,  a  power  drill,  emery  wheels, 


358  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


benches,  vises  and  tools  and  machinery  necessary  to  a  complete  shop.  Of  the  shop 
tools,  four  lathes  besides  a  twenty-five  horse  power  engine  and  a  great  variety  of 
smaller  tools  have  been  made  by  the  students.  The  work  on  these  tools  will  com¬ 
pare  with  that  on  any  in  the  machine  shop.  It  is  the  intention  to  build,  as  far  as 
possible,  all  tools  needed  by  the  shop.  All  such  tools  as  blacksmith's  tongs,  cold 
chisels,  and  lathe  tools  are  made,  tempered,  and  put  in  order  by  students  in  the 
shop.  A  set  of  surface  plates  12  by  12  has  been  completed. 

There  is  also  a  large  wood  working  shop,  two  stories  50  by  60,  supplied  with  five 
lathes,  a  jig  saw,  benches,  vises  and  forty-two  sets  of  carpenter’s  tools.” 

Tlie  work  required  in  the  shops,  is  thus  outlined. 

SHOP  PRACTICE. 

The  shop  practice  is  of  the  nature  of  laboratory  work,  and  is  without  pay,  and  is 
chiefly  incidental  to  the  mechanical  course. 

A  series  of  exercises  is  selected  principally  with  reference  to  giving  the  student 
skill.  So  far  as  possible  these  exercises  consist  of  practice  on  articles  intended  for 
use,  and  are  constructed  under  the  immediate  oversight  of  a  skilled  workman.  The 
shops  are  run,  as  far  as  possible,  the  same  as  actual  manufacturing  institutions. 
The  l-esults  attained  by  trial  of  such  methods  for  sixteen  years  in  similar  institutions 
have  shown  conclusively  that  work  in  connection  with  instruction,  and  parallel  to 
it,  gives  the  student  more  skill  than  can  be  obtained  without  such  instruction  in 
twice  the  time  by  shop  work  alone.  Again,  the  shop  work  is  of  value  as  to  practi¬ 
cal  illustration  of  the  precepts  taught  in  the  class  room. 

WORK  IN  WOOD  SHOP. 

The  Mechanical  Freshmen  spend  the  year  in  the  wood  shop.  The  Agricultural 
Freshmen  spend  part  or  all  of  one  term  in  the  wood  shop. 

Tlie  First  Term. — The  work  done  relates  to  the  primary  operations  of  carpentry, 
such  as  exercises  relating  to  the  use  of  tools,  putting  tools  in  order,  and  the  construc¬ 
tion  of  a  series  of  exercise  graded  according  to  skill  of  the  student.  The  work  of 
this  term  is  confined  principally  to  carpenter  work  and  joinery.  Practice  is  given 
in  the  construction  of  mortise  and  tenon  and  dovetail  and  other  joints. 

Second  Term. — During  the  second  term  the  work  relates  to  advanced  joinery, 
turning  and  cabinet  making.  Some  practice  will  also  be  given  in  the  use  of 
machine  tools  for  working  wood. 

Third  Term. — During  the  third  term  the  student  learns  the  arts  of  pattern  mak¬ 
ing  and  of  moulding.  The  patterns  are  all  constructed  accurately  from  drawings. 
In  the  foundry  the  student  moulds  his  own  patterns,  and  pours  them  either  with  a 
special  fusible  metal  or  brass. 

So  far  as  is  consistent  with  good  instruction,  the  work  of  the  wood  shop  is  applied 
to  articles  actually  to  be  used.  Out  of  the  regular  practice  hours  students  are 
allowed  the  use  of  their  case  of  tools  for  private  work,  whenever  the  instructor 
can  be  present  and  otherwise  when  possible,  without  detriment  to  the  tools. 
Mechanical  ability  is  encouraged  in  every  possible  way.  Each  student  in  the  shop 
(or  each  two  students)  has  assigned  for  use  a  case  of  tools,  consisting  of  a  set  of  four 
planes,  brace  and  set  of  bits,  four  saws,  hammer,  draw  shave,  set  of  chisels,  set  of 
gouges,  try  square,  bevel  square,  marking  gauge,  square,  brad  awl,  oil  stone  and 
oil  can.  No  one  else  is  permitted  to  use  these  tools,  so  that  the  students  to  whom 
they  are  assigned  can  be  held  responsible  for  their  condition.  No  tools  are  per¬ 
mitted  to  be  taken  from  the  work  room. 

WORK  IN  THE  IRON  SHOP. 

The  work  in  the  iron  shop  extends  through  the  remainder  of  the  course,  and  in¬ 
cludes  the  practical  operations  of  forging,  vice  work,  finishing,  machine  work  and 


UNIVERSITY  OF  MINNESOTA. 


359 


casting.  This  work  is  all  applied  toward  the  construction  of  some  useful  article  or 
machine.  The  students  have  already  built  one  power  fret  saw,  one  fifteen- inch 
turret  lathe,  two  fifteen-inch  engine  lathes,  three  twelve-inch  engine  lathes,  one 
steam  pump,  fine  lathes  for  the  wood  shop,  one  twenty-five  horse  power  engine, 
and  a  fifty-incandescent-light  dynamo,  besides  various  small  tools.  A  fifteen-inch 
shaper,  a  combination  buzz  saw,  and  several  smaller  articles  are  in  the  works  and 
will  be  finished  during  1890.  In  the  forge  shop  tools  are  made  and  dressed  and  a 
considerable  amount  of  welding  and  forging  done.  The  equipment  consists  of 
forges  for  eleven  fires,  with  anvils  and  tools  for  each. 

Accurate  record  is  kept  of  the  progress  of  each  student,  and  at  the  end  of  his 
course,  if  desired,  papers  will  be  furnished  giving  record  of  skill. 

Besides  the  required  work,  which  is  usually  eight  hours  per  week,  students  are 
encouraged  to  attain  additional  skill  by  having  allowed  to  them,  when  circumstances 
will  permit,  the  privileges  of  the  shop  for  any  work  which  they  may  undertake  for 
themselves,  on  Saturday  forenoon.  Several  students  have  built  vertical  engines  of 
from  to  6  horse  power. 

The  iron  shop  is  provided  with  a  separate  tool  room,  and  is  conducted  the  same 
as  a  manufacturing  establishment. 

During  the  Autumn  term  the  agricultural  Sophomore  work  in  the  blacksmith 
shop  in  four  sections,  each  section  working  three  weeks,  ten  hours  per  week. 

The  catalogue  for  1889-’90,  shows  a  marked  increase  in  attendance 
over  that  of  ten  years  before. 

SUMMARY  OF  STUDENTS. 


Mechan¬ 

ical. 

Agricul¬ 

tural. 

Special. 

Total. 

Post  Graduates . 

30 

30 

Seniors . 

9 

38 

37 

Juniors . 

15 

34 

49 

26 

52 

80 

Freshmen . 

59 

91 

150 

2 

5 

16 

23 

Total . 

113 

210 

46 

369 

“The  faculty  and  other  officers”  number  26.  Oscar  Clute,  M.  s., 
is  President. 

Colleges  Of  Agriculture  And  The  Mechanic  Arts,  (Univer¬ 
sity  Of  Minnesota),  Minneapolis,  Minnesota. 

The  University,  was  the  result  of  the  United  States  land  grants  of 
1849  and  18§1;  giving  in  all  four  townships  of  land  for  its  endow¬ 
ment. 

The  building  was  begun  in  1857,  but,  the  immediate  financial 
revulsion  followed  by  the  War  of  the  rebellion,  deferred  completion  ; 
so  that,  as  is  stated  in  the  Calendar  for  1881-’82,  “The  University 
practically  dates  its  organization  from  the  law  of  the  State  approved 
February  18th,  1868,  entitled  an  Act  to  reorganize  the  University  of 
Minnesota,  and  to  establish  an  Agricultural  College  therein.”  The 
United  States  Land  Grant  of  1862,  was  given  to  this  college.  A  pre- 


3G0  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


paratory  department  was  opened  in  October  18G7,  and  the  College 
proper,  in  the  autumn  of  18G9. 

EQUIPMENT. 

CAMPUS. 

The  University  is  situated  in  the  city  of  Minneapolis,  on  the  east  bide  of  the 
Mississippi  river,  about  one  mile  below  the  Falls  of  St.  Anthony,  on  an  elevated 
bluff  in  full  view  of  the  same.  The  grounds  are  now  about  forty  acres  in  extent, 
undulating  in  surface  and  well  wooded  with  native  trees.  The  plans  for  the  em¬ 
bellishment  of  the  grounds,  made  by  Mr.  H.  W.  S.  Cleveland,  of  Chicago,  will  be 
carried  out  as  fast  as  means  can  be  afforded.  Meantime  such  are  the  natural 
advantages  of  situation  and  contour,  the  grounds  are  very  attractive. 

The  experimental  farm  of  the  Agricultural  College  is  situated  a  short  distance 
below,  near  the  east  bank  of  the  Mississippi. 

BUILDINGS. 

The  general  plan  of  the  buildings  contemplates  a  central  academic  building,  and 
grouped  around  it,  additional  structures  for  the  separate  departments  or  colleges. 

The  Legislature  of  1881  appropriated  the  sum  of  $30,000  a  year  for  six  years  for 
the  erection  and  outfit  of  the  following  additional  buildings:  A  farm-house,  a  build¬ 
ing  for  the  College  of  Mechanic  Arts,  a  military  building,  an  astronomical  observa¬ 
tory,  a  museum  and  a  library. 

There  is  a  main  Building  of  3  stories,  180  feet  long  by  90  in  width. 
The  Agricultural  College  building  is  a  spacious  one  of  brick.  The 
provisions  for  teaching  in  Drawing,  and  in  the  Mechanic  Arts,  are 
thus  set  forth: 

DRAWING  ROOMS. 

Room  45  in  the  main  building,  47x30  feet,  is  furnished  with  drawing  tables  for 
the  use  of  classes  in  Geometrical  and  Free  Hand  Drawing.  There  are  also  cases  and 
cabinets  for  holding  drawings  and  drawing  boards.  A  considerable  collection  of 
prints,  drawings  and  models  for  lessons  and  illustrations  has  been  made. 

WORK  SHOPS. 

The  Work  Shops  of  the  College  of  Mechanic  Arts  are  temporarily  provided  for 
in  three  rooms  in  the  basement  of  the  Agricultural  College.  (1)  The  vise  shop,  con¬ 
taining  two  benches  with  double  sets  of  drawers,  so  that  thirty -two  students  can  be 
accommodated  in  two  reliefs.  This  shop  is  now  provided  with  ten  vises  and  the 
necessary  tools  for  giving  thorough  instruction  and  practice  in  filing  and  chipping. 
(2)  The  forge  shop,  which  contains  eight  forges  and  anvils,  and  all  tools  required 
for  the  usual  manipulations  of  the  blacksmith.  This  shop  also  contains  a  six-horse 
power  engine  and  boiler  for  furnishing  power;  a  starter  and  pressure  blower  for 
providing  blast,  and  an  exhaust  fan  for  removing  smoke  and  dust.  (3)  The  wood 
shop,  which  at  present  contains  only  benches  and  vises  sufficient  for  accommodat¬ 
ing  thirty -two  students  in  two  sections.  The  remainder  of  the  equipment  has  been 
authorized,  and  will  be  procured  as  soon  as  needed. 

The  University  is  open,  free  of  tuition  charges,  to  all  persons  over 
fourteen  years  of  age  who  pass  the  requisite  examinations;  with  the 
proviso,  however,  that  no  one  shall  be  admitted  to  the  preparatory 
collegiate  department  who  can  receive  similar  instruction  in  the 
public  schools. 


UNIVERSITY  OF  MINNESOTA.  361 

The  preparatory  department  offers  three  courses,  “  Classical,  Sci¬ 
entific,  and  Modern.” 

The  College  of  Science.  Literature  and  the  Arts  presents  likewise  three  courses  of 
study: 

1.  A  course  in  Arts ; 

2.  A  course  in  Science; 

3.  A  course  in  Literature. 

These  lead,  respectively,  to  the  degrees  of  Bachelor  of  Arts,  Bachelor  of  Science, 
Bachelor  of  Literature. 

******* 

The  College  of  Mechanic  Arts  offers  three  advanced  or  university  courses,  based 
on  the  Scientific  Course  of  the  Collegiate  Department,  wliich  lead  to  appropriate 
baccalaureate  degrees : 

1.  A  Course  in  Civil  Engineering; 

2.  A  course  in  Mechanical  Engineering; 

*  3.  A  course  in  Architecture. 

The  Degrees  of  Civil  Engineer,  Mechanical  Engineer  and  Architect,  will  be  con¬ 
ferred  upon  Bachelors  of  Civil  Engineering,  Mechanical  Engineering  and  Archi¬ 
tecture,  respectively,  of  this,  or  of  any  reputable  college  or  university,  who  shall, 
upon  examination,  to  be  held  not  sooner  than  two  years  after  attaining  a  first  de¬ 
gree,  show  special  proficiency  in  some  branches  of  professional  study,  and  shall 
present  a  satisfactory  thesis. 

There  are  24  separate  Departments  of  Instruction. 

XVIII.  INDUSTRIAL  DRAWING. 

(Professor  Pike.) 

Drawing  and  Descriptive  Geometry  are  required  of  the  Scientific  students  of  the 
Collegiate  Department,  are  optional  with  the  Modern  students  during  the  entire 
course,  and  for  the  classical  students  during  the  first  two  years. 

The  course  is  as  follows  : 

Sub-Freshman  Class. — During  the  second  term  the  students  learn  the  use  of  the 
instruments  and  draw  a  series  of  plates  of  geometrical  problems  and  elementary 
projections. 

Freshman  Class. — Projection  Drawing  is  continued  a  part  of  the  first  term.  This 
instruction  is  given  by  means  of  models  and  machines,  each  student  making 
sketches  and  taking  actual  measurements  from  which  the  final  drawings  are  made. 
Tinting  and  shading  are  then  taken  up,  and,  after  a  number  of  practical  plates  are 
made,  are  applied  to  one  or  more  projection  drawings. 

Sophomore  Class. — Descriptive  Geometry  is  taken  up  during  the  second  term, 
especial  attention  being  given  to  perspective  and  isometric  projection.  In  this,  as 
in  projection  drawing,  the  work  is  done  as  far  as  possible  from  sketches  and  meas¬ 
urements  taken  by  the  students  themselves. 

The  College  of  Mechanic  Arts. 

Object. — The  aim  of  the  instruction  given  in  this  college  is  to  lay  a  broad  and 
solid  foundation  in  Mathematics,  Mechanics  and  Drawing,  so  that  with  the  practice 
in  field,  shop  and  office  work,  given  to  the  students  in  the  respective  courses,  they 
shall  be  fitted  for  immediate  usefulness  upon  graduation,  and  after  a  moderate 
amount  of  subsequent  practice  and  experience,  be  capable  of  taking  charge  of  im¬ 
portant  works.  *  *  * 

There  are  fifteen  lectures  or  recitations  per  week,  besides  daily  exercises  in 
drawing,  field  work  or  shop  work,  and  the  rhetorical  and  other  exercises. 


3G2  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Besides  regular  two  years  courses  in  Mechanical  and  Civil  Engi¬ 
neering;  in  which  drawing  is  required,  there  are  the  following  addi¬ 
tional  courses. 

III.  ARCHITECTURE. 

This  course  coincides  with  that  in  Civil  Engineering,  except  as  follows : 

1 .  The  drawing  throughout  the  course  is  especially  arranged  for  architectural 
work. 

2.  In  the  first  term  of  the  Junior  year,  history  and  orders  of  architecture  are 
substituted  for  courses,  leveling  and  earth  work. 

3.  In  the  second  term  Senior  year,  lectures  on  decoration  and  color  are  substituted 
for  lectures  on  motive  power. 

4.  In  the  third  term  Senior  year,  the  designs  and  specifications  are  those  of  build¬ 
ings,  instead  of  bridges,  etc. 

SPECIAL  COURSES. 

Besides  these  regular  courses,  two  special  courses  have  been  established. 

I. 

A  Course  in  Shop-Work,  Drawing,  etc.  This  college  having  fitted  up  shops  for 
instruction  in  vise-work,  forge-work  and  wood-work  in  comiection  with  its  course 
in  Mechanical  Engineering,  is  now  prepared  to  offer  instruction  to  young  men 
wishing  to  become  skilled  mechanics,  as  follows  : 

First  Term. — Vise-work,  Mechanical  Drawing  and  Mathematics. 

Second  Term. — Forge-work,  Drawing  and  Mathematics. 

Third  Term. — Wood-work,  Drawing  and  Mathematics. 

This  course  is  intended  to  give  a  thorough  drill  in  the  use  of  tools,  teaching  meth¬ 
ods  and  processes  common  to  different  trades,  and  also  a  practical  working  knowl¬ 
edge  of  drawing,  and  such  branches  of  mathematics  as  may  be  studied.  Shops  for 
instruction  in  the  use  of  machine  tools,  in  foundry  work,  etc.,  will  be  fitted  up  as 
soon  as  the  new  Mechanic  Arts  building  is  completed. 

II. 

An  Evening  course  in  Mechanical  Drawing,  intended  for  mechanics  and  appren¬ 
tices  who  are  unable  to  take  the  day  course  given  above. 

This  course  consists  of  twenty-five  lessons,  and  for  the  year  1882-’83  will  begin 
Monday,  November  6th,  1882,  at  half  past  seven  P.  M.  Those  who  have  already 
received  instruction  in  drawing  will  be  given  advanced  work,  while  beginners  will 
first  receive  instruction  in  geometrical  and  projection  drawing,  after  which  the 
work  will  be  varied  as  far  as  possible  to  meet  individual  requirements. 

METHODS  OF  INSTRUCTION. 

Instruction  in  the  several  subjects  pertaining  to  civil,  and  mechanical  engineer¬ 
ing  and  architecture,  is  given  by  text-books,  lectures,  reading  in  the  general  library 
and  practical  exercises,  the  theories  taught  in  the  class-room  being  applied  in  the 
solution  of  practical  problems  and  the  construction  of  original  drawings.  The 
students  are  also  required  to  visit  the  various  machine  shops,  bridges  and  important 
structures  in  the  vicinity  and  make  reports  upon  them,  accompanied  by  sketchec 
and  necessary  measurements.  The  students  in  Mechanical  Engineering  receive  a 
thorough  drill  iu  the  use  of  tools  in  a  series  of  instruction  shops,  thus  fitting  them 
for  superintending  the  construction  of  the  designs  which  their  training  in  class  and 
drawing-rooms  will  prepare  them  for.  Field  practice  is  a  portion  of  the  regular 
course  in  Civil  Engineering.  The  classes  in  surveying  are  drilled  in  th ■>  measure¬ 
ment  of  land  already  divided  up,  in  the  laying  out  of  fields  of  given  shape  and 


MINNESOTA:  COLLEGE  OF  ENGINEERING. 


363 


area,  in  the  subdivision  of  land  as  practiced  by  the  Government  surveyors,  and 
in  the  solution  of  various  geometrical  and  trigonometrical  problems  from  data 
taken  by  the  students  themselves.  In  railroad  work  the  students  have  practice  in 
laying  out  curves,  taking  levels,  cross-sectioning,  staking  out — in  fact,  they  do  all 
the  work  of  locating  a  railroad  line,  from  the  preliminary  survey  up  to  the  point 
of  actual  construction.  In  topography  the  classes  make  a  complete  survey  of  a 
piece  of  land  with  diversified  surface  and  make  a  finished  drawing,  showing  the 
contour  lines  and  all  other  details.  In  the  drawing-room  the  students  in  the  various 
courses  receive  thorough  drill  in  making  both  working  and  finished  drawings  from 
plates,  from  machines  and  structures  already  built  and  from  original  designs  of 
their  own. 

The  Calendar  for  1880-81,  records  a  total  attendance  of  253  students. 
The  latest  catalogue  *  at  hand,  shows  for  the  decade  that  has  passed 
since  the  above  abstract  was  made,  a  most  amazing  growth;  and  is 
evidence  that  the  University  has  kept  step,— pari  passu, — with  the 
marvelous  growth  of  the  State  in  its  increase  in  population  and 
wealth,  as  the  following  extracts  from  the  Historical  statement 
testify : 

The  University  dates  its  actual  organization  from  an  act  of  the  legislature,  dated 
February  18,  1868,  which  was  entitled,  "An  act  to  re-organize  the  University  of 
Minnesota,  and  to  establish  and  Agricultural  College  therein.”  From  that  time 
until  the  present  the  growth  of  the  University  has  been  all  that  its  friends  could 
expect  or  wish. 

With  the  opening  of  the  year  1888-’89,  two  new  departments,  which  up  to  that 
time  had  been  purely  theoretical,  were  made  a  reality  by  the  opening  of  fully 
equipped  departments  of  Medicine  and  Law.  These  departments  have  already 
proven  their  right  to  exist  and  the  wisdom  of  the  Regents  in  organizing  them  when 
they  did,  by  the  students  which  they  have  drawn  and  the  character  of  the  work 
done.  It  is  not  too  much  to  say  that  no  College  of  Medicine  or  Law  has  ever  before 
reached  so  high  a  degree  of  usefulness  and  real  merit  in  so  short  a  time  as  the  de¬ 
partments  of  Law  and  Medicine  in  the  University  of  Minnesota. 

The  year  of  1888  was  also  marked  by  the  organization  of  a  new  department, 
which  was  an  entirely  new  departure  in  the  educational  world.  The  School  of 
Agriculture  is  the  department  which  is  referred  to.  It  is  sufficient  proof  of  its  suc¬ 
cess  to  point  to  other  States  which  have  adopted  the  same  plan  as  solving  the  diffi¬ 
cult  problem  of  agricultural  education. 

Since  that  small  beginning  of  1868  the  University  has  increased  from  seventy-two 
students,  and  these  mostly  of  the  preparatory  department,  until  now  we  have 
nearly  fourteen  hundred.  From  one  department  we  have  increased  to  ten.  From 
an  institution  struggling  for  bare  existence  we  have  grown  until  we  are  second  to 
none  in  the  facilities  offered  for  the  securing  of  a  thorough  education.  From  a 
part  of  a  building  poorly  equipped,  we  have  increased  until  now  we  have  fifteen 
buildings,  among  them  some  of  the  best  equipped  laboratories  in  the  world. 

The  “College  of  Mechanic  Arts,”  has  been  reorganized  and  en¬ 
larged,  and  is  now  known  as  “  The  College  of  Engineering,”  as  given 
below. 

The  following  are  the  two  large  departments  of  the  University  in 
whose  courses  are  found  the  studies  germane  to  this  Report: 

The  College  of  Engineering,  Metallurgy  and  Mechanic  Arts  offers  courses  of 

*  The  University  of  Minnesota.  Catalogue  for  the  year  1891-92,  and  Announce¬ 
ment  for  the  year  1892-’93.  By  the  University,  Minneapolis,  1892.  Pp.  182. 


364 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


study  in  Civil,  Mechanical,  Electrical,  Mining  and  Chemical  Engineering,  Archi¬ 
tecture,  and  Metallurgy,  leading  to  the  following  named  Bachelor's  degrees:  Civil, 
Mechanical,  Electrical  and  Mining  Engineering;  and  also  Architecture. 

There  is  a  School  of  Design,  Freehand  Drawing  and  Wood  Carving,  in  connection 
with  this  college. 

The  College  of  Agriculture  offers  a  regular  college  course  in  agriculture  of  four 
years  of  college  work.  The  degree  of  Bachelor  of  Agriculture  is  granted  upon  com¬ 
pletion  of  the  course. 

The  School  of  Agriculture  is  a  training  school  for  practical  farm  life,  and  also  for 
the  College  of  Agriculture,  if  the  student  desires  to  pursue  the  subject  further. 

The  Faculty  of  the  College  of  Engineering  number,  beside  the 
President  of  the  University,  21  Professors,  Associate  Professors,  Lec¬ 
turers  and  Instructors,  and  one  Engineer. 

In  this  College  there  are  seven  regular  courses  of  study,  viz  :  Civil  Engineering, 
Mechanical  Engineering,  Electrical  Engineering,  Architecture,  Mining,  Chemistry 
and  Metallurgy  leading  to  the  corresponding  baccalaureate  degree. 

Special  students  are  admitted  to  pursue,  under  the  direction  of  the  faculty,  one 
or  two  distinct  lines  of  study  selected  from  some  regular  course.  Such  students 
must  be  persons  of  mature  years.  “All  applicants,  as  conditional  to  their  admis¬ 
sion  as  special  students,  shall  pass  an  examination  in  so  many  of  the  subjects  known 
as  requisites  for  entrance  to  the  regular  course  of  study,  as  properly  belong  to  or 
are  naturally  introductory  to  the  line  or  lines  of  study  they  have  elected.” 

There  are  two  courses  in  practical  mechanics  to  meet  the  wants  of  young  men 
eighteen  years  of  age  and  upward,  who  are  unable  to  take  a  full  course  in  mechan¬ 
ical  engineering.  The  requisites  for  their  admission  are  stated  on  another  page. 

There  is  also  a  school  of  design,  freehand  drawing  and  wood  carving,  whose  ob¬ 
ject  is  to  provide  instruction  to  regular  University  students  and  to  others  desiring 
special  instruction  in  ornamental  design,  freehand  drawing  and  wood  carving. 

“The  studies  of  Freshman  year  are  the  same  in  all  the  courses.” 

The  courses  in  the  several  departments  of  engineering  correspond 
to  those  in  the  best  scientific  schools  of  the  country;  and  the  college 
is  well  equipped  with  Laboratories,  work  shops  and  machinery,  for 
their  demonstration  and  practice.  The  courses  in  “Practical  Me¬ 
chanics”,  and  the  “School  of  Design”,  more  directly  connect  the 
work  of  this  University  with  that  of  the  schools  and  instrumentali¬ 
ties  recorded  in  the  present  volume  of  this  Report;  and  illustrate,  on 
the  one  hand,  how  the  connection  is  made  between  the  elementary 
work  both  in  Industrial  Art  Drawing,  and  in  Manual  Training, 
as  given  in  the  common  schools,  and  the  higher  training  of  the 
University  ;  and,  on  the  other  hand,  show  how  the  impulse  for  add¬ 
ing  art  knowledge  to  industrial  production,  has  begun  to  permeate 
the  community;  since  it  has  led  this  State  University  to  provide  a 
special  school  for  such  instruction. 

The  courses  in  Mechanical  Engineering  and  the  equipment  for 
instruction  in  these  courses  are  thus  shown  : 

MECHANICAL  ENGINEERING. 

The  work  of  this  course  may  be  divided  into  three  principal  lines ;  theoretical 
engineering,  experimental  engineering,  and  manual  training,  or  the  Mechanic 
Arts. 


MINNESOTA:  MECHANICAL  ENGINEERING. 


365 


In  manual  training  the  student  receives  practice  in  free-hand  drawing,  shading, 
lettering  and  sketcliing  parts  of  machines  ;  also  correct  ideas  of  mechanical  draw¬ 
ing. 

The  shop  work  in  this  department  aims  to  make  the  student  well  acquainted  with 
the  methods  of  modern  manufacturing  establishment,  and,  at  the  same  time,  to 
acquire  skill  in  the  processes. 

The  Wood-working  and  Pattern-making  course  is  intended  to  embody  a  certain 
application  of  certain  tools  and  methods  to  the  work,  continued  by  the  construction 
of  patterns  for  parts  of  machines.  This  is*  supplemented  by  instruction  in  the 
moulding  and  founding  of  these  parts  in  brass  and  iron. 

In  the  forge  shop  the  student  is  instructed  in  welding,  forming  various  shapes  in 
iron,  and  in  the  making  and  tempering  of  hand  and  machine  tools.  The  instruc¬ 
tion  in  the  machine  shop  will  give  the  student  familiarity  with  the  tools  and 
operations  of  the  modern  manufacturing  machine  shop,  by  the  construction  of 
parts  or  the  whole  of  a  machine  and  the  making  of  machine  tools. 

*  *  *  *  * 

The  Shops. — The  basement  of  the  Mechanics  building  is  occupied  by  the  mechan¬ 
ical  laboratory,  machine  and  vice  shop,  and  wood  working  shop  ;  the  wing  by  the 
engine  and  boiler  room,  forge  shop  and  foundry. 

These  shops  are  equipped  with  tools  which  represent  the  best  American  practice. 
Each  shop  will  accommodate  from  ten  to  twenty  students  at  a  time. 

The  instruction  given  is  based  on  the  “  Russian  System,”  in  wThich  the  leading 
idea  is  to  teach  principles  rather  than  to  produce  objects  of  commercial  value.  It 
is  believed  that  the  greatest  progress  can  be  made  in  a  given  time  by  this  method,  as 
the  student  proceeds,  by  a  carefully  planned  series  of  exercises,  from  the  simplest 
to  the  most  difficult  operations,  learning  the  process  but  avoiding  the  repetition  of 
the  ordinary  shop.  So  far  as  is  consistent  with  this  system  the  work  is  adapted  to 
parts  of  some  machine  or  structure  in  common  use,  and  after  finishing  the  exer¬ 
cises  referred  to  above,  the  class  will  build  some  complete  machine  or  structure,  as 
a  review  and  application  of  the  preceding  work. 

Shop  work  is  required  of  students  in  mechanical  and  electrical  engineering,  iir 
division  A  and  B  of  the  special  courses  in  Practical  Mechanics,  anil  carpentry  is  re¬ 
quired  of  students  in  architecture  and  civil  engineering. 

The  engine  and  boiler  room  is  provided  with  an  automatic  cut-off  engine  of 
modem  type,  capable  of  developing  thirty-five  horse  power.  A  steel  boiler  of 
ample  size,  furnished  with  a  feed  pump  and  heater,  supplies  a  steam. 

The  machine  and  vice  shop  contains  a  speed  lathe,  ten  engine  lathes  of  various 
sizes,  a  planer,  shaper,  universal  milling  machine,  vertical  drill  press,  emery  tool 
grinder,  a  Brown  &  Sharp  cutter  and  reamer,  grinder,  grinding  attachment  to 
lathe,  benches  with  ten  vice,  surface  plates,  a  set  of  Belt’s  standard  gauges,  taps, 
dies,  reamers,  drills,  chucks,  and  other  hand  tools  and  accessories  for  practice  in 
machine,  tool  and  vice  work.  It  contains  the  milling  machine  and  a  tool  lathe. 

The  shop  for  pattern  making  and  general  wood  work  contains  benches  with  vices 
and  tools,  lathes  and  lathe  tools,  an  improved  universal  sawing  machine  for  pattern 
making,  etc. ,  a  jig  saw,  planer,  boring  machine,  grind-stone,  and  other  tools  for 
use  in  the  courses  in  carpentry  and  pattern  making. 

The  forge  shop  is  provided  with  a  portable  hand-forge,  stationery  forges  with 
anvils  and  sets  of  tools,  a  blower,  exhaust  fans,  hand  drill  press,  drills,  taps,  dies, 
sledges,  swages,  a  grind-stone  and  other  tools  generally  in  blacksmithing. 

The  foundry  contains  an  eighteen-inch  cupola  brass  furnace,  core  oven,  mould¬ 
ing  tools,  benches,  ladles,  crucibles  and  all  of  the  tools  and  material  ordinarily 
needed  in  moulding  and  casting  iron,  brass  or  white  metal. 

Regular  students  pay  a  fee  of  three  dollars  for  each  term  of  shop  work. 

Drawing  Rooms. — The  general  drawing  room  is  furnished  with  drawing  tables 
for  the  use  of  classes  in  geometrical  drawing.  A  considerable  collection  of  prints, 


366  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


drawings  and  models,  including  a  full  set  of  Schroeder’s  models  for  descriptive 
geometry  has  been  made.  Two  engineering  drawing  rooms  contain  tables,  cases, 
etc. ,  for  students  in  advanced  work  in  all  the  courses  of  study  comprised  in  this 
college. 

Adjoining  the  drawing  rooms  are  “  blue  print”  and  dark  rooms  fitted  with  com¬ 
plete  apparatus  for  duplicating  drawings  by  the  “  blue  print”  process  and  for  pho¬ 
tography. 

Another  dark  room  exclusively  for  photographic  work  has  been  fitted  up  on  the 
first  floor.  * 

Rooms  in  Pillsbury  Hall  are  equipped  with  a  constantly  increasing  collection  of 
papier  mache  models,  drawings  and  charts  for  use  in  the  instruction  in  freehand 
drawing. 

Tlie  following  statement  of  the  course  in  practical  mechanics  shows 
how  in  this  State  University,  just  as,  for  instance,  in  the  Spring 
Garden  Institute  Schools,  in  Philadelphia,  the  practical  training  of 
industrial  workers  is  undertaken. 

Practical  Mechanics.  — T wo  courses  in  Practical  Mechanics  have  been  estab¬ 
lished  in  connection  with  the  Department  of  Mechanical  Engineering,  to  meet  the 
wants  of  mechanics.  They  are: 

A.  A  two  years’  course  in  shop  work,  drawing,  mathematics  and  applied  me¬ 
chanics  for  young  men  unable  to  take  the  full  course  in  mechanical  engineering 
and  for  those  wishing  to  prepare  themselves  for  positions  of  trust  in  shops  and 
factories. 

B.  A  one  year’s  course  in  the  care  and  management  of  engines  and  boilers,  in¬ 
tended  as  a  preparation  for  the  examinations  of  the  State  Boiler  Inspectors  and  to 
fit  students  for  the  care  of  steam  plants. 

Admission. — Applicants  for  admission  to  either  course  must  be  at  least  eighteen 
years  of  age,  and  must  pass  examination  as  follows: 

A  course:  Algebra,  Plane  and  Solid  Geometry  as  for  the  regular  Freshman  class. 
English  Grammar  and  Composition — a  practical  examination  in  the  use  of  English. 

B  course:  Arithmetic,  including  square  root  and  compound  numbers,  English 
Grammar  and  Composition,  as  for  A  Course. 

A  course. 

FIRST  YEAR. 


First  Term. 

Second  Term. 

Third  Term. 

Carpentry  [7], 

Pattern  Making  [7]. 

Foundry  Work  [7]. 

Drawing  15]. 

Drawing  [5], 

Drawing  Machine  Details  r51. 

Higher  Algebra  [5]. 

Trigonometry  [5], 

Mechanics  [5]. 

SECOND  YEAR.. 


Vice  and  Machine  Work  [7], 
Mechanism  [S], 

Engines  and  Boilers  [5]. 


Forge  Work  [7]. 

Meek.  Laboratory  [5], 
Drawing  Machine  Details  [5]. 


Machine  Work  [7]. 

Indicators  and  Engine  Tests  [5] . 
Drawing  (Designing)  [5], 


B  course. 


First  Term. 

Second  Term. 

Recitations  and  'lectures  on  the  principles  and 

Indicators  and  engine  tests  [5]. 

care  of  engines  and  boilers  [5] . 

Drawing  (engines  and  boilers)  [5]. 

Drawing  [3], 

Engine  running  [3], 

Machine  work  [5]. 

Engine  running  [5], 

Forge,  Vice  and  Machine  work  [5]. 

MINNESOTA  :  SCHOOL  OF  DESIGN  AND  WOOD  CARVING.  367 


The  instruction  in  shop  work  is  given  by  means  of  carefully  prepared  exercises. 
These  exercises  are  planned  wholly  with  the  object  of  instructing  the  students  in 
the  use  of  tools,  leaving  out  the  idea  of  construction,  except  in  so  far  as  it  may  not 
interfere  with  instruction. 

The  drawing  is  conducted  on  the  same  plan  as  in  the  engineering  course,  the 
students  first  using  the  text  book  and  afterwards  varying  their  work  to  meet  their 
individual  requirements.  Thorough  drill  is  given  in  applied  mechanics,  mechanism, 
and  simple  machine  designing,  thus  giving  a  two  years’  course  in  mechanical  engi¬ 
neering,  avoiding  as  far  as  possible  the  use  of  the  higher  mathematics. 

The  instruction  in  the  B  Course  in  the  care  and  management  of  engines  and 
boilers  is  given  by  the  means  of  practice  in  the  engine  room,  under  the  immediate 
direction  of  the  engineer.  Students  in  this  course  are  required  to  kee*  record  on 
suitable  blanks  of  the  work  done  by  the  engine,  and  of  the  fuel,  water  and  oil  con¬ 
sumed,  and  to  figure  on  the  cost  and  relative  economy  of  various  fuels  and  methods 
of  running.  The  reasons  for  the  regulations,  as  laid  down  for  running,  are  explained, 
and  the  principles  of  the  steam  engine  and  of  the  construction  of  boilers  are  given 
in  a  manner  not  difficult  for  one  of  ordinary  intelligence  to  understand;  and  finally, 
tests  of  engines  and  boilers  are  given. 

While  the  direct  interests  of  industi'ial  workers  are  cared  for  in 
the  course  just  described,  the  artistic  interests  of  the  University- 
students  in  general,  as  well  of  those  who  may  wish  to  become  work¬ 
ers  in  the  art  industries,  are  cared  for  in  the  following  department : 

SCHOOL  OF  DESIGN,  FREEHAND  DRAWING  AND  WOOD  CARVING. 

The  object  of  this  school  is  to  provide  instruction  to  regular  University  students, 
and  to  foster  and  encourage  a  taste  for  and  knowledge  of  industrial  art  among  others 
desiring  special  instruction  in  ornamental  design,  freehand  drawing  or  wood  carv¬ 
ing. 

A  two  years’  course  in  Wood  Carving  and  Design,  a  two  years’  course  in  Free¬ 
hand  Drawing,  and  a  two  years’  course  in  Ornamental  Design  are  here  outlined. 

Wood  Carving  and  Design. 

FIRST  YEAR. 


First  Term. 

Second  Term. 

Third  Term. 

Drawing  simple  conventional 
forms. 

Carving  these  forms  in  low  relief. 
Care  of  carving  tools. 

Drawing  from  cast. 

Elementary  study  of  historic  or¬ 
nament. 

Modeling  from  casts. 

Wood  finishing. 

Surface  Carving. 

Study  of  natural  plant  forms. 
Elementary  conventional  design. 
Carving  from  original  designs. 

SECOND  YEAR. 

Study  of  the  fundamental  prin¬ 
ciples  of  design. 

Elementary  original  composition. 
Carving  in  intaglio. 

Advanced  design. 

Study  of  light  &  shade  in  crayon. 
Carving  in  high  relief. 

Modeling  in  clay. 

Study  of  historic  ornament. 
Original  composition. 

Advanced  carving  in  high  relief. 

.  Freehand  Drawing. 

FIRST  YEAR. 

Fast  Term. 

Second  Term. 

Third  Term. 

Outline  drawing  from  geometric 
solids  and  other  simple  forms. 

Cast  drawing  in  outline.  Ele¬ 
mentary  freehand  perspective. 

Elementary  study  of  light  and 
shade,  from  the  cast  in  pencil 
and  crayon. 

368 


EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


Freehand  Drawing — Continued. 
SECOND  YEAR. 


First  Term. 

Second  Term. 

Third  Term. 

Drawing  from  casts  of  historic 
ornament  and  architectural  de¬ 
tails. 

Out  of  door  sketching. 

Elementary  study  of  the  antique 
in  outline,  and  light  and  shade 
in  charcoal  and  crayon. 

Study  of  the  full  length  figure, 
and  animal  forms  from  nature 
and  the  ca-t,  in  black  and 
white  and  sepia. 

Ornamental  Design. 
FIRST  YEAR. 


First  Term. 

Second  Term. 

Third  Term. 

The  anatomy  of  pattern. 

The  planning  of  ornament. 
Analysis  of  plant  forms. 

Original  designs  in  outline  from 
given  motives,  in  flat,  “all 
o ver, ”  conventional  treat¬ 
ment. 

Elementary  study  of  historic  or¬ 
nament. 

Flat  treatment  of  foliage  from 
nature,  in  colors. 

SECOND  YEAR. 

Original  colored  designs  for  walls 
and  ceilings. 

Sepia  and  water  color  work  from 
nature. 

Designing  for  prints,  book  cov¬ 
ers,  relief  work,  etc. 

Original  designs  in  historic 
styles. 

Designs  for  stained  glass  and 
woven  fabrics. 

Studies  from  nature  in  color. 

The  courses  are  as  thorough  and  comprehensive  as  possible  within  the  limit  of 
the  time  specified,  and  are  carefully  outlined  with  a  view  to  the  harmonious  cul¬ 
tivation  and  uniform  training  of  the  eye,  the  hand  and  the  mind  to  work  together 
for  the  best  results.  Instruction  in  landscape  drawing  will  he  given  to  advanced 
students. 

Applicants  for  instruction  in  Ornamental  Design  are  required  first  to  possess  a 
knowledge  of  drawing  equivalent  to  one  year’s  work  in  the  drawing  course  outlined 
above;  which  can  be  taken  here  (if  not  previously  acquired)  before  commencing 
work  in  the  course  in  Design. 

In  the  course  in  Ornamental  Design,  instruction  is  first  given  in  the  elementary 
principles  of  original  composition,  in  their  relation  to  natural  growth,  as  applied  tc 
decorative  art,  with  the  intention  of  fostering  originality  of  thought  and  individual¬ 
ity  of  expression.  Students  learn  from  the  beginning  to  produce  their  own  designs 
in  both  natural  and  conventional  form,  and  when  they  are  thoroughly  conversant 
with  the  principle  of  natural  growth,  and  when  simple  forms  can  be  rendered  with 
grace  and  feeling,  the  study  of  historic  ornament  in  relation  to  different  art  peri¬ 
ods  will  be  introduced,  embracing  the  Egyptian,  Greek,  Roman,  Byzantine,  Gothic, 
Renaissance,  etc. ,  with  their  practical  application  to  the  construction  of  original 
ornament. 

Instruction  is  given  in  the  theory  and  application  of  color  to  printed  and  woven 
fabrics  and,  when  able  to  do  advanced  work,  students  are  placed  in  direct  com¬ 
munication  with  manufacturers  with  whom  there  is  a  constant  demand  for  good 
original  work  and  for  which  remunerative  prices  are  paid. 

In  the  foregoing  special  studies  each  student  will  be  advanced  as  rapidly  as  his  or 
her  individual  talent  and  perseverance  will  permit. 

Illustrated  lectures  are  given  on  the  principle  of  Delineation,  Original  Ornamental 
Design,  Wood  Carving,  etc. 

Applicants  for  admission  to  either  course  in  this  school  must  be  at  least  fifteen 
years  of  age. 


Minnesota:  school  of  design  and  wood  carving.  369 

There  is,  also,  in  this  College,  a  School  of  Architecture ;  an  account 
of  which  will  he  given  in  connection  with  those  of  the  other  schools 
of  architecture,  elsewhere  in  this  Report. 

In  the  programme  of  courses  and  studies  in  the  College  of  Agri¬ 
culture,  Drawing  does  not  appear  by  name;  though  in  The  School  of 
Agriculture,  Manual  Training  is  one  of  the  required  subjects 
through  Freshman  year,  in  which  course,  from  the  following  state¬ 
ment,  it  appears  that  drawing  enters  to  some  limited  extent. 

SHOP  WORK  AND  DRAWING. 

Instruction  is  given  by  means  of  text-books,  lectures,  and  work  in  the  shop  and 
drawing  room  in  the  care  and  use  of  tools,  including  setting  and  filing  saws,  filing 
bits,  grinding  plane-irons,  chisels,  and  other  tools  ;  also  in  laying  out  work,  framing 
rafters,  braces,  stairs,  etc. 

Methods  of  construction  are  illustrated  with  models  and  drawings. 

Various  articles  for  use  about  the  farm  are  manufactured  by  the  students. 

Designs  are  made  for  dwellings,  barns,  out-buildings  and  machinery. 

Estimates  are  made  of  the  amoimts  of  material  and  the  cost  of  construction. 

The  summary  of  students  shows  a  total  attendance  during  the 
year  1891-92,  of  1,374;  of  whom  291,  were  women. 

The  “College  of  Engineering,  etc.,”  has  197  students;  44  of  these 
are  in  the  School  of  Design,  and  35  of  them,  are  women.  The  “  School 
of  Practical  Design,”  has  45  students,  all  men.  The  “College  of 
Agriculture,”  has  a  total  of  132  students,  all  men.  “The  Faculty 
and  Instructors”  of  the  University  number  121.  There  are  6  other 
officers.  Cyrus  Northrop,  ll.  d.,  is  the  President. 


ART — VOL  4 - 24 


CHAPTER  XI. 


UNITED  STATES  LAND  GRANT  COLLEGES  OF  AGRICULTURE  AND 
THE  MECHANIC  ARTS— Continued. 

ANALYSIS  OF  CHAPTER. 

Page. 

Mississippi!:  Agricultural  and  Mechanical  College,  near  Starkyille.  .  375 

Successor  to  the  “College  of  Agriculture  and  the  Mechanic  Arts,” 
formerly  a  department  of  the  State  University,  at  Oxford— This  de¬ 
partment,  organized  in  1872,  to  receive  two- fifths  of  the  annual  income 
arising  from  the  Land  Grants  of  1862 — Three-fifths  of  this  income  being 
given  to  Alcorn  University,  an  institution  for  the  higher  education  of 
colored  youth — The  act  of  1875,  divides  this  income  equally  between 
the  two  universities — In  1878— ’79,  the  Legislature  chartered  this  Col¬ 
lege,  transfering  to  it  the  Land  Grant  fund  before  given  to  the  State 
University — Objects  of  tliis  College  defined  in  the  law — Farm  of  840 
acres — Drawing  taught  in  the  last  term  of  both  Freshman  and  Soph¬ 
omore  years — Catalogue  of  1880-81,  gives  a  total  attendance  of  540 
students-267  in  the  Preparatory  class.  73  Freshmen  and  14  Sophomores 
— Catalogue  of  1891-’92,  announces  opening  of  the  new  “Department 
of  Mechanic  Arts”- — Regular  College  course  is  four  years — Tuition  and 
Room  rent  free  to  Mississippi  youth — Tuition  for  others  fixed  by  the 
Trustees — College  under  military  discipline  and  all  students  must 
wear  the  uniform — Brief  history  of  the  College — Objects  defined — 
Distinctions  drawn  between  modern  Industrial  Training  and  the 
Manual  Labor  Schools  of  the  past — Mechanical  Drawing  and  Manual 
Training  required  studies  in  the  Preparatory  Department — Drawing 
a  required  study  for  one  term  each,  in  Freshman  and  Sophomore 
years — Details  of  equipment  of  the  new  “Mechanic  Arts  Department” 
and  of  the  Drawing  required — Ample  accommodation  for  the  train¬ 
ing  in  wood  and  iron  work— JJrawing  a  required  study  through  the 
entire  course  of  four  years  in  this  Department— Total  attendance  of 
pupils  for  the  year  1891— ’92,  310  ;  125  of  these  in  the  Preparatory  De¬ 
partment — Faculty  comprises  18  Profesors  and  Assistant  Professors — 
General  S.  D.  Lee,  President. 

Mississippi:  Alcorn  Agricultural  and  Mechanical  College,  for¬ 
merly  known  as  Alcorn  University,  Claiborne  County .  379 

Established  in  1871,  as  a  State,  and  United  States,  Land  Grant  Institution 
for  the  higher  education  of  colored  youth — Three-fifths  of  annual 
income  of  Land-Grant  fund  given  to  this  University,  till  1878  ;  when 
the  Legislature  changed  the  ratio  to  one-half — A  farm  of  295  acres — 
Catalogue  of  College  for  1880-81 ,  gives  three  courses  of  study,  “  Agri¬ 
cultural,”  “Literary,”  and  “Preparatory” — Free-hand  Drawing  re¬ 
quired  in  first  term  of  Freshman  year  in  the  first  two  of  these  courses 
only — No  other  training  in  Drawing  recorded — Formerly  in  the 
“ Special  course  in  Mechanical  Engineering”  of  the  “University,” 

371 


372  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS* 


Page. 

Drawing  was  an  important  study  during  all  the  four  years — A  total 
of  148  students  is  given  for  year  1880-81 — Catalogue  of  1891-92, 
greatly  improved  in  its  classification  of  students  in  classes  and  depart¬ 
ments — Besides  the  four  College  classes  there  are  three  ‘  ‘  Preparatory  ” 
classes,  with  a  three  years’  “Academic”  course  and  a  two  years’ 
“Scientific”  course — Concise  historical  statement — Copy  of  interest¬ 
ing  and  suggestive  list  of  “  books  for  general  reading”  as  given  in 
catalogue — Total  attendance  of  students,  276 — 47  only  of  these  in  Col¬ 
lege  Department — Ten  Professors  and  Assistant  Professors  com¬ 
prise  the  Faculty — John  H.  Burrus,  m.  a.,  President. 

Missouri  :  State  University — College  of  Agriculture  and  the  Mechanic 

Arts,  Columbia.— School  of  Mines  and  Metallurgy,  Rolla .  383 

Income  of  the  United  States  Land  Grant  divided  between  these  two 
Departments  of  the  University  of  the  State — University  has  nine  “Pro¬ 
fessional  Schools  ” — Course  in  Agriculture,  two  years  ;  Mechanical 
Drawing  taught  in  first  half  of  the  last  year — 21  students  in  1881-’82— 
School  of  Engineering  includes  four  courses ;  Drawing  an  important 
study  in  each — 42  students  in  this  school  in  1881-’82— School  of  Art 
and  Drawing,  has  a  tliree  years’  course — 140  students  of  the  University 
in  this  school  in  1881-’82  ;  82  in  the  School  of  Mines  at  Rolla — Total 
University  Students  in  1881— ’82,  591 — Catalogue  of  1891-'92,  gives  view 
of  ruins  of  main  building,  destroyed  by  fire  January  9th,  1892 — Ex¬ 
tracts  from  Report  by  the  Curators  to  Governor  Francis — Professor 
Riphard  H.  Jesse,  of  Tulane  University,  Louisiana,  accepts  the  Pres¬ 
idency — Historical  statement  of  the  founding  and  development  of  the 
University — Opening  of  the  new  school  of  Mechanic  Arts  in  1891 — 
Increased  facilities  offered  in  the  School  of  Agriculture,  owing  to  the 
increased  United  States  Land  Grant  by  the  law  of  1890 — Influence  of 
this  new  School  of  Manual  Training — Equipment  of  the  school — Un¬ 
usual  facilities  offered  to  students,  all  material  free — 73  students  in 
attendance — Importance  and  successof  the  “Agricultural  College” — 
Liberal  appropriations  by  the  Legislature,  to  replace  buildings  and 
equipment  destroyed  by  the  fire — Girls  admitted  to  the  Academic 
Department  of  the  University— Twenty  years  of  this  co-education — 
Extracts  from  the  catalogue  giving  some  particulars  as  to  dress  reg¬ 
ulations — A  report  to  the  Legislature  by  the  State  Curators  of  the 
University,  dated  January  1st,  1893 — The  economical  relations  of  a 
University  to  the  State,  set  forth — The  Universities  the  friends  of  the 
Public  Schools — The  admirable  Public  School  system  of  Missouri — The 
Manchester  Guardian,  (England),  on  the  direct  value  of  University 
training  to  our  modern  civilization — Plea  for  the  new  buildings — 

Plan  of  proposed  buildings — Legislature  authorized  the  rebuilding  of 
the  University  buildings  in  Columbia — Needs  for  Library,  and  for  Sci¬ 
entific  Equipment,  set  forth  by  the  President — Catalogue  of  1891-92, 
gives  the  number  of  “Academic  Departments”  of  the  University,  as 
14  ;  7  under  the  head  of  “  Language,”  7  under  that  of  “  Science” — 

There  are  also  eight  “Professional  Departments” — The  College  of 
“Agriculture  and  Mechanic  Arts  ”  is  No.  1  of  the  Professional  De¬ 
partments — Origin,  Endowment,  Equipment,  and  Courses  of  Study 
of  this  College— Students  in  1891-92,  205  —Faculty  comprises  18  Pro¬ 
fessors  and  Instructors — Edward  D.  Porter,  a.m.,ph.d.,  Dean — “De¬ 
partment  of  Engineering  ”  at  Columbia — General  statement  of — Three 
Courses  offered — Students,  52— Faculty  numbers  12  Professors  and 
Assistants — Thomas  Jefferson  Lowry,  S.M.,  C.  E.,  Dean. 


TABLE  OF  CONTENTS  CHAPTER  XI. 


373 


Page. 

Missouri  :  State  University— School  of  Mines  and  Metallurgy,  Rolla  396 
Opened  in  1871 ;  graduated  its  first  class  in  1874 — Designed  to  carry  out 
the  expressed  will  of  Congress  in  the  act  of  1862 — Statement  of  its 
equipment — Course  of  three  years — Preparatory  Deparment  course  of 
one  year — A  “  Girls  Course  in  Art”  of  four  years  ;  Drawing  a  required 
study  throughout  this  course — Course  in  “Graphics”  detailed — The 
School  of  Mines,  a  high  class  Institute  of  Technology  ;  with  five  regu¬ 
lar  courses  and  three  “special”  courses — Details  of  instruction  in 
Drawing — Total  number  of  students  in  School  of  Mines,  83 — Faculty 
numbers  nine  Professors  and  Instructors — ElmoG.  Harris,  c.E.,  Di¬ 
rector  of  School  and  Professor  of  Engineering — Summary  of  Statis¬ 
tics  of  entire  attendance  of  Students  in  all  Departments  of  the  Uni¬ 
versity — Total  number,  714 — Total  number  of  Professors  and  Assis¬ 
tants,  56 — Richard  H.  Jesse,  ll.d.,  President  of  the  University. 

Nebraska:  The  University,  Lincoln .  400 

The  University,  chartered  in  1869 ;  organized  in  1871 — The  United  States 
Land  Grant  of  1864,  for  a  University  ;  and  the  Land  Grant  of  1862, 
formed  the  endowment  of  this  Institution,  which  the  Legislature 
authorized  the  Board  of  Regents  to  establish — The  University  planned 
to  comprise  Five  Colleges.  Only  the  two  first, 4  ‘  The  College  of  Litera¬ 
ture,  etc.,”  and  “  The  Industrial  College,”  had  been  opened  in  1880-81, 
when  the  tenth  annual  catalogue  was  issued — The  Industrial  Col¬ 
lege  includes  courses  in  Agriculture,  Practical  Science,  Civil  Engi¬ 
neering,  and  the  Mechanic  Arts — Catalogue  of  1880-’81,  shows  small 
development  of  this  college  with  a  total  attendance  of  26  students, 
of  whom  14  are  in  the  “Preparatory  course” — Only  5,  in  all,  take 
“  Engineering” — Tuition  is  free — There  are  no  limitations  as  to  sex, 
or  race,  or  residence— A  preparatory  course  of  two  years  fits  for 
each  department — Drawing  appears  as  a  study  in  the  third  terms 
of  Freshmen  and  Senior  years  of  the  Engineering  course— A  farm  of 
320  acres — A  total  of  284  students  in  attendance  in  1880-’81 ;  258  of 
these  are  in  the  Literary  College — The  faculty  number  19  Professors — 
Catalogue  for  1890-’91,  shows  no  addition  to  the  colleges — There  is 
a  “  School  of  Fine  Arts”  with  two  divisions ;  one  of  “  Music  ”  and  one 
of  “  Drawing,  etc.” — An  “Elementary  Agricultural  Course”  of  two 
years — In  the  Industrial  College  are  courses  in  “  Chemistry,”  “  Biol¬ 
ogy,”  and  “Applied  Electricity” — Total  attendance  of  students,  570- 
Faculty  of  Industrial  College  numbers  28  Professors  and  Instructors — 

J.  Sterling  Kingsley,  D.  SC.,  Dean. — Faculty  of  University  numbers 
38.  Charles  E.  Bessey,  ph.  d.,  Acting  Chancellor. 

Nevada  :  College  of  Agriculture,  University  of  Nevada,  Elcho....  402 
University  chartered  in  1862,  opened  in  1874 — In  1882  had  only  a  pre¬ 
paratory  school  with  an  attendance  of  27  students — No  Drawing  or 
Mechanic  Arts — Register  of  1891-92,  shows  a  Normal  School,  and 
College  of  Liberal  Arts  ;  School  of  Mines  ;  School  of  Agriculture — 
Drawing  is  taught  in  each  of  these  schools — No  distinctions  of 
sex,  race,  or  color — Total  attendance  of  students  for  the  year,  163 — 
Faculty  numbers  14  Professors  and  Instructors — Three  ladies  are  in 
the  Faculty — Stephen  A.  Jones,  M.  a,,  ph.d.,  President. 

New  Hampshire  :  College  of  Agriculture  and  the  Mechanic  Arts,  Dur¬ 
ham  (formerly  connected  with  Dartmouth  College,  at  Hanover) .  402 

College  organized  in  1886,  and  placed  in  connection  with  Dartmouth 


374  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


College — A  farm  of  360  acres,  the  gift  of  the  late  Hon.  John  Conant — 
Course  of  three  years — Drawing  a  required  study  first  term  of  first 
year  only— Catalogue  of  1881-'82,  gives  a  total  of  41  students — Ex¬ 
tracts  from  circular  of  1890,  showing  development  of  College — Dart¬ 
mouth  catalogue  of  1890-  91,  gives  four  special  coursesin  the  Agricul¬ 
tural  College — Drawing  is  given  great  importance  in  these  courses — 

A  building  for  Mechanical  Training — Total  number  of  students  in  all 
departments  of  Dartmouth  College,  462 ;  36  of  these  are  in  the  Col¬ 
lege  of  Agriculture — Faculty  of  Dartmouth  numbers  50  Professors 
and  Instructors— Faculty  of  this  College  numbers  12,  including  Pres¬ 
ident  of  Dartmouth — Charles  H.  Pettee,  a.  m.  ,  c.  E.,  Dean  of  this 
College — Connection  of  this  State  College  with  Dartmouth,  ended 
with  the  close  of  the  Academic  year  1890-’91 — The  late  Benjamin 
Thompson,  a  resident  of  Durham,  bequeathed  a  large  farm  and  a 
large  money  endowment  to  this  college,  provided  its  connection  with 
Dartmouth  was  severed,  and  it  was  removed  to  the  farm  in  Durham  ; 
these  conditions  were  accepted — The  twentieth  Report  of  the  Board  of 
Trustees  to  the  Legislature,  January,  1893 — Interesting  historical 
statements  showing  evolution  of  the  college  into  a  high  class  techni¬ 
cal  school — How  Government  aid  in  this  case,  as  in  that  of  Cornell, 
has  stimulated  private  benefactions — In  1889,  course  lengthened  to 
one  of  four  years — In  1892,  requirements  for  admission  increased — 

Brief  biographical  notices  of  the  men  who  have  sustained  and  devel¬ 
oped  the  college — Influence  of  Congressional  appropriations  shown — 
United  States  Experiment  Station  to  be  opened  in  1893 — New  work 
of  college  proposed  when  established  in  its  new  home — Increase 
of  Faculty  already  made — Reports  of  examining  committee  and 
suggestions  relating  to  Drawing  and  Manual  Training — Details  of 
courses  of  study  in  Drawing  and  Manual  Training — Total  attendance 
of  students  in  1890-91,  61 — Faculty  numbers  16  Professors  and  In¬ 
structors — Charles  H.  Pettee,  a.  H.,  c.  E.,  Dean  and  Professor  of 
Mathematics  and  Engineering. 

New  Jersey  :  Rutgers  Scientific  School,  the  State  College  of  Agri¬ 
culture  and  the  Mechanic  Arts,  New  Brunswick .  415 

A  department  of  Rutgers  College  organized  in  1864,  and  designated  by 
the  Legislature  as  the  State  College  to  receive  the  income  of  the  United 
States  Land  Grant  of  1862 — Two  regular  courses  of  five  years — Ex¬ 
tracts  from  seventeenth  Annual  Report — Importance  of  the  study  of 
Drawing — Relation  of  training  in  Drawing  in  the  public  schools,  to 
higher  scientific  training— Industrial  Drawing  defined — Educational 
value  of  Drawing — Money  value  of  Drawing  to  the  industries  and 
commonwealth  of  New  Jersey — An  attendance  of  46  students  for 
the  year  1881,  recorded — The  twenty -seventh  Annual  Report  for  1891, 
states  the  passage  of  a  law  giving  free  scholarships  for  each  assembly 
district — Six  courses  of  study — Drawing  required  in  all  courses  for 
first  two  years — Methods  of  instruction  in  Drawing — Total  number 
of  students  in  attendance  for  the  year  1891,  134 — The  Faculty  num¬ 
bers  36  Professors  and  Instructors — Austin  Scott,  PH.  D.,  LL.  D.,  Pres¬ 
ident  and  Professor  of  History  and  Political  Science. 


THE  LAND-Gp ANT  COLLEGE  OF  MISSISSIPPI.  375 

Agricultural  and  Mechanical  College  of  Mississippi. 

The  Agricultural  and  Mechanical  College  of  Mississippi,  situated 
near  Starkville,  is  the  successor  of  “  The  College  of  Agriculture  and 
the  Mechanic  Arts,”  which  was  originally  a  department  of  the  State 
University  at  Oxford.  That  department  was  organized  in  1872,  in 
accordance  with  the  United  States  Law  of  July  2,  1862,  granting 
land  for  the  establishment  in  each  State  of  one  or  more  “Colleges 
of  Agriculture  and  the  Mechanic  Arts.” 

By  act  of  the  Legislature,  the  income  arising  from  this  Land  Grant 
fund  was  at  first  divided  between  the  State  U ni  versify,  and  the  Alcorn 
University,  the  latter  an  institution  for  colored  students,  in  the  ratio 
of  two  fifths  to  the  State  University,  and  three  fifths  to  Alcorn. 
Subsequently,  by  act  of  1875,  the  interest  of  this  fund  was  equally 
divided  between  the  two  Universities. 

In  1878-9,  the  Legislature  chartered  the  “Agricultural  and  Me¬ 
chanical  College,”  and  transferred  to  it  that  portion  of  the  interest 
on  the  Land  Grant  fund  which  had,  heretofore,  been  given  to  the 
State  University. 

This  new  Institution  was  organized  in  obedience  to  the  directions 
prescribed  to  the  Trustees,  by  the  original  act  of  the  State  Legisla¬ 
ture,  in  accepting  the  endowment  fund  from  the  General  Govern¬ 
ment  ;  which  directed 

The  establishment  and  maintenance  of  a  first-class  institution,  at  which  the 
youth  of  the  State  may  acquire  a  common  school  education,  and  a  scientific  and 
practical  knowledge  of  agriculture,  horticulture  and  the  mechanic  arts,  also  the 
proper  growth  and  care  of  stock,  without,  however,  excluding  other  scientific  and 
classical  studies,  including  military  tactics. 

They  shall  regulate  the  course  of  study,  rates  of  tuition,  management  of  experi¬ 
mental  farm,  manner  of  performing  labor,  and  the  kind  of  labor  to  be  performed 
by  students. 

As  defined  in  the  announcement  in  the  catalogue  of  the  “  objects  ” 
of  the  College,  the  education  is  designed  to  be  practical  and  indus¬ 
trial;  “  to  educate  and  direct  the  minds  and  tastes  (of  the  students)  to 
agriculture,  horticulture,  care  and  growth  of  stock,  management  of 
farms,  manner  of  performing  labor  and  the  mechanic  arts.  The 
College  is  not  to  be  in  the  strictest  sense  either  literary,  classical  or 
military;  but  rather  a  college  intended  for  special  technical  training, 
in  agriculture  and  the  Mechanic  Arts.” 

The  college  is  situated  on  a  farm  of  840  acres,  near  the  town  of 
Starkville,  Oktibbeha  county,  on  a  branch  line  of  the  O.  and  M. 
Railroad.  Suitable  buildings  were  erected  and  the  farm  stocked. 

They  have  provided  for  a  preparatory  and  Collegiate  course,  which  will  afford 
the  youth  of  the  State  ample  means  of  acquiring  a  thorough  elementary  education, 
and  a  scientific  and  practical  knowledge  of  Agriculture  and  the  Mechanic  Arts. 

The  College  opened  October  6th  1880;  354  students  lrom  all  sections  of  the  State 
have  matriculated  during  the  session. 


376  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Drawing  is  taught  in  the  third  term  of  the  Freshman  and  Sopha 
more  classes. 


DRAWING. 


Free  Hand. — Walter  Smith’s  Intermediate  Course  [is  used  as  a  text-book,  supple¬ 
mented  with  practice  in  drawing  leaves  and  parts  of  plants,  insects,  etc. 

Geometrical. — Use  of  drafting  instruments,  mounting  paper,  projection,  isometric, 
perspective,  working  plans  of  farm  buildings,  etc.  Students  will  be  required  to 
present  an  original  plan  of  farm  house  or  barn  at  close  of  course. 

The  catalogue  for  1880-’81,  shows  a  preparatory  class  of  267,  Fresh¬ 
man  class  of  73,  and  a  Sophomore  class  of  14. — 

The  latest  catalogue*  at  hand,  announces  the  recent  opening  of 
the  “Department  cf  Mechanic  Arts,”  which  addition  to  the  educa¬ 
tional  facilities  of  the  College,  is  a  decided  departure  in  the  direction 
of  the  new  movement  now  going  on  throughout  the  United  States, 
and  chronicled  at  such  length  in  the  present  Report. 

The  annual  income  of  the  College,  arising  from  the  6  per  cent 
Bonds  which  represent  in  the  State  Treasury  the  U.  S.  Land  Grant, 
is  nearly  $5,000.  Fifteen  thousand  dollars  of  the  principal  was 
authorized  by  the  Legislature  to  be  expended  in  the  purchase  of  the 
land.  The  youth  of  the  State  are  entitled  to  remain  for  four  years 
at  the  College  without  paying  for  tuition.  Rooms  are  also  furnished 
free.  Students  from  elsewhere,  and  citizens  in  excess  of  the  term 
of  four  years,  must  pay  such  sums  as  the  Trustees  may  determine. 
The  College  is  under  military  discipline  and  all  students  must  wear 
the  uniform. 

The  following  extracts  are  from  the  statement  of  the  “Objects 
and  History  of  the  College.” 

The  College  is  on  a  permanent  basis,  the  Legislature  having  made  ample  provi¬ 
sion  for  both  agricultural  and  mechanical  instruction,  both  in  theory  and  practice. 
There  are  now  provided  two  courses,  one  in  agriculture  and  another  in  the  mechanic 
arts,  both  leading  to  the  degree  of  Bachelor  of  Science  in  the  collegiate  department. 
The  farm,  creamery,  stock  barns  and  sheds,  gardens  and  orchards,  and  shops  for 
instruction  in  wood  and  iron  and  foundry  work,  being  ample  for  practical  training. 

The  Trustees  have  established  a  Preparatory  and  Collegiate  course,  which  will 
afford  the  youth  of  the  State  ample  means  of  acquiring,  in  accordance  with  the 
law,  a  thorough,  elementary  education,  and  a  scientific  and  practical  knowledge  of 
agriculture  and  the  mechanic  arts. 

The  large  number  of  students  in  attendance  each  year  shows  that  the  College  sup¬ 
plies  a  long  felt  want  to  the  people  of  the  State  by  giving  a  thoroughly  practical 
education  to  its  youths.  It  is  evident  that  a  large  class  of  our  people  desire  the 
young  men  of  the  State  to  combine  manual  labor  with  literary  instruction  ;  and 
this  is  a  correct  idea  where  boys  are  to  be  educated  for  industrial  pursuits.  Train¬ 
ing  of  this  kind  should  be  in  connection  with  farm  and  shop  work,  where  indus¬ 
trious  habits  may  be  preserved,  or  where  such  habits  may  be  acquired  by  those  not 
having  them  already.  Study  for  four  years  without  the  habit  of  manual  labor  cre- 


*  Twelfth  Annual  Catalogue  of  the  Agricultural  and  Mechanical  College  of  Mis¬ 
sissippi.  1891,  1892.  Post  Office,  Agricultural  College,  Miss.  Telegraph  and  Ex¬ 
press  Office,  Stark  ville.  Miss.  Announcement,  1892-1893.  Vicksburg,  Miss.  Com¬ 
mercial-Herald  Print.  1892.  Pp.  62. 


STATEMENT  OF  PURPOSE  OF  THE  COLLEGE. 


377 


ates  a  disinclination  for  such  work,  and  tends  to  separate  brain  work  and  hand 
work,  giving  discredit  to  the  latter. 

The  development  of  our  agricultural  and  mechanical  interests  necessitates  that 
theory  and  practice  go  together  in  the  education  of  the  farmer  and  mechanic.  If 
this  is  true  of  the  other  professions,  why  not  of  the  farmer’s?  The  labor  feature 
corresponds  to  the  technical  and  expensive  instruction  that  is  given  at  West  Point 
and  Annapolis  in  the  numerous  drills,  encampments,  cruises,  etc. , — to  that  given 
in  the  hospitals  and  dissecting  rooms  of  medical  colleges — in  the  moot  courts  of  the 
law  school,  and  in  the  field  work  of  the  engineer. 

The  instruction  in  the  academic  and  scientific  departments  is  of  the  highest  im¬ 
portance,  and  nothing  can  take  precedence  over  it.  The  industrial  feature  comes 
next,  and  with  it  is  joined  the  pecuniary  assistance  which  a  student  can  obtain  by 
his  work.  It  differs  from  that  of  the  old  manual  labor  school  in  this :  There,  the 
important  matter  was  to  work  enough  to  pay  all  expenses  ;  the  education  received 
was  of  secondary  consideration  compared  with  earning  enough  money  to  pay  one’s 
way.  The  boy  who  labors  most  of  his  time  is  physically  too  tired  to  accomplish 
much  in  his  studies ;  whereas  moderate  labor  facilitates  study.  It  is  desirable  that 
this  feature  should  be  understood  in  connection  with  the  College.  It  must  not  be 
thought  that  a  boy  can  work  his  way  through  by  his  labor,  and  also  get  a  first-class 
education.  It  is  impossible  to  do  both.  He  could  not  accomplish  both  if  he  had  a 
school  at  his  very  door.  A  student  here  has  many  advantages ;  lie  not  only  gets 
his  tuition  free;  but  he  has  an  opportunity  to  work  and  pay  for  part  of  his  board 
by  his  own  labor.  At  home  he  would  still  have  to  incur  the  expense  of  board  and 
clothing — an  expense  unavoidable  in  attending  school  under  any  conditions. 

In  the  Preparatory  Department  “Mechanical  Drawing”  and 
“Workshop  Principles  and  Methods”  are  required  studies. 

The  Mechanical  Department,  now  fully  organized,  furnishes  a  valuable  addition 
to  the  course  of  study.  By  skilled  workmen,  trained  for  such  teaching,  the  stu¬ 
dents  are  taught  the  selection,  care  and  use  of  tools  designed  for  wood  work.  Fre¬ 
quent  practice  in  the  shops  will  develop  skill  of  hand  and  accuracy  of  observation, 
resulting  in  such  a  love  for  this  work  on  the  part  of  many,  as  will,  perhaps,  lead  to 
their  adoption  of  it  as  a  vocation  in  life.  Shop  practice  is  carried  on  in  the  after¬ 
noons,  alternating  with  work  in  the  field  and  garden. 

Iu  the  Agricultural  course  of  the  College,  Drawing  is  a  required 
study  during  the  first  terms  of  Freshman  and  Sophomore  years. 

In  the  new  “Mechanical  course”,  Drawing  and  shop  work  are 
taken  in  place  of  the  technical  agricultural  training,  otherwise  the 
studies  are  alike.  The  following  statement  shows  the  equipment 
for  the  new  course  and  the  special  work  in  drawing  required. 

Mechanic  Arts. 

Harry  Gwinner,  Superintendent. 

This  department  was  opened  for  the  reception  of  students  September,  1891. 

A  substantial  building  50  feet  by  100  feet,  was  erected  in  May,  1891,  and  has  been 
fitted  up  for  a  thorough  course  in  carpentry,  and  wood  tinning. 

The  Mechanical  Course  is  designed  to  afford  such  students  as  have  a  common 
school  education  an  opportunity  to  continue  the  elementary,  scientific,  and  literary 
studies,  together  with  free  hand  and  mechanical  drawing,  while  receiving  theoret¬ 
ical  and  practical  instruction  in  the  various  mechanic  arts,  leading  to  the  degree  of 
Bachelor  of  Science. 

The  training  here  given  does  not  endeavor  to  train  a  single  set  of  faculties,  but  to 
develop  harmoniously  all  the  powers. 


378  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


It  proceeds  upon  the  principle  that  the  eye  and  hand  should  be  educated  no  less 
than  the  brain. 

On  account  of  the  limited  time  spent  in  the  shops  it  is  impossible  to  turn  out 
skilled  mechanics,  but  what  the  student  receives  there  not  only  gives  him  the  best 
practical  ideas,  but  teaches  him  that  manual  labor  is  no  more  degrading  than  in¬ 
tellectual  labor  and  equips  him  in  such  a  manner  that  he  will  experience  no  diffi¬ 
culty  in  selecting  the  trade  that  is  best  for  him  to  pursue. 

The  Legislature  has  appropriated  an  amount  sufficient  for  the  erection  of  a  one- 
story  building,  35  feet  by  70  feet,  which  will  be  used  for  a  forge  shop  and  foundry. 

A  portion  of  the  building  now  used  for  instruction  in  wood  work  will  be  used  for 
machine  shop  work. 

The  instruction  in  shop  work  consists  of  a  graduated  set  of  exercises  so  planned 
as  to  cover  the  operations  in  use  in  the  various  trades,  and  each  exercise  will  cover 
as  much  ground  as  possible  in  order  to  avoid  undue  repetition. 

There  are  twenty  double  benches  in  the  wood- working  shop  each  of  which  has  a 
complete  set  of  tools. 

The  first  instruction  in  carpentry  and  joinery,  is  in  the  use  of  the  saw  and  plane 
in  working  wood  to  given  dimensions;  and  a  series  of  elementary  exercises  follow 
in  order,  such  as  practice  in  making  square  joints,  different  kinds  of  dove-tails,  the 
various  tenons,  roof  trusses,  etc. 

Wood  turning  and  pattern  making  succeeds  the  work  at  the  benches,  and  sub¬ 
sequently,  the  student  will  make  castings  from  the  patterns  made  while  in  the  wood 
shop. 

The  foundry  will  have  twelve  benches  to  be  used  by  the  students  in  mixing  sand 
and  making  moulds,  and  the  castings  made  from  these  moidds  will  be  used  by  liim 
in  his  vise  work. 

The  foundry  will  also  contain  a  cupola,  brass  furnace,  and  core  oven. 

The  forge  shop  will  contain  twelve  forges  with  anvils  for  same,  and  all  necessary 
tools.  The  blast  for  the  forges  and  cupola,  will  be  furnished  by  a  24-inch  blower 
and  all  smoke  will  be  taken  from  the  shop  by  an  exhaust  fan. 

The  work  in  the  forge  shop  will  include  the  management  of  the  fire,  drawing, 
forming,  bending,  upsetting,  splitting,  punching,  annealing,  tempering,  and  case 
hardening. 

The  machine  shop  will  have  an  equipment  of  six  engine  lathes,  two  speed  lathes, 
one  planer,  one  drill  press,  one  shaper,  six  vises,  and  a  full  assortment  of  taps,  dies, 
and  files. 

After  the  construction  of  the  lathe  has  been  fully  explained  to  the  student,  he 
will  be  taught  centering,  turning,  chucking,  reaming,  outside  and  inside  screw 
cutting,  and  will  also  receive  instruction  on  drill  press,  planer,  shaper,  and  vise. 
He  is  then  required  to  construct  some  piece  of  mechanism  in  which  many  of  these 
principles  are  involved. 

The  motive  power  is  furnished  by  a  forty -horse-power  engine,  and  each  week  a 
student  will  be  placed  in  charge  of  the  engineer,  and  in  this  way  will  learn  the 
care  and  management  of  the  boiler,  engine,  and  pump, 

All  work  is  done  from  scale  drawings  made  in  the  school  and  furnished  to  each 
student. 

DRAWING. 

Drawing  extends  through  the  entire  four  years,  and  is  looked  upon  as  of  the 
highest  importance  and  the  effort  is  to  make  the  instruction  thorough. 

In  the  Freshman  Class,  drawing  from  copy  and  lettering  will  be  given.  This 
takes  up  the  copying,  direct  from  drawings,  which  will  be  used  imtil  the  copy  is 
finished. 

The  lettering  consists  of  instruction  in  letters  of  all  styles,  and  the  methods  of 
figuring  and  marking  drawings. 


EQUIPMENT  OF  DEPARTMENT  OF  MECHANIC  ARTS.  379 


Later,  the  work  will  be  orthographic  projections  and  drawings  of  parts  of 
machines  and  wood  work,  which  will  be  used  in  the  shop. 

Sophomore  Class. — In  this  year  the  work  will  be  drawings  of  the  construction  of 
frames,  joints,  walls,  etc.,  in  architectural  work  and  floor  and  foundation  plans 
laid  out.  Instruction  will  be  given  in  the  representation  of  flat  and  curved  sur¬ 
faces  by  means  of  colors,  and  also  of  the  materials  used  in  engineering  work. 

Problems  in  descriptive  geometry  will  be  taken  up  and  explained. 

Junior  Class. — Drawings  will  be  made  of  epicycloidal  and  involute  gear  wheels 
and  racks,  pin  and  bevel  gearing,  and  cams. 

Work  will  be  done  on  problems  of  power,  transmission  by  shafting,  belting,  etc. 

Senior  Class. — The  first  part  of  this  year  the  work  consists  of  the  designing  of 
steam  engine  valves,  and  valve  mechanism. 

Later,  time  will  be  devoted  to  thesis  work,  and  the  student  will  work  on  such 
drawings  necessary  to  show  his  particular  design. 

The  mechanical  buildings  are  always  open  for  inspection  and  visitors  are  always 
welcome. 

******* 

All  students  taking  the  Mechanical  course  are  required  to  work  four  to  eight 
hours  per  week  in  the  shops.  As  this  labor  is  educational  no  pay  is  received  for  it. 
For  all  other  labor  faithfully  performed  they  are  paid  eight  cents  per  hour. 

The  total  attendance  numbers  310;  of  these,  125  are  in  the  Pre¬ 
paratory  Department.  The  Faculty  numbers  18  Professors  and 
assistant  Professors.  Gen.  S.  D.  Lee  is  the  President. 

Alcorn  Agricultural  And  Mechanical  College,  Miss. 

The  Alcorn  Agricultural  and  Mechanical  College,  formally  known 
as  The  Alcorn  University,  occupies  the  site  of  Oakland  College, 
which  was  bought  for  the  new  University  when  it  was  established 
in  1871. 

The  University  received  three-fifths  of  the  annual  income  from 
the  United  States  Land  Grant  fund  for  the  establishment  of  “Col¬ 
leges  of  Agriculture  and  the  Mechanic  Arts,”  the  State  University 
received  two-fifths,  until  the  ratio  was  changed  by  the  Legislature, 
in  1878,  and  the  annual  income  from  that  fund  was  equally  divided 
between  the  two  Universities. 

The  college  is  situated  in  Claiborne  County,  four  and  one-half 
miles  northeast  from  Rodney,  on  the  Mississippi  River.  There  are 
suitable  buildings  and  the  farm  consists  of  295  acres  of  diversified 
land,  “well  adapted  to  the  various  purposes  of  a  model  or  experi¬ 
mental  farm.” 

In  the  regular  “Scientific  Course”  of  the  University,  Free-hand 
drawing  is  taught  each  term  of  Freshman  year ;  after  which,  drawing 
does  not  appear  in  the  schedule  of  studies.  In  the  “Special  Scien¬ 
tific  Course  in  Mechanical  Engineering,”  Drawing  is  required  through 
the  third  term  of  Sophomore  year;  “  Shading,  Tinting,  and  Drawing 
from  Patterns,”  in  the  first  term  of  Junior  year,  and  “Drawing  from 
Actual  Machines,”  and  “  Designs  of  Machines,”  are  required  studies 
in  the  third  term  of  Senior  year. — The  catalogue  of  “the  Alcorn 
Agricultural  and  Mechanical  College  for  1880-’81,  gives  only  three 


380 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


courses  of  study:  The  “Agricultural,”  “  Literary,”  and  “Prepara¬ 
tory.”  Drawing  is  not  a  required  study  in  the  “  Preparatory,”  and 
only  appears  as  “Free-hand  Drawing,”  in  the  first  term  of  Fresh¬ 
man  year  in  the  other  two  courses. 

There  is  a  total  of  148  students. — The  catalogue  for  1880-’81,  does 
not  show  the  course,  or  year,  of  the  student,  the  names  of  all  being 
simply  arranged  alphabetically;  so  it  is  impossible  to  ascertain  how 
many  are  in  the  Preparatory,  and  how  many  in  the  College,  classes. 

The  latest  catalogue  *  has  several  interesting  and  original  features, 
and  is,  in  its  classification  of  students,  certainly  superior  to  the  one 
from  which  the  foregoing  abstract  was  taken;  in  that  the  list  of 
pupils  shows  both  the  class,  and  the  department,  in  which  each  one  is 
enrolled.  In  addition  to  the  four  college  classes,  there  are  “  Junior  ” 
and  “Senior”  “Preparatory”  classes,  and  a  “  Sub  Preparatory  ” 
class,  which  last  has  by  far  the  largest  attendance.  There  is  a  Pre¬ 
paratory  “Academic  course”  of  three  years;  and  a  “  Scientific  Pre¬ 
paratory  Course  ”  of  two  years.  In  the  detailed  course  of  study 
given  for  all  the  departments,  Drawing  is  required  during  each 
term  of  the  first  year  in  the  “Scientific  Preparatory  Course.”  No 
mention  of  this  study  is  found  in  any  other  department.  The  fol¬ 
lowing  statement,  however,  shows  that  some  technical  industrial 
training  is  to  be  given,  in  addition  to  the  opportunities  for  work  on 
the  farm. 

The  Carpentry  and  Painting  Departments  were  opened  up  last  September,  and 
thirty  odd  students  received  instruction  during  the  year  in  the  former,  while  eight 
were  taught  in  the  latter.  The  Blacksmith  Shop  will  be  ready  for  apprentices  in 
September  next. 

The  attendance  has  reached  the  limit  of  the  accommodations  and 
a  new  Dormitory  building  is  planned.  The  frontispiece  shows  a 
number  of  two  story  houses,  with  pleasant  porticoes  and  galleries, 
set  in  a  line,  on  a  pleasantly  shaded  campus. 

GROUNDS. 

The  grounds,  comprising  something  less  than  300  acres,  with  the  exception  of 
some  30  acres,  more  or  less  not  under  fence,  are  about  thus  divided:  70  acres  in  the 
campus,  80  under  cultivation,  and  most  of  the  rest  furnishes  a  very  good  pasture 
for  the  stock. 

The  history  and  resources  of  the  College  are  thus  set  forth: 

“  Oakland  College”  was  founded  in  the  interest  of  the  Southern  Presbyterians  in 
1828.  The  grounds  and  buildings  were  sold  in  1871,  when  the  State  became  the  pur¬ 
chaser,  and  dedicated  the  same,  under  the  name  of  “Alcorn  University,”  to  the 
higher  education  of  her  colored  youth.  In  1878,  the  Legislature  reorganized  the 
school  under  the  name,  “Alcorn  Agricultural  and  Mechanical  College,”  the  better 
to  comply  with  the  Act  of  Congress  of  July,  1862. 

*  ****** 

*  Catalogue  of  the  officers  and  students  of  Alcorn  A.  &  M.  College,  estside, 
Miss.,  1891-1892,  and  announcement  for  1892-’93.  Jackson,  Miss.;  The  Clarion 
Printing  establishment.  1892.  Pp.  26. 


ALCORN  AGRICULTURAL  AND  MECHANICAL  COLLEGE.  381 


The  Agricultural  Land  Scrip  Fund,  donated  by  the  United  States  Government  to 
this  State,  had  increased  to  $227,150,  when  the  Legislature,  in  1878,  divided  it 
equally  between  the  Agricultural  and  Mechanical  College  at  Starkville  and  this 
College,  giving  to  each  $113,575,  the  interest  on  which  is  $5,678.75  per  annum. 

All  necessary  expenses  over  and  above  that  amount  have  heretofore  been  pro¬ 
vided  for  by  legislative  appropriations. 

By  Act  of  the  Legislature  of  1892,  the  annual  expenses  of  the  College  for  the  next 


two  years  will  be  provided  for  thus: 

Interest  on  Congressional  Land  Scrip .  $5, 678. 75 

State  appropriations .  2,321.25 

Total .  $8,000.00 


In  addition  to  the  above,  the  Legislature  granted  an  especial  appropriation  of 
$2,000,  to  be  used  in  repairing  of  buildings,  etc. 

An  additional  appropriation  of  $8,000  was  granted  by  the  Legislature  to  provide 
more  dormitory  and  recitation  rooms. 

By  an  Act  of  Congress  known  as  the  New  Morrill  Bill,  which  became  a  law  Au¬ 
gust  30th,  1890,  and  entitled  “An  Act  to  apply  a  portion  of  the  proceeds  of  the 
public  lands  to  the  more  complete  endowment  and  support  of  the  colleges  for  the 
benefit  of  agriculture  and  the  mechanic  arts,  established  under  the  provisions  of  an 
Act  of  Congress  approved  July  2d,  1862,”  each  State  and  Territory  received  $15,000 
from  the  National  Treasury  for  the  year  ending  June  30th,  1890,  received  $16,000 
for  the  year  ending  June  30th,  1891,  etc.,  upon  condition  that  in  States  requiring 
separate  schools  for  white  and  colored  children,  an  equitable  division  of  the  part 
received  by  said  States,  shall  be  made  for  the  agricultural  and  mechanical  educa¬ 
tion  of  the  children  of  the  two  races. 

Under  that  clause  of  the  Act  which  provides:  ‘That  payment  of  such  installments 
of  the  appropriation  herein  made  as  shall  become  due  to  any  State  before  the  ad¬ 
journment  of  the  regular  session  of  the  Legislature  meeting  next  after  the  passage 
of  this  Act,  shall  be  made  upon  the  assent  of  the  Governor  thereof,  duly,  certified 
to  the  Secretary  of  the  Treasury,”  the  first  two  payments  received  by  Mississippi 
have  been  divided  equally  between  the  A.  and  M.  College  at  Starkville,  and  Alcorn 
A.  and  M.  College. 

Hereafter  this  institution  will  probably  receive  something  over  $10,000  annually 
from  this  source. 

As  to  how  the  new  Morrill  Bill  Fund  may  be  used,  the  following,  taken  from  a 
circular  letter  sent  out  by  the  Commissioner  of  Education,  dated  January,  1891, 
and  addressed  to  Presidents  of  State  Colleges  of  Agriculture  and  the  Mechanic  Arts, 
etc.,  will  show: 

“In  this  connection,  your  attention  is  respectfully  invited  to  the  limitations 
placed  by  the  act  upon  the  use  of  the  money  received,  which  is  to  be  applied  only 
to  instruction  in  Agriculture,  the  mechanic  arts,  the  English  language,  and  the 
various  branches  of  mathematical,  physical,  natural  and  economic  science,  with 
special  reference  to  their  application  in  the  industries  of  life,  and  to  the  facilities 
for  such  instruction.  It  is  held  by  the  Secretary  that  this  language  authorizes,  be¬ 
sides  the  payment  of  salaries,  the  purchase  from  this  money  of  apparatus,  machinery, 
text-books,  reference  books,  stock  and  material  used  in  instruction,  or  for  purposes 
of  illustration  in  connection  with  any  of  the  branches  enumerated.” 

******* 

Tuition  is  free  to  all  Mississippi  students,  but  to  all  others  it  is  $15  a  year  in  ad¬ 
vance.  Each  student,  on  entering,  will  be  required  to  pay  a  doctor’s  fee  of  $2.00, 
which  will  entitle  him  to  medical  attention  during  the  school  year;  50  cents  addi¬ 
tional  will  be  charged  for  medicine.  Board  may  be  had  at  the  Refectory,  at  $6.50 
per  month,  in  advance.  This  includes  table-board  and  washing. 


382  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


By  working  on  the  farm,  or  in  the  shops,  as  it  is  needed,  most  any  student  can 
earn  about  a  third  of  his  expenses. 

4 

The  last  two  pages  of  the  cover  are  so  utilized  as  to  add  to  the  in¬ 
terest  and  usefulness  of  the  catalogue.  On  the  outside  page  is  a 
calendar  of  the  scholastic  year  1892-’93.  The  inside  page  is  given 
half,  to  concise  statements  of  “  Things  worth  knowing  by  every 
Mississippi  Farmer;”  and  half,  to  a  list  of  books  for  general  reading; 
which  last,  as  it  must  needs  be  suggestive  as  to  the  trend  of  this 
educational  movement  among  the  colored  people  of  Mississippi,  and 
so  can  hardly  fail  of  interest,  is  here  quoted  at  length: 

Students  and  others  have  so  frequently  asked  for  a  list  of  the  best  books  to  read 
that  the  following  list  is  given,  not  as  containing  all  the  best  books  but  as  present¬ 
ing  a  number  of  good  books  from  which  a  person  fairly  intelligent  may  select  what 
he  or  she  is  able  to  purchase,  according  to  the  special  object  in  view: 

A  Reference  Bible  with  Maps.  A  Bible  Dictionary.  A  Concordance.  A  Dic¬ 
tionary.  An  Atlas.  Bunyan's  Pilgrim’s  Progress.  D’Aubigne’s  History  of  the 
Reformation.  Ten  Acres  Enough.  Elements  of  Agriculture.  Page’s  Theory  and 
Practice  of  Teaching.  Sweet’s  Method  of  Teaching.  Self  Help,  by  Smiles.  Ten 
Nights  in  a  Bar  Room.  History  of  Civilization,  by  Guizot.  Redpath’s  Popular 
History  of  the  United  States.  Titcomb’s  Letters  to  young  People.  Bacon’s  Essays. 
Locke’s  Conduct  of  the  Understanding.  Green's  Short  History  of  the  English  Peo¬ 
ple.  Sketch  Book,  by  Irving.  Utopia.  Rasselas.  Don  Quixote.  Gibbon’s  De¬ 
cline  and  Fall  of  the  Roman  Empire.  Uncle  Tom's  Cabin.  Last  of  the  Mohicans. 
The  Black  Phalanx.  Men  of  Mark,  by  W.  J.  Simmons.  Rights  of  a  Citizen  of  the 
United  States,  by  Tlieo.  Parsons.  Everybody’s  Lawyer.  Pryde’s  Highways  of 
Literature.  Addison’s  Spectator.  Arabian  Nights.  Vanity  Fair.  Adam  Bede. 
Dante  (in  English.)  Robinson  Crusoe.  David  Copperfield.  American  Humorist. 
The  Poems  of  Shakespeare,  Milton,  Whittier,  Bryant,  Longfellow,  and  Sir  Walter 
Scott.  Manual  of  Co-operation.  The  biographies  of  such  Americans  as  Chas.  Sum¬ 
ner.  President  Lincoln,  President  Grant,  Henry  Clay,  Benjamin  Franklin,  George 
Washington,  etc. 

The  total  attendance  is  as  follows: 

RECAPITULATION. 


Number  enrolled  in  College  Department .  47 

Number  enrolled  in  Preparatory  Department .  .  50 

Number  enrolled  in  Sub.  Preparatory  Department .  179 

Total  enrollment .  276 


The  Governor  and  Treasurer  of  the  State  are,  “ex-officio,”  mem¬ 
bers,  and  the  Governor  is  the  President,  of  the  Board  of  Trustees. 

Ten  Professors  and  Instructors  comprise  the  Faculty.  John  H. 
Burrus,  M.  a.,  is  the  President. 


THE  UNIVERSITY  OF  MISSOURI. 


383 


The  University  Of  The  State  Of  Missouri,  Columbia,  Mis¬ 
souri. — The  College  Of  Agriculture  And  The  Mechanic 

Arts.— The  School  Of  Mines  And  Metallurgy. 

The  income  of  the  United  States  Land  Grant  is  divided  in  Missouri, 
between  two  Departments  of  the  State  University;  which  has  most 
of  its  Departments  at  Columbia,  Boone  County.  “The  Depart¬ 
ments  which  receive  the  benefits  of  the  Land  Grant  Fund,  are  the 
Agricultural  College”,  situated  at  Columbia;  and  the  “ School  of 
Mines  and  Metallurgy”,  situated  at  Rolla,  Phelps  County. 

The  “  Professional  Schools”  of  the  University  are  nine,  viz:  “Ag¬ 
riculture,  Pedagogics,  Law,  Medicine,  Mining  and  Metallurgy,  En¬ 
gineering,  Military  Science  and  Tactics,  Art,  Commercial.” 

The  course  in  Agriculture  has  been  reduced  to  two  years,  Mechan¬ 
ical  Drawing  is  taught  in  the  first  half  of  the  last  year.  There  were 
21  students  in  1881-’82. 

The  school  of  Engineering  includes  four  courses,  “Civil  Engi¬ 
neering”  “Topographical  Engineering,”  “Surveying  and  Astron¬ 
omy”  and  “Military  Engineering.” 

Drawing  is  of  necessity  an  important  study  in  all  these  courses, 
modified  somewhat  in  each  to  suit  the  needs  of  the  special  course. 

In  the  report  to  the  President  of  the  University  for  the  year 
ending  June  1st  1882,  the  Dean  of  the  Faculty  says: 

“  Drawing  has  been  made  a  more  prominent  feature  of  the  course; 
and  Warren’s  entire  series  of  engineering  drawing  books  is  now  used 
as  the  text.  McCord,  on  Mechanical  Drawing  and  Smith  on  Topo¬ 
graphical  Drawing,  are  also  used  as  texts.”  42  students  were  in  at¬ 
tendance  in  the  School  of  Engineering  during  1881-82. 

The  School  of  Art  and  Drawing  had  a  course  of  three  years.  A 
total  of  140  students  of  the  University,  are  enrolled  under  this  school 
for  1881-82.  The  total  number  of  students  attending  the  University 
for  this  year  was  509.  There  were,  in  addition, -82  students  in  the 
School  of  Mines  at  Rolla,  making  the  total  number  of  University 
students  591. 

The  latest  catalogue  *  at  hand  has  as  frontispiece,  a  view  of  the 
stately  main  building  intact ;  and  opposite,  a  view  of  the  same 
building  in  ruins,  as  left  by  the  destructive  fire  of  January  9th,  1892. 
The  majestic  Ionic  columns,  and  the  roofless  massive  walls,  all  jagged 
and  corroded  by  the  devastating  flames,  suggest  rather  the  ruined 
monuments  of  Italy  and  Greece,  than  any  modern  constructions. 
The  ruins,  in  fact,  in  these  views,  seem  grander  and  more  impressive 
than  did  the  uninjured  structure. 

The  University  was  created  by  the  law  of  February  8th,  1839. 
The  site  in  Columbia,  selected  June  24th  of  the  same  year,  and  the 
completed  building  was  opened  for  academic  purposes  April  14th, 

*  Catalogue  of  the  University  of  the  State  of  Missouri.  Fiftieth  Report  of  the 
Curators  to  the  Governor  of  the  State.  1891-1892.  Pp.  149.  i.  n. 


384  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


1841.  “  The  College  of  Agriculture  and  Mechanic  Arts,  and  the 

school  of  Mining  and  Metallurgy,  were  made  a  department  of  the 
University  by  act  of  February  24th,  1870.” 

In  the  Report  made  by  the  Curators  to  Governor  Francis,  “for 
the  year  ending  June,  1892”, — after  the  expression  of  their  gratifica¬ 
tion  in  having  secured  the  year  before,  the  acceptance  of  the  Presi¬ 
dency  of  the  University  by  Professor  Richard  H.  Jesse,  of  Tulane 
University  ;  whose  administration  thus  far,  they  pronounce  a  great 
success, — the  present  prosperity  and  future  prospects  of  the  Uni¬ 
versity  are  thus  set  forth: 

The  popularity  of  the  work  of  the  University,  and  its  signal  success,  as  evidenced 
by  the  increased  attendance  at  this  session,  is  matter  of  pride,  not  only  to  the  man¬ 
agement,  but  also  to  all  the  people  of  the  State.  Missouri,  now  more  than  ever,  is 
devoted  to  the  interests  of  higher  education.  The  hearts  of  the  people  beat  in  unison 
with  the  desire  for  a  grand  institution  of  learning  that  shall  give  unexcelled  power 
for  development  and  progress,  and  shall  be  their  crowning  glory  in  the  Mississippi 
valley.  They  have  lifted  the  University  to  its  legitimate  legal  status  of  the  first 
institution  in  the  State.  They  have  made  it  the  State  University.  They  have 
entered  upon  the  policy  of  endowing  it,  and  they  recognize  their  duty  and  interest 
to  maintain  it  liberally  and  suitably.  They,  therefore,  have  a  right  to  expect  an 
expansion  proportionate  to  the  effort  being  made.  Such  has  been  the  case.  The 
growth  of  the  institution  in  every  respect  is  encouraging.  The  number  of  students 
at  this  session  is  031,  being  51  more  than  any  previous  year  of  the  fifty-three  years 
of  the  University's  history;  and  in  our  opinion,  but  for  the  burning  of  the  main 
building  in  the  midst  of  the  session,  the  number  of  students  might  easily  have 
reached  700.  With  a  continuance  of  the  present  vigorous  policy  by  the  State  and 
the  University  itself,  when  the  new  buildings  are  erected  and  properly  equipped, 
there  appears  to  be  no  reason  why  the  student  corps  should  not  in  a  brief  time  attain 
to  twelve  or  fifteen  hundred.  The  State  of  Missouri,  by  her  situation  and  natural 
advantages,  with  the  noble  character  and  public  spirit  of  her  people,  deserves  this 
splendid  accomplishment,  and  it  is  the  ambition  of  all  connected  with  the  immedi¬ 
ate  control  of  the  University  to  attain  this  end.  Missouri  should  never  pause  for  a 
moment  in  her  onward  movement,  until  none  can  mention  her  name  or  celebrate 
her  glories  without  giving  first  thought  and  consideration  to  her  great  University. 
For  at  last  it  is  great  minds  that  most  adorn  a  state,  and  elevate  it  far  above  the 
grandeur,  fruitfulness  and  beauty  of  nature  in  the  achievements  of  history  and  per¬ 
manent  beneficence  of  true  glory.  All  experience  carries  this  testimony.  Intelli¬ 
gence  discounts  nature.  A  country  is  known  by  its  men.  The  university  is  the 
creator  of  power — the  power  of  thought — and  elevated  thought  is  the  inspirer  of 
sublime  conduct.  A  country  without  great  schools  is  incapable  of  lofty  enterprise, 
and  buries  its  annals  with  its  years,  leaving  neither  name  nor  memories  to  redeem  it 
from  oblivion. 

An  historical  statement  of  the  founding  of  several  departments  in 
their  order  of  installation,  is  given  as  follows;  and  the  opening  in 
1891,  of  the  new  school  of  Mechanic  Arts,  thus  announced: 

ACTS  OF  CONGRESS  JULY  2,  1862,  AND  AUGUST  30,  1890. 

By  the  land  grant  act  of  the  United  States  of  July  2,  1862,  the  equivalent  of 
330,000  acres  of  land  was  donated  to  the  State  for  the  purpose  of  establishing  an 
Agricultural  College,  embracing  instruction  in  agriculture,  military  science  and 
tactics  and  the  mechanic  arts.  It  was  intended  that  the  proceeds  of  this  grant 
should  be  used  only  for  maintenance,  and  that  the  State  should  supply  the  build¬ 
ings  and  equipment.  The  State,  by  act  of  the  General  Assembly,  accepted  this  trust 


MISSOURI  :  THE  SCHOOL  OF  MECHANIC  ARTS. 


385 


and  assumed  entire  control  of  the  trust  fund.  By  act  of  the  Legislature  of  Febru¬ 
ary  24,  1870,  the  Agricultural  College,  with  the  School  of  Mines  and  Metallurgy, 
was  established  as  a  department  in  the  University.  At  a  later  period  the  Military 
department  was  developed,  and  under  the  patronage  of  the  State,  and  presided  over 
by  able  and  accomplished  officers  of  the  United  States  army,  detailed  by  the  Secre¬ 
tary  of  War,  is  most  successful.  In  this  the  design  of  the  United  States  has  been 
fully  accomplished. 

But  the  School  of  Mechanic  Arts  has  been  for  nearly  thirty  years  wholly  neg¬ 
lected  by  the  State,  it  having  made  no  provision  whatever  for  its  institution  or  sup¬ 
port.  But  by  act  of  August  30,  1890,  the  United  States  Congress  made  further  and 
liberal  provision  for  the  Agricultural  College.  This  act  yields  an  annually  increas¬ 
ing  amount  from  $15,000  in  1890  up  to  $25,000  when  the  latter  sum  became  a  fixed 
annual  income.  Of  this  amount  Lincoln  Institute  receives  a  part,  in  the  ratio  of 
the  colored  children  to  the  white  children  of  the  State.  The  School  of  Mines  at 
Rolla,  as  a  part  of  Agricultural  College,  receives  25  per  cent,  and  the  remainder 
goes  to  the  Agricultural  College  at  Columbia.  By  means  of  this  unexpected  income, 
without  any  aid  from  the  State,  the  Board  have  been  enabled  to  establish  and  put 
in  operation  in  the  Agricultural  College  at  Columbia  the  Normal  department,  the 
Commercial  department,  the  Department  of  History  and  Political  Economy,  and 
also  a 

School  of  Mechanic  Arts;  or,  Manual  Training  School. 

This  latter  deserves  an  emphatic  notice.  It  is  an  entirely  new  feature  in  univer¬ 
sity  work.  The  first  Manual  Training  School  established  in  the  United  States  was 
due  to  the  thought  of  Dr.  C.  M.  Woodward.  It  is  a  part  of  Washington  University, 
at  St.  Louis,  and  he  is  its  present  Dean.  The  fame  of  that  school  is  national,  and 
Dr.  Woodward  is  everywhere  recognized  as  the  originator  of  the  system.  As  a 
member  of  the  Board  of  Curators,  he  has  taken  a  deep  interest  in  the  organization 
of  the  Manual  Training  School  in  the  University.  This  in  itself  is  a  guaranty  of  the 
very  best  form.  And  he  has  stated  that  it  Is  as  well  equipped  and  ably  conducted, 
so  far  as  developed,  as  any  school  of  its  kind  in  the  country. 

On  the  3d  day  of  June,  1891,  Prof.  C.  W.  Marx  was  elected  by  the  Board  Superin¬ 
tendent  of  the  school,  who  gives  instruction  in  the  theories  pertaining  to  his  depart¬ 
ment,  and  also  superintends  the  manual  work.  Prof.  C.  B.  Rearick  is  instructor 
in  drawing. 

About  five  thousand  dollars  have  been  expended  in  equipping  this  department. 
It  was  first  located  in  the  basement  of  the  west  wing  of  the  main  University  build¬ 
ing,  and  was  burned  out.  Most  of  the  equipment,  however,  was  saved,  and  the 
school  is  now  conducted  in  a  leased  building.  A  separate  and  suitable  brick  building 
will  be  erected  on  the  campus  this  summer,  ample  for  ts  accommodation  and  free 
development. 

THE  INFLUENCE  OF  THIS  SCHOOL  UPON  THE  STUDENT. 

The  course  in  this  department  is  intended  to  cover  four  years,  and  embraces  four 
rooms  or  stages  of  progress,  viz. :  plain  wood- work  or  joinery,  wood  turning,  work 
in  cold  iron  and  the  forge-room.  It  is  no  part  of  the  scheme  to  manufacture  any¬ 
thing  for  commerce,  but  to  give  practical  instruction  to  the  students  in  drawing 
and  in  the  use  of  tools  of  every  kind,  and  in  the  construction  of  all  the  forms  and 
patterns  of  wood  and  iron  work.  Thus  are  educated  together  in  the  most  natural 
and  easy  way  the  brain,  eye  and  hand,  developing  at  once  the  sense  and  method  of 
useful  form,  and  evolving  ideas,  mental  conceptions  and  intellectual  processes 
into  the  material  of  practical  life.  The  scholar  is  also  a  mechanic.  While  he 
thinks,  action  is  present.  While  he  studies,  he  learns  to  do.  He  comprehends  the 
necessity  of  mental  and  physical  cooperation  as  equal  elements  of  success.  He 
creates  or  preserves  habits  of  industry.  He  prepares  to  help  himself  in  after  life  as 
occasion  requires.  He  is  rendered  independent.  This  condition  makes  him  con¬ 
fident  and  self-reliant.  Gradually  it  dawns  upon  him  that  study  and  toil  are  only 
ART— VOL  4 - 25 


386  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


different  applications  of  the  same  intelligent  force,  of  like  merit,  and  worthy  equal 
honor.  Thus  the  first  principle  of  good  citizenship  impresses  itself  upon  him. 
Every  one  must  do  something  “  to  earn  a  night’s  repose.”  He  perceives  that  an 
idle  philosopher  is  not  so  valuable  to  society  as  a  chimney-sweep,  and  that  truth 
dormant  and  inactive,  however  great,  is  ot  less  value  than  junk  or  old  rags  on  the 
way  to  market. 

The  workers  move  the  world  to-day.  All  the  mighty  forces  that  once  poured 
through  the  gates  of  civilization  in  ruinous  war  are  now  engaged  in  wonderful 
competitive  activity  in  commerce,  construction,  art  and  manufacture.  The  man 
that  can  think  and  do  in  this  age  must  surpass  the  man  trained  to  think  but  not  to 
do.  The  hand  of  industry  is  every  hour  growing  into  greater  comparative  impor¬ 
tance.  Hitherto  it  has  been  committed  for  instruction  to  the  minor  schools  and  to 
tradition.  It  was  deified  a  position  by  the  side  of  the  professions.  Now  the  spirit 
of  the  age  calls  the  industrial  pursuits  into  the  halls  of  the  university,  and  crowns 
the  hand  of  toil  and  the  implements  of  industry  with  the  same  honor  in  which  it 
clothes  the  bar,  the  bench  and  the  forum.  Thus  passes  away  the  cruel  and  bar¬ 
barous  period  of  personal  preference,  based  on  no  merit  but  the  accident  of  birth  or 
calling — a  monstrous  imagination  that  has  harassed  and  oppressed  nine-tenths  of 
mankind  for  centuries. 

Seventy -three  students  have  this  year  entered  the  Manual  Training  School,  and  a 
wrant  of  room  prevented  a  greater  number.  The  bonnty  of  the  General  Govern¬ 
ment  enables  us  to  deal  liberally  with  this  department.  There  are  no  special  charges 
for  anything.  Paper,  pens,  ink,  drawing  instruments,  desks,  models,  wood,  lum¬ 
ber,  tools,  work  benches,  metals,  supplies,  forges,  and  all  the  necessary  and  costly 
machinery  and  outfits,  are  furnished  every  student  without  cost,  just  as  scientific 
instruments,  maps,  charts,  technical  books  and  suitable  equipment  are  furnished 
to  other  departments.  A  substantial  building,  designed  with  special  adaptation  to 
the  uses  of  this  department,  will  be  a  strong  feature  upon  the  campus.  This  will 
be  erected  from  means  supplied  by  the  State.  Thus  the  State  and  Nation  join  in 
welcome  of  the  industries  to  the  home  of  the  classics  and  sciences. 

The  Agricultural  Building  fortunately  escaped  destruction  and 
this  college,  with  its  comprehensive  departments,  is  recognized  as  a 
very  essential  member  of  the  University. 

The  Agricultural  College. 

From  what  precedes,  it  is  evident  that  the  Agricultural  College  in  the  University, 
embracing  the  School  of  Mines  at  Rolla,  the  Military,  the  Mechanic  Arts  and  the 
other  important  schools  mentioned,  with  yet  capacity  for  still  greater  enlargement, 
and  having  at  the  same  time  control  of  the  farm,  the  Horticultural  department, 
and  the  Experiment  station  with  its  revenues,  constitutes  a  strong  element  in  uni¬ 
versity  organization.  The  Curators  have  given  it  special  consideration  in  the 
endeavor  to  foster  its  highest  interests  and  bring  to  its  support  the  popular  favor 
its  importance  and  merit  demand.  In  a  prominent  position  npon  the  campus  it 
has  a  commodious  budding  for  its  own  special  uses,  heated  by  steam  and  hot  air, 
repaired  and  improved  throughout  during  the  present  year  at  a  cost  of  over  $6,000, 
newly  equipped  for  its  work  and  elegantly  appointed  in  every  part.  It  wholly 
escaped  injury  by  the  fire.  To-day  the  Agricultural  College  building  stands  alone, 
but  soon  will  be  one  of  a  group  of  modern  buildings,  erected  like  itself  for  the  spe¬ 
cial  use  of  the  several  departments,  and  standing  coequal  with  engineering,  phys¬ 
ics,  medicine  or  law,  and  having  an  income  greater  than  any  other  department. 
Seventy-one  students,  professional  agriculturists,  have  this  year  entered  this  depart¬ 
ment,  and  are  pursuing  a  special  and  technical  course  of  study  to  equip  themselves 
for  their  life  work,  in  like  manner  as  medical  or  law  students,  either  of  which 
schools  they  excel  in  number. 


MISSOURI:  THE  AGRICULTURAL  COLLEGE. 


387 


The  Agricultural  College  is  succeeding  far  beyond  expectation  in  its  own  special 
work  and  professional  course;  and  when  it  is  allowed  that  by  legal  association  and 
community  of  organization  and  support  from  the  same  fund,  there  are  due  to  it 
the  courtesies  of  the  School  of  Mines,  the  Military  School  and  School  of  Mechanic 
Arts,  its  interests,  power  and  influence  as  compared  with  the  other  departments 
are  imposing  and  of  wide  range.  In  former  years  it  has  been  impeded  for  lack  of 
sufficient  means  to  meet  its  necessities,  the  physical  sciences  being  very  expensive 
as  compared  with  the  classics  and  similar  learning.  But  for  the  present  the  income 
of  the  Agricultural  department  is  deemed  ample  for  the  pay  of  its  professors  and 
for  all  the  “facilities  for  instruction,”  to  which  uses  alone  it  is  limited  by  law.  It 
will  therefore  be  inexpensive  to  the  State,  except  foi^  buildings  and  fixtures. 

It  is  our  opinion  that  time  will  prove  the  wisdom  of  associating  together  all  these 
departments  of  learning  and  building  up  one  great  University,  instead  of  dissipat¬ 
ing  the  energies  of  the  State  at  far  greater  cost  and  loss  of  that  massive  effect  pro¬ 
duced  by  a  giand  unity,  which  is  in  itself  a  mighty  influence  over  the  imagination 
in  fixing  the  attention,  inspiring  ambition,  creating  energy,  exciting  enthusiasm 
and  impressing  every  one  with  the  earnestness,  zeal  and  self-respect  that  spring 
from  the  combined  power  of  all.  Besides,  all  learning  is  of  the  same  nature,  all 
truth  is  of  the  same  essence,  and  all  students  far  into  life  pursue  the  very  same 
studies  and  investigations.  Only  when  the  practical  demands  for  business  and 
subsistence  begin  to  press  do  they  differentiate  into  law,  agriculture,  mechanics, 
medicine  and  the  various  specialties.  Moreover,  the  association  of  all  the  schools 
multiplies  the  influence  and  benefits  of  each,  and  through  acquaintance  and  friend¬ 
ship  draws  together  the  young  men  of  the  State,  producing  a  good  understanding, 
obliterating  local  prejudices  and  follies  of  business  distinction,  and  creating  a  spirit 
of  toleration  and  mutual  self-respect.  Agriculture,  far  from  suffering  by  this  asso¬ 
ciation  in  the  University,  must  itself,  by  the  inherent  purity,  beauty  and  beneficence 
of  its  learning,  in  which  is  nothing  evil,  tend  to  the  advantage  of  all  other  depart¬ 
ments,  and  they  have  a  deep  interest  in  its  permanent  presence  upon  the  campus. 

The  burning  of  the  main  building  is  referred  to  as  a  matter  of 
history;  and  details  are  given  of  the  prompt  action  of  the  legislature 
and  of  the  public  spirit  and  generosity  shown  by  the  people  of  Co¬ 
lumbia,  in  supplementing  the  State  appropriation. 

“The  36th  General  Assembly”  made  immediate  provision  for  the 
needs  of  the  Uni versity  by  creating  a  building  fund  of  $237,000.  The 
plans  for  the  placing  of  the  new  buildings  are  already  decided  upon. 

The  buildings  will  be  erected  upon  a  quadrangle  extending  lengthwise  from  north 
to  south,  and  being  800  feet  wide — the  west  line  facing  with  the  east  wall  of  the 
Agricultural  College  building,  which  will  form  one  of  the  group,  and  which  is 
really  the  initial  point  determining  the  position  of  the  other  buildings. 

The  new  main  building  will  stand  to  the  south  of  the  position  of  the  old  one  and 
at  the  head  of  the  quadrangle  facing  north.  The  main  building  cannot  be  erected 
at  present.  It  is  estimated  that  it  wall  cost  $300,000,  and  the  37th  General  Assem¬ 
bly  will  be  asked  to  appropriate  that  amount  for  the  purpose.  No  plans,  however, 
have  been  drafted  for  this  building. 

The  building  of  six  other  buildings  are  authorized;  among  them 
is  one  for  the  Manual  Training  School. 

An  insurance  of  nearly  $150,000,  on  the  main  building  and  the 
library  and  apparatus,  is  fortunately  available  for  the  creation  of 
new  collections  of  books  and  instruments. 

Girls  are  admitted  to  the  Academic  Department  of  the  University. 

The  following  paragraphs  from  its  catalogue,  relate  to  their  student 


388  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


life;  the  provisions  regarding  dress  are  not  devoid  of  interest.  One 
wonders  whether,  sometimes,  some  fair  student  has  not  risked  “ten 
demerits  a  day”  for  some  favorite  hat.  Can  it  he,  that  the  innocent 
coquetry  of  the  sex,  has  been  here  wholly  eliminated? 

Young  Women. 

(Mrs.  J.  P.  Royall  in  charge.) 

It  is  now  twenty  years  since  the  University  was  opened  alike  to  both  sexes.  The 
number  of  young  women  matriculating  has  increased  steadily  from  year  to  year,  and 
now  exceeds  one  hundred.  In  this  University,  as  in  so  many  others,  co-education 
has  thoroughly  approved  itself,  and  is  now  passed  quite  beyond  the  stage  of  experi¬ 
ment.  Large  liberty  is  allowed  in  the  selection  of  studies,  but  the  same  demands 
are  met  by  all  members  of  the  same  class,  and  the  young  women  often  distinguish 
themselves  in  the  severest  subjects.  The  lady  in  charge,  whose  chief  duty  it  is  to 
chaperone  her  wards,  extends  to  them  at  all  times  the  friendliest  counsel  and  sym¬ 
pathy,  and  every  other  provision  is  made  for  their  health,  comfort,  convenience  and 
improvement.  While  no  such  educational  advantages  for  young  women  are  to  be 
found  outside  of  a  University,  the  expense  is  even  less  than  at  ordinary  schools  for 
girls. 

DRESS. 

A  simple  uniform,  becoming  to  all  young  women,  is  particularly  desirable  for 
students,  as  it  not  only  economizes  time,  money  and  attention,  but  also  identifies 
them,  outwardly,  with  the  University,  while  at  the  same  time  it  abolishes  in  a 
measure  the  distinction  of  rich  and  poor.  Accordingly  the  following  has  been 
adopted  as  the  attire  of  matriculates  for  every  day,  regular  and  special  holidays 
excepted : 

A  walking  suit  of  black  cloth  with  black  trimmings.  During  the  first  month  of 
the  first  semester  and  the  last  month  of  the  second  semester,  a  white  basque  or 
waist  may  be  worn  instead  of  a  black  one,  The  hat  must  be  black,  but  its  shape 
and  material  are  left  at  discretion,  except  that  ornamental  trimmings,  such  as 
flowers  and  feathers,  are  forbidden.  The  rule  of  the  Faculty,  authorized  by  the 
Board  of  Curators,  prescribing  this  uniform,  is  enforced  by  a  penalty  of  ten  demerits 
for  each  day's  violation  of  it. 

LITERARY  SOCIETIES. 

Of  these,  there  are  two,  the  Philalethean  and  the  Thalian.  Both  have  large  mem¬ 
bership,  and  afford  the  young  women  ample  opportunity  for  culture  in  forms  of 
discipline,  such  as  the  composition  and  presentation  of  addresses,  orations,  essays 
not  especially  provided  for  in  the  ordinary  curricula,  and  of  these  opportunities  they 
have  not  been  slow  to  avail  themselves.  „ 

In  the  new  University  buildings  there  will  be  made  the  most  complete  and  perfect 
provision  of  society  and  study  halls  and  other  apartments  for  the  young  women. 

A  Young  Woman’s  Christian  Association  recently  organized  with  a  large  active 
and  associate  membership  is  doing  an  earnest  and  zealous  work,  sure  to  be  crowned 
with  beneficent  results.  All  the  professional  departments  of  the  University  are 
open  to  young  women. 

The  latest  official  publication  by  the  authorities  of  the  University, 
is  the  Biennial  Report  made  by  the  Curators  to  the  General  Assem¬ 
bly  under  date  of  January  1st,  1893.* 

*  Biennial  Report  of  the  Board  of  Curators  to  37th  General  Assembly  for  the  two 
years  ending  December  31,  1892.  Jefferson  City,  Mo.  Tribune  Printing  company, 
State  Printers  and  Binders.  1893.  Pp.  107. 


UNIVERSITY  OF  MISSOURI - WOMEN  STUDENTS.  389 

This  is  subsequent  to  that  made  by  them  to  the  Governor,  which 
accompanies  the  catalogue  already  quoted. 

The  urgency  of  the  need  of  generous  state  support  to  the  Univer¬ 
sity — caused  by  the  disastrous  conflagration  of  January  9th,  1892,  in 
'  which  the  great  main  building  was  destroyed ;  together  with  the 
valuable  libraries  and  scientific  apparatus,  so  indispensible  to  the 
methods  of  modern  education — affords  to  President  Rothwell,  of  the 
Board  of  Curators,  a  fit  opportunity,  not  only  for  urging  upon  the 
attention  of  the  Legislators  of  the  State,  the  present  exceptional  needs 
of  the  Institution;  but,  also,  for  emphasizing  the  value  and  impor¬ 
tance  to  the  State  of  a  true  University. 

These  statements  of  the  vital  connection  which  exists  between  the 
University  and  the  public  schools  of  the  State ;  and  the  defining  of 
the  essential  parts  which  go  to  the  making  of  a  true  University;  are 
of  weighty  import  to  all  American  communities,  and  are  well  and 
clearly  put. 

In  speaking  of  the  University  in  its  economical  relations  to  the 
State,  he  says: 

THE  UNIVERSITY  IN  STATE  ECONOMY. 

There  are  four  essential  elements  of  University  success  and  usefulness,  viz. : 
Faculty,  buildings,  equipment  and  students.  Of  these,  the  corps  of  instruction  is 
first  in  order  and  force.  High  character,  strong  intellect,  comprehensive,  accurate 
learning,  practical  wisdom,  correctness  of  purpose  and  sincere  love  of  their  work 
are  the  qualities  demanded.  The  selection  of  the  professors  must  depend  upon  the 
good  judgment  of  the  managing  authority,  with  the  means  placed  at  their  disposal. 
In  selecting  a  faculty,  it  has  been  the  aim  of  the  Curators  to  make  such  a  reputa¬ 
tion  for  the  University  that  a  professorship  in  any  of  its  departments  shall  be  not 
only  a  guaranty  of  intellectual  force  and  scholarship,  but,  what  is  of  far  greater 
moment,  evidence  of  moral  worth  and  irreproachable  character.  Should  any  fail 
in  this  regard,  it  would  be  a  cause  for  displacement  without  hesitancy.  Our  pres¬ 
ent  Faculty  we  believe  worthy  the  utmost  confidence.  They  are  presided  over  by  a 
president  of  the  most  eminent  moral  qualities  and  irrepressible  intellectual  force;  a 
man  of  noble  character,  high  sentiment,  broad  views  of  life  and  destiny,  and  under 
all  conditions  guided  by  the  greatest  of  all  purely  mental  endowments,  good  com¬ 
mon  sense.  The  Faculty  are  able,  learned  and  laborious.  Amid  the  wreck  and 
waste  of  the  fire,  in  rented  rooms  and  with  depleted  accommodations,  they,  by  their 
combined  effort  and  great  excellence  of  work,  have  kept  the  University  intact  and 
helds  its  student  corps  to  a  higher  number  than  when  the  great  main  building  stood 
with  all  its  comforts,  conveniences,  equipment  and  libraries.  Facts  are  better  than 
words.  No  commendation  could  add  to  the  testimony  of  these  results.  They  fully 
justify  the  State  for  the  outlay  it  has  made  or  may  make  in  supporting  their  en¬ 
deavors  by  providing  amply  all  needed  facilities.  To  supply  buildings  and  equip¬ 
ment  is  the  office  of  the  State,  and  this  duty  will  be  discharged  according  to  its 
ability  and  its  appreciation  of  higher  education.  Students  in  any  number  will  not 
be  wanting  where  the  conditions  are  equal  to  the  necessities  of  modern  education. 
There  is  no  investment  which  a  State  can  make  equal  to  a  great  University.  There 
is  no  advantage  to  a  people  so  noble  in  itself,  so  grandly  enduring  in  results,  so  far- 
reaching  and  irresistible  to  influence.  It  is  at  once  a  monument  to  constitutional 
vigor  and  character,  and  a  mighty  controlling  power.  A  University  is  the  labora¬ 
tory  of  the  highest  thought,  the  training  school  of  genius.  It  gathers  together  and 
utilizes  the  mind-power  of  a  people,  conferring  upon  it  the  strength  of  trained 


390  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


exercise,  the  momentum  of  a  compact  moving  body,  the  readiness  of  practical  and 
accurate  drill,  the  armor  of  broad  and  liberal  learning. 

WHAT  THE  UNIVERSITY  DOES  FOR  A  STATE. 

The  most  real  wealth  of  a  State  is  cultivated  intellect,  neither  diminished  by  use, 
damaged  by  fire  nor  wasted  by  flood.  The  University  supplies  to  the  State  an 
accumulation  of  mental  equipment  and  reserved  power  ready  for  any  emergency 
of  statesmanship,  war  or  scientific  application ;  and  this  necessity  for  provident 
preparation  is  constantly  growing.  The  State  which  neglects  it  must  eventually 
yield  to  that  which  supplies  it.  True,  here  and  there  some  great  minds  have  and 
will  continue  to  develop  without  special  training;  but  these  are  exceptions,  and 
even  in  these  isolated  cases  it  will  be  found  that  such  minds  are  the  production  of 
the  institutions  under  which  they  live.  Taking  no  notice  of  the  forces  in  society 
that  have  strongly  impressed  and  characterized  them,  they  are  considered  self- 
made;  but  they  are  the  genuine  offspring  of  their  time.  The  prepotency  of  racial 
features  and  political,  moral  and  intellectual  conditions  and  natural  environment 
are  too  often  in  these  cases  overlooked. 

The  influences  of  universities  are  not  alone  direct  upon  their  students,  but  also 
strongly  indirect  upon  the  people.  They  exercise  a  potent  secondary  influence 
almost  boundless  in  its  beneficence.  Through  the  popular  love  of  the  land  they 
mingle  the  strength,  precision  and  ambition  of  a  higher  education.  They  thus  up¬ 
hold  the  purpose  of  the  people,  and  stimulate  them  to  more  thorough  mental  prep¬ 
aration  in  reading,  study  and  attention  to  greater  problems  in  government,  business 
and  scientific  methods. 

The  sciences  are  now  everywhere  regarded  as  the  friends  of  the  most  common 
and  practical  concerns  of  every-day  life.  They  are  no  longer  confined  to  the  lab¬ 
oratory  as  curiosities  of  the  few,  but  have  gone  out  to  the  shop,  the  field  and  the 
factory.  The  university  is  the  demonstrator  and  teacher  of  their  uses;  the  people 
are  the  recipients  of  their  benefits.  The  light  which  the  university  spreads  is  dif¬ 
fused  for  all.  It  reaches  with  gentle  touch  every  shady  place  in  life. 

THE  UNIVERSITY  AND  THE  PUBLIC  SCHOOLS. 

The  universities  are  the  steadfast  friends  of  the  public  schools.  Thomas  Jefferson 
created  the  University  of  Virginia ;  he  also  was  the  author  of  the  school  system 
of  Virginia.  The  interest  of  the  University  and  the  public  school  is  one.  They  are 
complements  the  one  of  the  other.  They  cannot  be  divorced  without  immediate 
and  permanent  injury  to  both.  In  our  constitution  they  together  constitute  the 
public  school  system.  Both  are  made  subject  to  the  same  State  control  and  entitled 
to  the  same  conscientious  care  and  adequate  support.  The  university  and  the  public 
school  in  Missouri  are  of  the  same  blood.  They  differ  only  in  their  offices.  The 
university  is  not  an  interest  separate  from  the  popular  interest.  Its  teachings  are 
not  contrary  to  the  truths  taught  in  the  public  school.  All  truth  is  of  one  essence 
and  agrees  with  itself.  The  public  schools  deals  with  facts  and  elements,  the  uni¬ 
versity  with  the  reason  and  principle  of  things,  and  scientific  investigation  and 
experiment,  whereby  the  bounds  of  human  knowledge  are  enlarged  for  all,  finding 
its  speedy  way  into  the  smallest  concerns  of  practical  life.  This  is  now  the  best 
thought  of  the  civilized  world.  In  Germany  her  great  universities  at  Berlin,  Leip- 
sic,  GottingeA  and  Strasburg  are  not  more  distinguished  for  higher  learning  than 
are  her  minor  schools  for  efficiency  and  usefulness  among  the  people.  And  who 
for  a  moment  would  assert  that  Cambridge  and  Oxford  had  been  detrimental  to 
the  commons  of  England,  two  forces  that  more  than  any  others  have  supported  the 
English  dominion  by  endowing  the  English  mind  ?  For  these  two  universities  it  is 
claimed  that  “they  carried  the  English  flag  around  the  world.” 

With  equal  pride  all  Americans  regard  Yale,  Harvard,  Dartmouth,  Bowdoin  or 
Princeton,  and  shall  not  Missourians  love  and  cherish  their  University,  now  rapidly 


PUBLIC  SCHOOLS  AND  THE  UNIVERSITIES.  391 

growing  in  power  and  usefulness  ?  Certainly  Missourians  cannot  be  so  short-sighted 
as  not  to  do  all  they  can  for  so  grand  an  interest. 

Their  public  school  system  is  unsurpassed  on  the  continent.  They  will  make 
their  University  correspondingly  great  and  successful.  In  every  age  great  scholars, 
profound  thinkers,  overmastering  intellects,  wonderfully  accurate  scientists  and 
ingenious  inventors  are  a  necessity,  but  especially  so  in  this  age  of  surprise,  newness 
and  mighty  progress.  The  energies  with  which  the  world  once  wasted  itself  in  war 
are  now  turned  to  intellectual  dominion  and  the  triumphs  of  learning.  It  is  not  the 
mighty  tread  of  nations  sounding  along  the  highway  that  leads  to  conquest  now, 
but  the  silent  hosts  of  thought  and  the  viewless  march  of  mind.  The  camp  of  civ¬ 
ilization  is  pitched  in  the  lecture  room  and  in  the  laboratory.  The  standard  of  the 
university  is  set  up  where  once  the  eagles  of  the  Legion  stood. 

In  this  connection  the  following  words  in  a  leading  English  Pa¬ 
per,  (The  Manchester  Guardian  of  May  29th  1893),  commenting  upon 
Monsieur  Lippmann’s  remar’kable  success  in  Photographing  colors, 
furnish  strikingly  corroborative  testimony  to  President  Roth  well’s  es¬ 
timate  of  the  value  of  University  Training  in  our  modern  civilization. 

Speaking  of  this  final  conquest  of  nature  so  long  and  earnestly 
sought  ever  since  Daguerre  first  taught  man  to  force  the  sun  to  make 
his  pictures,  the  Guardian  says,  speaking  to  an  English  audience  : 
“  The  discovery  itself  was  no  matter  of  chance;  its  author,  who  has 
long  been  known  for  his  remarkable  researches  in  pure  science, 
foresaw  it  as  a  necessary  consequence  of  scientific  theory.  We  can¬ 
not  refrain  from  pointing  a  moral  realized  abroad  but  not  yet  here. 
The  majority  of  really  fruitful  discoveries  in  chemistry  and  physics 
come  not  from  the  so  called  practical  man  nor  the  half  educated 
pupil  of  a  lad’s  technical  school,  but  from  the  brains  of  those  who, 
like  a  Kelvin,  a  Lippmann,  or  a-  Perkin,  have  mastered  the  most 
abstruse  principles  of  their  science.  It  is  on  our  Universities,  and  a 
half  dozen  first-class  technical  schools,  that  we  must  spend  our  money 
if  we  would  see  it  bring  in  any  serious  return.  It  needs  little  im¬ 
agination  to  perceive  the  value  of  a  discovery  like  M.  Lippmanns, 
which  widens  so  immensely  our  artistic  and  our  scientific  horizon. 
All  Englishmen  will  join  in  congratulating  the  Physicist  capable  of 
such  an  achievement.” 

A  New  Main  Building  a  Necessity. 

The  President,  makes  the  following  plea  for  the  rebuilding  of  the 
Main  Building: 

Missouri  has  done  much  for  her  University,  both  in  endowment  and  buildings. 
She  has  laid  the  groundwork  for  a  great  institution.  But  it  is  an  enterprise  that 
never  ceases.  It  would  be  a  pity  if  it  did  cease  to  press,  by  its  active  demands  upon 
the  State.  Neither  have  we  yet  recovered  from  the  losses  by  the  fire.  The  most 
primary  need  of  the  Univei'sity  just  now  is  a  main  building.  It  should  be  provided 
for  at  once.  The  University  work  can  scarcely  progress  without  it.  Indeed  with¬ 
out  it  a  large  part  of  the  work  must  break  down  or  go  in  a  very  crippled  condition. 
The  Curators  have  considered  the  subject,  and,  though  not  adopting  certainly,  yet 
have  very  much  approved  a  certain  plan.  This  is  estimated  to  cost  for  building 
and  equipment  $300,000.  If  this  building  should  be  provided  for,  the  united  ca¬ 
pacity  of  all  the  buildings  would,  it  is  thought,  be  sufficient  to  care  for  easily  1,200 


392  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


students.  It  is  a  crisis  with  the  University.  It  is  undoubtedly  in  a  very  prosperous 
condition.  But  hope  is  a  strong  element  in  its  present  success.  The  students  be¬ 
lieve  their  present  awkward  situation  will  be  relieved  by  the  erection  of  the  main 
building.  They  have  faith  in  the  State's  good  purpose  to  provide  liberally  for  them 
in  this  respect.  Should  they  be  disappointed  there  is  no  foreseeing  the  result.  It 
could  but  be  unfortunate.  If  this  main  building  is  supplied  at  this  time,  the  suc¬ 
cess  and  steady  progress  of  the  University  is  secured  for  the  future.  There  can  be 
no  doubt  on  this  point.  The  institution  would  be  one  in  which  every  Missourian 
might  well  feel  a  just  pride.  Its  influence  in  enlarging,  broadening,  strengthening 
and  equipping  the  mind  of  the  youth  of  the  State  for  the  great  and  serious  work  of 
life  would  be  incalculable.  The  matter  is  committed  to  the  General  Assembly  in 
the  earnest  hope  that  they  may  have  the  means  for  this  grand  purpose. 

The  sum  of  236,577  was  appropriated  by  the  Legislature  March 
24,  1892,  for  rebuilding  at  Columbia;  provided  the  citizens  would 
pay  $50,000  to  the  Curators  for  the  same  purpose;  and  would  further 
comply  with  specified  demands  as  to  water  supply  and  protection 
against  fire.  These  demands  having  been  met,  the  following  plan 
was  adopted. 

KIND  OF  BUILDINGS. 

Two  courses  of  action  seemed  from  the  beginning  open  to  the  Curators,  viz. :  to 
erect  a  main  building,  or  to  erect  a  number  of  department  buildings.  On  consid¬ 
eration  it  was  ascertained  that  the  amount  appropriated  was  insufficient  for  the 
erection  and  equipment  of  a  main  building  with  any  fire-proof  qualities,  and  further, 
that  greater  accommodations  could  be  secured,  and  more  pressing  wants  met  for 
the  present,  by  several  structures  than  by  one;  therefore,  after  mature  considera¬ 
tion,  it  was  determined  to  erect  a  system  of  department  buildings. 

In  devising  the  system,  the  whole  subject  and  all  the  conditions  were  thoroughly 
canvassed,  and  future  buildings  and  improvements  considered,  so  that  convenience 
and  economy  might  be  secured  and  harmony  of  design  attained  now  and  hereafter. 
The  number  and  capacity  of  the  present  buildings  of  course  would  be  limited  by  the 
provisions  of  the  act,  which  required  that  no  building  or  buildings  should  be  begun 
which  could  not  be  finished  within  the  appropriation.  It  was  found  possible  under 
this  limitation  to  erect  six  buildings,  viz. :  a  boiler  and  engine  house  for  heating  and 
power,  a  Manual  Training  building,  a  Physics  and  Engineering  building,  a  building 
for  Biology  and  Geology  combined  with  a  Museum,  a  Chemical  Laboratory  and  a 
Law  building.  A  comprehensive  campus  plan  was  surveyed  and  adopted  upon  the 
idea  of  a  quadrangle  or  elongated  court,  300  feet  wide  from  east  to  west  and  extend¬ 
ing  from  north  to  south.  The  new  buildings  are  arranged  on  each  side  of  the 
quadrangle,  the  Agricultural  college  building  being  one  of  the  group.  Future  like 
buildings  can  be  in  harmony  with  them.  It  is  the  design  to  place  the  main  building 
at  the  south  end  of  the  quadrangle  when  it  shall  be  erected.  The  magnificent  and 
imposing  columns  of  the  old  building  stand  in  the  center  of  the  court,  and  will  be 
left  standing — a  sacred  ruin  and  a  sad  memorial  to  the  lives  of  the  old  students,  a 
monument  of  progress  to  the  new.  When  the  legislature  shall  provide  the  means, 
the  court  will  be  cleared  and  graded  and  put  in  tasteful  harmony  with  all  the  sur¬ 
roundings,  new  and  old. 

The  Manual  Training  Building  to  be  completed  in  February,  1893, 
is  thus  described: 

MANUAL  TRAINING  BUILDING. 

The  Manual  Training  building  has  a  frontage  of  108  feet  by  a  depth  of  117  feet. 
It  consists  of  two  stories  and  a  full  basement.  It  has  six  shop  rooms  40  x  40  feet; 
an  exhibit  hall  25  x  40  feet ;  two  offices  16  x  18  feet ;  one  drawing  room  40  x  40 


UNIVERSITY  OF  MISSOURI. 


393 


feet ;  two  class-rooms  18  x  22  feet,  besides  store-room,  engine-room,  lavatories,  etc. 
The  driving  power  of  the  machinery  is  a  90-horse  power  Corliss  engine.  *  *  * 
When  in  full  operation  it  will  accommodate  400  students  by  classes,  24  in  a  class, 
and  two  hours  to  a  class  each  day. 

Besides  his  plea  for  a  new  main  building,  the  President  sets  forth 
the  absolute  demand  for  Library  and  Apparatus: 

THE  LIBRARY. 

The  University  ought  in  the  next  ten  years  to  contain  50,000  volumes.  Books 
are  the  student’s  implements.  He  toils  with  books.  He  lives,  grows,  expands  by 
books.  His  companions  are  books.  He  is  never  educated  till  he  learns  to  love 
books.  He  is  never  prepared  for  the  intellectual  contests  of  life  until  he  is 
thoroughly  equipped  with  the  knowledge  of  books.  The  student  must  have  books. 
If  his  own  State  does  not  furnish  them,  he  will  go  elsewhere  where  they  do  abound. 
There  cannot  be  a  great  University — indeed  there  cannot  be  any  University  at  all — 
without  a  great  library.  We  ask  but  a  small  appropriation  for  this  purpose,  but 
the  Legislature  ought  to  go  beyond  it,  and  not  postpone  for  years  a  good  which  the 
present  so  imperatively  demands. 

SCIENTIFIC  INSTRUMENTS. 

******* 

The  modern  sciences  cannot  be  efficiently  taught  without  proper  equipment. 
The  sciences  are  not  only  intellectual  and  theoretic  ;  they  are  likewise  material  and 
practical.  They  deal  with  facts  as  well  as  ideas.  Their  conceptions  are  evolved  in 
the  exercise  of  delicate  and  dangerous  powers,  intimately  connected  with  the  busi¬ 
ness,  commerce,  travel,  construction,  manufacture,  production,  health,  happiness 
and  progress  of  the  world.  The  student  of  the  sciences  goes  directly  from  the  class¬ 
room  and  laboratory  to  the  application  of  his  thoughts  to  the  material  wants  and 
vast  complicated  industries  of  mankind.  He  is  trusted  on  his  diploma,  without 
question,  as  qualified  practically  for  his  profession.  It  is  little  less  than  a  crime 
for  the  State  to  give  him  this  reputation  by  its  endorsement,  without  the  full  means 
for  preparation  to  sustain  it.  This  cannot  be  done  without  suitable  equipment. 
One  cannot  learn  to  chop  or  hoe  or  plow  by  merely  talking,  theorizing  or  reading 
about  it.  He  must  see  and  handle  the  instruments.  What  theory  could  make  one 
practical  master  of  an  engine?  What  discussion  or  lectures  could  place  one  in  safe 
control  of  the  intricate,  subtle  and  quick-acting,  faculties  of  electricity  in  its  vast 
and  increasing  application  to  human  affairs?  The  answer  comes  at  once.  We 
listen  to  the  theorist ;  we  trust  the  practical  man.  The  student  must  be  made 
thoroughly  practical.  His  education  must  be  as  intensely  factual  as  it  is  thoroughly 
scientific.  The  immaterial  thought  must  be  grasped,  but  the  embodied  principle 
must  also  be  seen,  felt  and  controlled. 

The  movement  for  thorough  and  complete  equipment  is  now  most  decided  in  all 
the  great  colleges  and  universities  in  this  country  and  Europe.  It  is  felt  to  be  an 
absolute  necessity.  Missouri,  in  the  erection  of  her  grand  new  buildings,  is  laying 
the  foundation  of  the  most  magnificent  University  in  the  West.  A  few  years  hence 
and  it  will  be  the  admiration  of  scholars,  as  it  is  now  their  hope :  students  will 
flock  to  its  halls  from  many  States  and  post-graduates  gather  at  it  to  prosecute 
their  studies  and  perfect  their  work. 

To  return  to  the  catalogue  of  1891-1892.  The  “Academic”  De¬ 
partments  of  the  University,  number  fourteen;  seven  under  the  head 
of  “Language,”  and  seven  under  that  of  “Science.”  There  are 
eight  “  Professional”  Departments;  these  are  the  same  as  those  given 
in  the  catalogue  of  1881-1882,  only  that  from  the  list  there  given, 


394  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


the  ninth,  “  Commercial,”  has  been  dropped.  Of  these  The  College 
of  Agriculture  and  the  Mechanic  Arts,  is  known  as  No.  XV  of  the 
University  Departments,  and  as  No.  1  of  the  “Professional”  De¬ 
partments. 

“This  College  had  its  origin  in  the  beneficence  of  National,  State, 
and  local  governments.  Its  location,  objects  and  aims,  are  defined,” 
in  “  acts  of  Congress  and  in  the  laws  of  Missouri.” 

LOCATION. 

The  College  of  Agriculture  and  Mechanic  Arts  is  located  at  Columbia,  Boone 
county,  in  the  north  central  portion  of  Missouri,  one  of  the  most  beautiful  towns 
of  the  State,  containing  about  four  thousand  inhabitants,  noted  for  their  culture, 
refinement  and  morality,  and  surrounded  by  a  region  of  country  of  well-known 
healthfulness  and  fertility. 

ENDOWMENT  OF  THE  COLLEGE. 

The  support  of  the  College  is  derived  from: 

(1)  The  preceeds  of  the  sales  of  the  public  lands  donated  to  Missouri  by  the  act  of 
Congress  of  July  2, 1862.  This  State  received  as  her  share  two  hundred  and  seventy- 
five  thousand  acres,  of  which  there  have  been  sold  up  to  date  two  hundred  and  six¬ 
teen  thousand  seven  hundred  and  sixty  acres,  yielding  three  hundred  and  twelve 
thousand  dollars,  which  sum  is  invested  in  a  State  certificate  of  indebtedness,  at 
five  per  cent,  yielding  fifteen  thousand  six  hundred  dollars;  of  this  amount  one 
fourth,  or  three  thousand  nine  hundred  dollars,  is  by  law  appropriated  to  the  sup¬ 
port  of  the  School  of  Mines  and  Metallurgy,  at  Rolla. 

(2)  The  annual  appropriations  from  the  United  States  treasury  by  the  act  of  Con¬ 
gress  of  August  30,  1890,  of  fifteen  thousand  dollars  for  the  years  1889-90,  and 
increased  each  year  by  one  thousand  dollars,  until  it  reaches  twenty-five  thousand 
dollars,  which  shall  remain  an  annual  appropriation.  Of  this  amount,  one-sixteenth 
is  by  law  appropriated  to  the  “  Lincoln  Institute,”  at  Jefferson  City,  for  the  educa¬ 
tion  of  negro  children  in  agriculture  and  mechanic  arts,  and  one-fifth  of  the  balance 
to  the  School  of  Mines  and  Metallurgy,  at  Rolla. 

(3)  The  act  of  Congress  of  March  2, 1887,  known  as  the  “  Hatch  bill,”  appropriates 
fifteen  thousand  dollars  annually  to  the  College  of  Agriculture,  for  the  purpose  of 
conducting  investigations  and  experiments  in  various  lines  of  work  connected  with 
agriculture.  By  the  acts  of  Congress  making  the  above  appropriations,  the  expend¬ 
itures  are  expressly  restricted  to  the  purposes  of  instruction,  illustration  and  orig¬ 
inal  scientific  investigations  in  agriculture,  and  not  one  dollar  can  be  used  for  the 
erection  or  repair  of  buildings;  such  facilities  are  to  be  provided  by  the  State  of 
Missouri. 

(4)  The  College  building  and  Experimental  farm,  donated  by  the  citizens  of  Boone 
county,  and  costing  originally  ninety  thousand  dollars. 

The  above  sums,  together  with  the  assistance  derived  from  the  association  of  the 
College  of  Agriculture  with  the  University,  furnish  an  abundant  income  for  all 
purposes  of  instruction  and  experimentation. 

The  subjects  in  the  “outline  of  studies”  are  given  under  twenty 
different  heads.  The  following  is  the  outline  of  the  course  in: 

DRAWING  AND  SHOP-WORK. 

The  aim  of  the  instruction  in  this  department  is  not  to  make  finished  mechanics 
or  artisans;  it  is  not  designed  to  be  a  “  Trade  school,”  but  is  designed,  primarily, 
for  intellectual  development  and  discipline;  and,  secondarily,  to  cultivate  habits  of 
physical  training,  and  to  make  farmers’  boys  familiar  with  the  tools  and  processes, 


UNIVERSITY  OF  MISSOURI - COURSE  IN  DRAWING.  395 


in  working  wood  and  iron,  and  to  give  them  such  training  as  will  enable  them  to 
perform  with  facility  the  ordinary  mechanical  operations  of  the  farm.  The  course 
of  instruction  embraces: 

COURSE  IN  DRAWING. 

First  Year. — Free-hand  and  Instrumental  drawing,  which  is  taught  by  lectures, 
and  from  objects,  models,  and  flat  copies,  including  intersections,  development  of 
surfaces,  and  lettering. 

Second  Year.  —Mechanical  drawing,  isometric  projections,  plans,  sections,  and 
elevations  of  machines,  and  structures. 

Third  Year. — Geometrical  drawing,  tinting,  brush  and  line  shading;  shades  and 
shadows. 

Fourth  Year. — Original  professional  work. 

COURSE  IN  SHOP-WORK. 

First  Yeai — Wood-working  and  Pattern-making. — This  course  begins  with  a 
series  of  exercises  in  wood-working,  each  of  which  is  intended  to  give  the  student 
familiarity  with  a  certain  application  of  a  certain  tool;  and  the  course  of  exercises, 
as  a  whole,  is  expected  to  enable  the  industrious  student  easily  and  exactly  to  per¬ 
form  any  ordinary  operation  familiar  to  the  carpenter,  to  the  joiner  and  the  pattern¬ 
maker.  Time  permitting,  these  prescribed  exercises  are  followed  by  practice  in 
making  members  of  structures,  joints,  small  complete  structures,  patterns,  their 
core-boxes,  and  other  constructions  in  wood.  Particular  attention  will  be  paid  to 
the  details  of  pattern-making. 

Second  Year — Forging ,  Molding  and  Foundry-work. — These  courses  are  expected 
not  only  to  give  the  student  a  knowledge  of  the  methods  of  the  blacksmith  and  the 
molder,  but  to  give  him  that  manual  skill  in  the  handling  of  tools  which  will  per¬ 
mit  him  to  enter  the  machine-shop  and  there  quickly  to  acquire  familiarity  and 
skill  in  the  manipulation  of  the  metals,  and  in  the  management  of  both  hand  and 
machine  tools. 

Third  Year — Machine-work. — The  instruction  in  the  machine  shop,  as  in  the 
foundry  and  at  the  forge,  is  intended  to  be  carried  on  in  substantially  the  same 
manner  as  in  the  wood-working  course,  beginning  by  a  series  of  graded  exercises, 
which  will  give  the  student  familiarity  with  the  tools  of  the  craft,  and  with  the 
operations  for  the  performance  of  which  they  are  particularly  designed,  and  con¬ 
cluding  by  practice  in  the  construction  of  parts  of  machinery,  and,  time  permitting, 
in  the  building  of  complete  machines,  which  may  have  a  market  value. 

Fourth  Year. — Original  work  in  construction  of  machines  or  parts  of  machines, 
or  special  devices. 

This  college  offers  four  classes  of  “courses”  in  Agriculture, 
namely:  I.  A  three  months  winter  course  of  “Lectures  and  practi¬ 
cal  illustrations,”  for  young  men  unable  to  give  the  time  for  a  reg¬ 
ular  college  course;  II.  A  two  years  course,  comprising  the  first 
half  of  the  regular  four  years  college  course;  III.  A  four  years 
course;  IV.  A  two  years  Post-Graduate  Course,  “  designed  to  give 
a  professional  training  in  one  or  more  of  the  schools  of  this  college.” 

“As  the  college  was  re-organized  in  September  1st,  1891,  only  the 
First  year  class  has  been  admitted.” 

The  total  number  of  students  in  1891-’2,  was  205.  Of  these  89 
took  Drawing  and  71  Shop  Work. 

The  Faculty  of  the  college  numbers  18  Professors  and  Instructors, 
including  the  President  of  the  University,  who  is  ex-officio  Chairman 


396  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


of  the  Faculty.  Edward  D.  Porter,  a.  m.,  ph.  d.,  is  Dean  of  the 
College  and  Professor  of  Theoretical  and  Practical  Agriculture. 

The  Department  of  Engineering  at  Columbia. 

GENERAL  STATEMENT. 

The  School  of  Engineering  is  designed  to  furnish  the  students  the  means  of 
acquiring  a  thorough  knowledge,  theoretical  and  practical,  of  those  sciences  and 
arts  which  are  playing  the  most  important  parts  in  the  development  of  the  mate¬ 
rial  resources  of  our  country,  and  the  advancement  of  our  civilization. 

The  advances  in  scientific  and  technical  education  made  in  the  last  twenty  years 
have  been  largely  in  the  direction  of  the  introduction  of  a  certain  amount  of  lab¬ 
oratory  and  practical  training  into  courses  of  study  which  formerly  consisted  ex¬ 
clusively  of  text-books  and  theoretical  work.  The  results  of  this  innovation  have 
been  so  satisfactory  that  it  is  no  longer  a  question  of  debate.  To  this  end  it  will  be 
observed  that  shop- work,  field-work,  laboratory  practice  and  drawing  are  made 
prominent  features  of  the  Engineering  courses. 

The  sphere  of  the  engineer  is  so  broad  and  diversified  that  it  is  impossible  for 
anyone  to  become  proficient  in  all  the  various  specialties  into  which  the  profession 
has  been  so  divided.  To  meet  the  demands  for  special  engineering  studies  and 
training  from  the  end  of  the  second  year  of  the  studies  laid  down  in  the  Engineer¬ 
ing  Synchronistic  table,  three  parallel  courses  have  been  arranged,  (see  page  99),  so 
as  to  allow  of  option  and  diversity  of  special  studies.  This  department  will  thus 
foster  the  development  of  special  fitness  in  each  student,  by  offering  him  work  in 
the  line  of  his  preferences.  These  courses  are: 

I — Civil  Engineering. 

II — Hydraulic  and  Topographical  Engineering. 

Ill — Electrical  Engineering. 

The  course  in  Civil  Engineering  is  designed  for  those  who  wish  to  make  either 
road  engineering,  or  railroad  engineering,  or  the  designing  and  construction  of 
bridges  and  masonry,  a  specialty. 

The  course  in  Hydraulic  and  Topographical  Engineering  is  arranged  for  those 
students  who  wish  to  make  either  geodesy,  or  irrigation,  or  water-works,  or  dams 
and  foundations,  or  river  improvement,  a  specialty. 

The  Electrical  Engineering  course  has  been  established  to  meet  the  wants  of 
young  men  desirous  of  entering  upon  the  rapidly  developing  field  of  the  applications 
of  electricity  to  the  arts.  Its  leading  studies  are  physics,  especially  theoretical  and 
applied  electricity,  mechanics,  mathematics  and  chemistry.  The  course  is  made 
strong  in  shop-work,  mechanical  engineering  and  mathematics,  because  in  many 
branches  of  electrical  engineering  a  sound  and  practical  knowledge  of  mechanics, 
measurements  of  power  and  its  transmission  is  essential. 

The  total  number  of  students  for  the  year  ending  June,  1892,  were 
52.  Total  number  in  the  Drawing  classes  of  the  Engineering  School, 
28.  The  Faculty  numbers  12  Professors  and  assistant  Professors, 
including  the  President  of  the  University.  Thomas  Jefferson  Lowr}1-, 
s.  M. ,  c.  E. ,  is  Dean  of  the  Faculty,  and  Professor  of  Civil  and  Topo¬ 
graphical  Engineering. 

School  of  Mines  and  Metallurgy,  Eolla,  Mo. 

“The  School  of  Mines  and  Metallurgy,”  a  department  of  the  State 
University  of  Missouri,  is  situated  at  Eolla,  Phelps  County,  on  the 
Atlantic  and  Pacific  Eailroad,  113  miles  south  west  from  St.  Louis, 
in  a  district  abounding  in  deposits  of  iron,  lead  and  zinc.  This  school 


DEPARTMENT  OF  ENGINEERING. 


397 


was  created  by  act  of  the  Legislature  of  February,  1870,  disposing 
of  the  United  States  grant. 

The  School  was  opened  November,  23d,  1871,  graduating  its  first 
class  June  1874. 

“The  design  of  the  School  of  Mines  and  Metallurgy,  in  connection  with  the 
Agricultural  College,  is  to  carry  out,  to  its  amplest  extent,  the  intention  of  the  act 
of  Congress,  providing  for  education  in  the  Industrial  arts.  This  has  been  kept 
prominently  in  view  in  arranging  the  curriculum  of  the  school,  in  the  selection  of 
its  apparatus,  in  providing  its  equipments,  and  in  the  organization  of  its  Faculty. 
It  is  a  school  of  Technology,  with  Civil  and  Mine  Engineering  and  Metallurgy,  as 
specialties. 

The  school  is  well  furnished  with  apparatus,  instruments,  and  other  appliances 
for  practical  instruction  and  demonstration.  It  has  a  full  supply  of  excellent  sur¬ 
veying  and  engineering  instruments,  physical  apparatus,  embodying  the  newest 
forms  for  illustration  and  research,  together  with  diagrams  and  models  for  the 
illustration  of  metallurgy,  and  for  engineering,  topographical  and  ornamental 
drawing.” 

The  School  has  a  preparatory  department  with  a  course  of  one 
year.  There*  is,  also,  a  “Girls’  Course  in  Arts,”  extending  through 
four  years.  In  this  course  Drawing  is  one  of  the  required  studies 
through  all  of  each  year. 

The  course  for  the  degrees  of  “Mining  and  of  Civil  Engineer” 
is  of  three  years.  Drawing  is  a  required  study  through  the  first 
two  years  of  the  Mining  course;  it  extends  through  the  entire 
course  in  Civil  Engineering.  The  following  schedule  of  the  course 
in  Graphics  is  from  the  Report  of  1881-’82. 

GRAPHICS. 

♦  (Professor  Emerson). 

“During  the  preparatory  year,  the  students  are  instructed  in  the  elements  of 
drawing,  with  pen  and  pencil,  according  to  the  principles  contained  in  Chapman’s 
Drawing-book.  They  are  also  practiced  in  freehand  drawing.  These  exercises 
develop  the  special  tendencies  of  the  student,  and  enable  the  Professor  to  judge  in 
what  direction  his  greatest  strength  lies,  and  where  his  week  points  most  need  to 
be  reinforced. 

During  the  first  year,  the  practice  is  in  topographical  drawing,  with  pen  and 
India  ink,  representing  the  lines  of  contour  of  the  earth’s  surface,  showing  the 
bounding  curves  which  would  limit  the  surface  in  case  of  a  gradual  rise  of  water; 
taken  at  every  5,  10  or  x  feet.  The  hatching  lines  of  declivity  are  drawn ;  also,  the 
various  conventional  representations  of  surface.  The  students  are  exercised  in  a 
carefully  organized  method  of  drill  in  printing,  in  order  to  acquire  a  rapid  system 
of  lettering — of  essential  importance  in  finishing  maps,  problems,  title  pages  and 
mechanical  drawings.  There  is  also  a  careful  study  of  the  true  standards  of  the  three 
colors,  with  their  secondary  and  ternary  combinations,  simultaneous  contrasts,  har¬ 
monies,  unisons,  aerial  perspective,  and  the  important  practical  application  of  lay¬ 
ing  on  flat  tints.  This  is  followed  by  applications  to  colored  topography,  etc. 

The  second  year’s  exercises  are  in  construction  of  problems  in  descriptive  geome¬ 
try,  and  in  shades,  shadows  and  perspective.  The  problems  are  drawn  with  pen 
and  India  ink  on  demy  drawing  paper,  and  all  are  constructed  on  mathematical 
principles,  displaying  all  the  difficult  problems  of  the  intersection  of  curved  sur¬ 
faces,  and  the  representations  of  warped  surfaces  having  two  or  three  directrices. 

In  the  third  year,  the  subject  of  stereotomy  is  taken  up,  in  its  applications  to  the 


398  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


various  problems  of  stone-cutting  and  the  construction  of  terre-pleins,  ramparts, 
ramps  and  embrasures  of  permanent  fortifications.  There  are  also  required  draw¬ 
ings  of  bridges,  furnaces,  machines,  their  shadows  and  perspective,  as  they  would 
appear  to  the  eye,  at  a  finite  distance  from  the  perspective  plane,  mathematically 
constructed  and  properly  colored. 

Those  who  possess  the  requisite  taste  for  such  subjects,  may  be  exercised  in  pen, 
India  ink  and  color  drawings  of  landscapes,  figures,  etc.,  and  be  led  to  apply  their 
acquirements  to  natural  history.” 

The  catalogue  of  1891-’92,  contains  two  photograph  reproductions ; 
one  a  view  of  the  school  building,  and  one,  of  the  student’s  Dormitory 
or  “  Club  House,”  both  substantial  buildings  ;  the  last  affords  com¬ 
fortable  accommodations  for  thirty  students. 

BUILDINGS  AND  EQUIPMENTS. 

The  buildings  of  the  School  of  Mines  are  situated  in  the  most  elevated  part  of 
the  city  of  Rolla.  They  are  substantial  brick  structures,  well  ventilated  and  lighted, 
and  heated  by  the  best  furnaces  manufactured.  The  main  building  has  recently 
been  painted  and  kalsomined  throughout,  and  the  laboratory,  one  of  the  most  com¬ 
plete  in  the  country,  has  been  in  use  but  five  years. 

The  different  departments  of  the  school  are  well  supplied  with  apparatus. 

The  range  of  the  student’s  necessary  expenses  for  a  year,  including 
college  dues,  and  board,  are  estimated  from  $125.00  to  $174.00.  An 
“Academic  Course  ”of  three  year  was  established  by  law  in  1885. 

The  School  of  Mines  and  Metallurgy  is  an  Institute  of  Technology 
with  a  regular  course  of  three  years ;  which  are  known  respectively, 
as  “Junior”  year,  “Intermediate”  year,  and  “  Senior  ”  year.  All 
the  Engineering  courses  are  the  same  through  Junior  year. 

The  course  of  instruction  deals  in  detail  with  the  principles  and  the  practice  of 
Engineering,  with  special  reference  to  Mining  Engineering,  Civil  Engineering, 
Mechanical  Engineering,  Chemistry  and  Metallurgy,  Mathematics,  Physics  and 
Electricity,  and  includes  recitations,  lectures,  laboratory  work  and  field  practice. 
While  a  theoretical  knowledge  of  each  subject  is  required,  great  importance  is 
attached  to  laboratory  work  and  field  practice  as  a  source  of  mental  training  as 
well  as  a  preparation  for  active  pursuits.  In  the  first  of  these,  while  a  certain 
standard  of  excellence  must  be  attained  by  all,  the  class  system  is  not  adopted,  but 
each  student,  working  independently  of  others,  advances  as  rapidly  as  possible. 

*  *  *  *  *  *  * 

Provisions  are  now  made  for  the  following  technical  courses: 

I.  Mining  Engineering. 

II.  Civil  Engineering. 

III.  Mechanical  Engineering. 

IV.  Chemistry  and  Metallurgy. 

V.  Mathematics  and  Physics. 

Each  leading  to  the  degree  of  Bachelor  of  Science. 

******* 

Besides  these  regular  courses,  there  are  the  following  special  ones: 

I.  Assaying. 

II.  Surveying. 

III.  Electricity. 

On  the  satisfactory  completion  of  any  one  of  these  a  certificate  of  proficiency 
will  be  given.  The  requisite  for  admission  to  one  of  these  courses  is  an  adequate 
knowledge  of  the  preparatory  subjects. 


SCHOOL  OF  MINES  AND  METALLURGY. 


399 


The  following  is  the  general  statement  of  the  training  in  drawing 
required  in  the  Engineering  Department  of  the  School. 

DRAWING. 

First  year. — The  first  year’s  work  for  all  regular  students  in  the  Engineering 
department  is  almost  entirely  at  the  drawing-board.  Here  belongs  naturally  all 
work  in  Descriptive  Geometry  and  in  Stereotomy .  The  use  of  drawing  instruments — 
simple  problems  in  points,  lines  and  planes — graphical  solution  of  the  more  com¬ 
plicated  problems — shading  of  projections,  in  pencil,  by  free-hand  pen-work,  with 
the  ruling-pen,  in  water-colors  and  India-ink. 

Second  year. — Work  assigned  according  to  the  profession  chosen  by  the  student. 
The  students  in  Civil  and  in  Mining  Engineering  will  select  some  complete  engi¬ 
neering  structure  and  present  it  in  simple  plan  and  elevation — one  in  axonometric, 
another  in  perspective — all  neatly  shaded,  tinted  and  lettered.  All  field  surveys 
must  be  plotted  neatly,  and  one  topographical  drawing  made  from  notes  taken  in 
the  field  by  the  student  will  be  required  of  each.  The  student  in  Mechanical  En¬ 
gineering  will  be  continuously  exercised  in  mechanical  and  machine  drawing. 

Hurd  year. — Seniors  have  a  variety  of  exercises  in  Graphical  Statics,  and  are 
required  to  present  working  drawings  of  many  structures,  such  as  bridges,  arches, 
dams,  etc.  The  thesis  must  be  accompanied  by  drawings  fully  illustrating  it. 

The  total  number  of  students  in  the  School  of  Mines,  is  given  as  83. 

The  Faculty  number  nine  Professors  and  Instructors,  including  the 
President  of  the  University.  Elmo  G.  Harris,  c.  E.  (University  of 
Virginia),  is  the  Director  of  the  School  and  Professor  of  Engineering. 

The  following  is  the  statement  of  the  entire  attendance  of  students 
in  all  the  Departments  of  the  University: 

SUMMARY. 

Academic  Students. 


Post-graduates .  2 

Seniors . 18 

Juniors .  26 

Sophomores .  36 

Freshmen .  98 

Preparatory .  164 

Special .  16 


Total .  360 


Professional  Students. 


Agr’l  and  Mech’l  \  a>  Regular 
(  b,  Special. . 

Normal  \  a’  Regular . 

(  o,  Teachers’  course. 


Law . 

Medical . 

Engineering . 

Military  Science  and  Tactics. 
Mining  and  Metallurgy . 


Total 


71 

134 

108 

16 

66 

32 

49 

193 

83 


749 


Grand  total . 1>  109 

Names  counted  more  than  once .  .  395 

No.  of  individual  students .  714 


400'  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

The  following  is  the  condensed  statement  of  the  statistics  of  the 
University  with  which  the  Curator’s  report  to  the  Governor  for  the 
year  1891-’92,  commences: 


Total  number  of  students  enrolled  during  the  year  at  Columbia .  631 

Total  number  of  professors  employed  during  the  year  at  Columbia . .  25 

Total  number  of  assistants  employed  during  the  year  at  Columbia .  23 

Receipts  for  the  year  ending  December  31,  1891 .  $130,388.69 

Disbursements  for  the  year  ending  December  31,  1891 .  $120,139.25 

Total  number  of  students  enrolled  during  the  year  at  Rolla .  83 

Total  number  of  professors  employed  during  the  year  at  Rolla  .  4 

Total  number  of  assistants  employed  during  the  year  at  Rolla.*. .  4 


Richard  H.  Jesse,  ll.  d.,  is  President  of  the  University. 

The  University  of  Nebraska,  Lincoln,  Nebraska. 

The  United  States  Law  of  1864,  set  aside  seventy  sections  of  land 
to  found  a  University  in  Nebraska.  February  15,  1869,  the  Legis¬ 
lature  of  the  State,  accepted  the  United  States  land  grant  under  the 
law  of  1862,  for  the  establishment  of  colleges  of  Agriculture  and  the 
Mechanic  Arts.  These  two  grants  of  44,800  and  of  90,000  acres,  re¬ 
spectively,  were  the  endowment  of  the  University,  which  the  Leg¬ 
islature, — by  act  approved  February  15,  1869,  and  amended  Febru¬ 
ary  19th,  1877, — authorized  the  Regents  to  establish.  Lincoln,  the 
capital  of  the  State,  was  chosen  as  the  most  desirable  place  for  the 
new  Uni  verity. 

The  University  was  to  include  five  departments  or  colleges,  as  follows  : 

1.  A  College  of  Literature,  Science,  and  the  Arts. 

2.  An  Industrial  College  embracing  Agriculture,  Practical  Science,  Civil  Engi¬ 
neering  and  the  Mechanic  Arts. 

3.  A  College  of  Law. 

4.  A  College  of  Medicine. 

5.  A  College  of  the  Fine  Arts. 

Of  these  only  the  first  two  have  as  yet  been  organized. 

A  careful  examination  of  the  “Tenth  Annual  Catalogue  for  the 
academic  year  1881-82,”  shows  a  small  development,  as  yet,  of  the 
Industrial  Department,  with  a  total  attendance  of  26  students;  of 
these  14  are  in  the  “Preparatory  course,”  3  in  the  Freshman  class, 

4  each  in  the  Sophomore  and  Junior  classes,  and  one  in  the  Senior. 
Of  these  one  Junior,  two  Sophomores,  one  Freshman,  and  one  in  the 
Preparatory,  take  the  Engineering  course;  all  the  others  are  “Agri¬ 
cultural”  students. 

The  University  aims  to  secure  to  all  who  may  avail  themslves  of  its  advantages 
an  opportunity  for  liberal  culture  in  literature  and  science,  and  in  such  teclmical  and 
professional  courses  as  may  from  time  to  time  be  established;  these  advantages  are  . 
offered  to  all  free  of  charge  for  tuition,  without  regard  to  sex  or  race,  or  place  of 
residence,  on  the  condition  of  their  possessing  the  intellectual  and  moral  qualifica¬ 
tions  requisite  for  admission  to  such  an  institution. 

There  being  in  each  department  a  preparatory  course  of  two  years 


UNIVERSITY  OF  NEBRASKA. 


401 


the  full  course  in  each  is  six  years.  In  the  Engineering  course  of 
The  Industrial  College,  Drawing  is  required  during  the  third  term  of 
Freshman  year,  and  “Stereotomy”  appears  as  a  study  of  the  third 
term  of  Senior  year.  There  is  a  general  announcement  under  the 
head  of  “Painting,”  that  “Facilities  are  afforded  for  the  study  of 
Drawing  and  Oil  painting  under  competent  teachers.”  This  an¬ 
nouncement  evidently  refers  to  picture  making  and  not  industrial 
drawing,  and  drawing  nowhere  appears  as  a  required  study  in  any 
department  of  the  University,  with  the  exceptions  already  noted. 

The  Industrial  College  possesses,  for  its  students  in  Agriculture, 
an  improved  farm  of  320  acres,  with  orchards,  vineyards,  etc.,  and 
is  well  stocked.  Bee  keeping  is  made  somewhat  of  a  specialty. 

The  catalogue  shows  a  total  of  284  students,  26  as  already  stated 
in  the  Industrial  Department,  and  258  in  Ihe  Literary  and  Scientific 
Department;  of  these  last,  119  are  in  the  preparatory  classes,  51 
divided  between  the  four  regular  College  classes — 21  of  these  take 
the  Scientific  course; — there  are  besides  34  “Special,”  and  4  “Uni¬ 
versity  ”  students. 

The  catalogue  for  1890-'91,*  shows  that  no  addition  has  been  made 
to  the  colleges  authorized,  since  the  issue  of  that  of  1881-’82.  “  The 

College  of  Literature  and  Art,”  and  The  Industrial  College,  still 
comprise  all  of  the  University.  There  is,  also,  a  preparatory 
school  known  as  the  Latin  School,  with  a  course  of  two  years;  and  a 
school  of  the  Fine  Arts,  with  two  divisions;  one  of  Music,  and  one  of 
Drawing,  etc. — There  is,  also,  opportunity  for  Post-Graduate  Instruc¬ 
tion  ;  and  nineteen  Professors,  about  equally  divided  between  Litera¬ 
ture  and  Science,  offer  instruction  in  their  several  branches. 

“The  principal  buildings  and  appliances  of  the  University  are 
situated  near  the  business  centre  of  Lincoln.  The  Farm  of  the  Ag¬ 
riculture  Experiment  Station,  is  on  the  eastern  border  of  the  City, 
within  easy  reach  by  horse  car,  or  other  conveyance.” 

There  is  a  two  years  “  Elementary  Agricultural  course,”  for  those 
unable  to  give  time  for  the  full  course.  “  Great  prominence  is 
given”  in  the  Industrial  College,  “to  the  natural  and  physical  sci¬ 
ences  in  the  Scientific  course,  and  to  their  applications  in  the  special 
elective  courses,  and  the  course  in  civil  engineering.  Two  lines  of 
Agricultural  instruction  (Chemical  and  biological),  and  one  in  Ap¬ 
plied  Electricity,  are  offered.” 

The  Faculty  of  the  Industrial  College  comprises  28  Professors  and 
Instructors.  J.  Sterling  Kingsley,  D.  sc. ,  Professor  of  Agriculture 
and  Biology,  is  the  Dean.  Total  number  of  students  attending: 
Graduates  28,  Academic  College  174.  Industrial  College  90.  Latin 
School  180.  Students  of  Fine  Arts;  Music  students  92,  Art  students 

*  The  University  of  Nebraska,  catalogue  1890-91.  Lincoln,  Nebr.  Published  by 
the  University.  1891.  Pp.  104. 

ART — VOL  4 - 26 


402  EDUCATION  IN.  THE  INDUSTRIAL  AND  FINE  ARTS. 

95. — Aggregate  enrollment  660,  names  repeated  90.  Total  570.  The 
Faculty'  of  the  University,  numbers  38  Professors  and  Assistant 
Professors.  Charles  E.  Bessey,  ph.  d.,  Acting  Chancellor. 

College  Op  Agriculture,  University  Of  Nevada,  Elko, 

Nevada. 

The  latest  information  in  1882,  regarding  this  institution,  shows 
only  a  preparatory  school  with  an  attendance  of  27  pupils ;  as  yet, 
no  instruction  in  Drawing,  or  Mechanic  Arts,  is  provided. — 

The  University,  chartered  in  1862,  was  first  opened  in  1874.  The 
latest  catalogue*  at  hand,  gives,  in  an  appendix,  copies  of  the  laws 
of  the  United  States,  and  of  the  State,  relating  to  the  institution; 
beginning  with  the  U.  S.  Land  Grant  Law  of  1862.  To  provide  a 
“State  University”  with  “departments  for  Agriculture,  Mechanic 
Arts  and  Mining,  to  be  controlled  by  a  Board  of  Regents  whose 
duties  shall  be  prescribed  by  law,”  is  made  by  the  constitution  of 
Nevada,  the  duty  of  the  Legislature.  The  duties  of  the  Board  of 
Regents  were  stated  in  the  act  of  March  5th,  1869.  The  Legislature, 
in  the  act  of  Feb.  7th,  1887,  passed  an  act  relating  to  the  State  Uni¬ 
versity  and  matters  properly  connected  therewith;”  by  which  certain 
previous  acts,  or  parts  of  acts,  in  conflict  therewith  were  repealed. 
This  act  directs  that  a  Normal  School  for  the  training  of  public 
school  teachers,  and  a  Commercial  School,  shall  be  connected  with 
the  University. 

“There  shall  be  no  discrimination  in  the  admission  of  pupils  on 
account  of  sex,  race,  or  color.”  This  provision  was  a  part  of  the 
first  act. 

In  the  Normal  School,  Drawing  is  a  required  study  through  the 
whole  of  the  second  year  of  the  three  years  course. 

In  the  College  of  Liberal  Arts,  Drawing  appears  in  the  list  of  re¬ 
quired  studies  only  during  the  first  term  of  Freshman  year. 

In  the  School  of  Mines,  Drawing  is  taught  through  Freshman  year, 
and  during  the  first  two  terms  of  Senior  year.  In  the  School  of 
Agriculture,  Drawing  is  taught  the  first  two  terms  of  Freshman 
year  and  the  second  term  of  Senior  year. 

Total  attendance  of  students  for  the  year  1891— ’92,  163.  There  are 
14  Professors  and  Instructors,  in  the  Faculty,  three  are  ladies. 
Stephen  A.  Jones,  M.  a.  PH.  D.,  President,  and  Professor  of  Latin 
Language  and  Literature. 

New  Hampshire  College  Of  Agriculture  And  The  Mechanic 

Arts. 

The  New  Hampshire  College  of  Agriculture  and  the  Mechanic 
Arts,  was  chartered  by  the  Legislature  in  1866,  on  the  basis  of  the 

*  Register  of  the  University  of  Nevada,  located  at  Reno.  1891-92.  Carson  City, 
Nev.  J.  E.  Eckley.  Supt.  State  Printing.  Pp.  64. 


UNIVERSITY  OF  NEVADA. 


403 


United  States  Land  Grant  of  1862.  It  was  placed  at  Hanover  and 
in  connection  with  Dartmouth  College.  By  gift  of  the  late  Hon. 
John  Conant,  it  possesses  a  valuable  farm  of  360  acres.  The  course 
of  study  comprises  three  years.  A  post  graduate  course  of  one  year 
can  be  taken  if  desired.  The  course  has  special  reference  to  agricul¬ 
ture.  “Chapman’s  Free  Drawing,”  is  one  of  the  required  studies 
the  first  term  of  the  first  year.  Drawing  does  not  subsequently  ap¬ 
pear  in  the  list  of  required  studies. — 

The  student  desiring  training  in  drawing  would  naturally  connect 
himself  with  the  Chandler  Scientific  Department  of  the  College, 
which  gives  a  very  thorough  five  years  course  in  Mechanics  and 
Civil  Engineering. 

The  catalogue  of  1881-’82,  shows  a  total  of  41  students  in  the  Col¬ 
lege  of  Agriculture  and  the  Mechanic  Arts. — 

The  following  authorized  statement  in  a  circular  of  the  College  of 
Agriculture  issued  in  1890,*  shows  concisely  the  general  develop¬ 
ment  of  the  college,  as  well  as  that  in  the  lines  of  “  Drawing”  and 
“Shop  Work,”  that  has  gone  on  since  the  foregoing  showing  was 
taken  from  the  catalogue  of  Dartmouth  College  for  1881-’82. 

NEW  HAMPSHIRE  COLLEGE  OF  AGRICULTURE  AND  THE  MECHANIC  ARTS.— IN  CON¬ 
NECTION  WITH  DARTMOUTH  COLLEGE. 

This  institution  is  the  State  College  of  New  Hampshire  and  by  its  location  is  one 
of  the  Scientific  schools  in  connection  with  Dartmouth  College. 

Its  specialties  are  Agricultural  Science,  Chemistry,  Work-shop  Instruction,  and 
Mechanical  Engineering. 

There  are  two  distinct  courses,  one  in  Agriculture  and  Chemistry,  and  one  in 
Mechanical  Engineering.  In  each  course  there  are  a  number  of  elective  studies, 
among  which  may  be  mentioned  English  Literature,  Political  Science,  French,  and 
German. 

Of  all  the  scientific  courses  offered  in  Dartmouth  College  or  in  comiection  with 
it,  the  course  in  Mechanical  Engineering  offers  the  most  mathematical  and  techni¬ 
cal  work.  While  it  is  expressly  intended  for  the  training  of  mechanical  engineers, 
it  is  also  unsurpassed  as  a  preparation  for  the  post  graduate  course  of  the  Thayer 
School  of  Civil  Engineering. 

The  attention  given  to  Chemistry  is  one  of  the  marked  characteristics  of  the  in¬ 
stitution.  The  work,  required  and  elective,  extends  through  three  years. 

The  State  College  is  the  first  Technical  School  established  in  the  State  and  its  two 
courses  when  combined  with  the  various  elective  studies  will  be  found  well  adapted 
to  the  needs  of  those  who  purpose  to  assist  in  the  development  of  the  material  re¬ 
sources  of  the  state  and  nation. 

Its  course  of  study  has  been  lengthened  and  now  covers  four  full  years  while  the 
requisites  for  admission  have  been  advanced.  Thus  time  has  been  obtained  for  a 
high  grade  of  technical  work. 

The  Dartmouth  Catalogue  of  1890— ’91 ,  f  includes  among  its  Depart- 

*  New  Hampshire  College  of  Agriculture  and  the  Mechanic  Arts,  in  connection 
with  Dartmouth  College.  Lebanon,  N.  H.  Press  of  A.  B.  Freeman.  1890.  Pp.  16. 

t  Catalogue  of  Dartmouth  College  and  the  associated  institutions  for  the  year 
1890-’91.  Hanover,  N.  H.  Printed  for  the  College.  1890.  Pp.  84. 


404  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

ments,  The  Agricultural  College,  aud  The  Experiment  Station.  In 
the  opening  words  of  the  catalogue  of  the  Agricultural  College,  after 
a  concise  summary  of  the  National  and  State  laws  applying  to  this 
institution,  the  following  statement  is  given. 

The  College  is  carrying  out  the  provisions  of  these  acts  in  the  following  ways: 

First. — It  gives  a  practical  and  scientific  education,  which  is  of  use  in  all  the  pro¬ 
fessions  and  industrial  pursuits. 

Second. — It  gives  four  special  courses  of  study. 

I.  Course  in  Agriculture. 

II.  Course  in  Chemistry. 

III.  Course  in  Mechanical  Engineering. 

IV.  Course  in  Electrical  Engineering. 

Course  IV  has  just  been  established,  and  will  be  open  to'  students  at  the  be¬ 
ginning  of  the  next  college  year. 

Whereas  formerly  Drawing  was  only  required  during  the  first 
term  of  Freshman  year,  now  both  Drawing  and  Shop- work  are  re¬ 
quired  through  the  first  two  terms  of  Freshman  year.  In  Sophomore 
year,  Drawing  is  taken  in  the  first  term,  and  Shop-Work  in  wood  and 
iron  through  all  the  year;  neither  Drawing,  or  Shop-work,  are  re¬ 
quired  during  the  first  two  years  of  the  Agricultural  course.  In  the 
Mechanical  course,  Drawing  is  required  in  each  year,  and  “Shop- 
work”  in  every  term  of  the  four  years  course.  The  Agricultural 
Experiment  Station  is  on  the  Conant  Farm.  The  building  for  Me¬ 
chanical  Training  is  thus  described  : 

WORK-SHOP. 

The  work-shop  occupies  a  building  fifty  by  thirty  feet,  containing  forge-room, 
wood-working  and  tool-rooms,  and  a  room  for  machine-work.  It  is  provided  with 
power,  tools,  and  machinery.  The  plan  pursued  is  to  engage  in  work  on  articles 
which  give  the  necessary  practice,  and  will  be,  when  completed,  of  practical  value. 
During  the  past  year  a  wood  lathe  has  been  designed  and  constructed,  all  pattern- 
making  and  other  work,  except  casting,  being  done  in  the  shop.  Plans  are  being 
made  for  the  erection  of  an  additional  building,  and  for  providing  a  largely  in¬ 
creased  amount  of  machinery. 

The  total  attendance  of  the  students  in  all  Departments  of  Dart¬ 
mouth  College  for  the  year  1891-’92  is  thus  given  : 


Summary  of  students. 

Dartsmouth  College . 258 

Chandler  School  of  Science  and  the  Arts .  63 

N.  H.  College  of  Agriculture  and  the  Mechanic  Arts .  36 

Medical  College .  98 

Thayer  School  of  Civil  Engineering . f .  9 

Total . .* . 462 


The  Faculty  number  50  Professors  and  Instructors.  Rev.  Samuel 
C.  Bartlett,  d.d.,  ll.d.,  President.  The  Faculty  of  “the  College  of 
Agriculture  and  the  Mechanic  Arts”  number  12  Professors  and  In¬ 
structors,  including  the  President  of  Dartmouth.  Charles  H.  Pet- 


NEW  HAMPSHIRE  COLLEGE  OF  AGRICULTURE.  405 

tee,  a.m.,  c.E.,  Dean,  and  Professor  of  Mathematics  and  Civil  En¬ 
gineering. 

The  connection  of  this  State  College  with  the  famous  College  at 
Hanover,  was  practically  ended  with  the  year  1890-91. 

In  its  beginning  it  was  undoubtedly  greatly  advantaged  by  that 
connection,  by  which  the  students  were  able  to  avail  themselves  of 
the  Libraries,  and  Laboratories,  of  the  historic  college;  whose  Pro¬ 
fessors,  also,  at  first,  aided  in  their  instruction.  The  Agricultural 
College  has,  in  addition  to  the  grants  made  to  it  by  the  Nation  and 
the  State,  been  greatly  favored  by  the  gifts  of  individual  citizens ; 
and  it  is  in  compliance  witlf  the  provisions  of  the  will  of  the  late 
Benjamin  Thompson,  of  Durham,  who  has  bequeathed  to  “the  State 
College  of  Agriculture  and  the  Mechanic  Arts,”  a  large  farm  and 
other  real  estate,  as  well  as  a  large  amount  of  personal  property,  on 
condition  that  the  College  shall  be  established  in  Durham,  that  the 
relations  between  Dartmouth  College  and  the  State  College  are  now 
terminated. 

The  story  of  the  college  from  its  inception,  with  brief  notices  of 
the  benefactors  and  the  instructors,  to  whose  gifts  and  efforts  its 
success  is  due,  is  admirably  told  by  President  Stevens,  in  behalf  of 
the  Trustees,  in  the  Twentieth  Report  of  the  Board  of  Trustees,  made 
to  the  New  Hampshire  Legislature,  in  January,  1893.  This  is  a 
handsomely  printed  pamphlet*  of  287  pages  illustrated  with  a  frontis¬ 
piece  of  the  stately  new  college  building  at  Durham,  and  with  por¬ 
traits  of  Rev.  Asa  D.  Smith,  d.d.,  ll.d.,  President  of  Dartmouth 
and  first  President  of  this  college;  of  John  Conant,  the  greatest 
benefactor  to  the  college  during  its  sojourn  in  Hanover ;  of  Hon.  G. 
W.  Nesmith,  long  President  of  the  Board  of  Trustees  ;  and  of  Ben¬ 
jamin  Thompson  its  latest  benefactor. 

There  are,  also,  floor  plans  of  the  new  buildings. — 106  pages  of 
this  pamphlet  are  given  to  the  history  of  the  college,  to  the  vari¬ 
ous  official  reports,  and  to  a  catalogue  of  officers  and  students,  with 
programmes  of  courses,  etc.  An  Appendix  of  27  pages,  contains  a 
reprint  of  the  laws  both  of  the  Nation,  and  of  the  State,  which 
relate  to  the  College.  Part  II,  contains  “the  third  and  fourth  annual 
reports”  of  the  Experiment  Station,  established  by  the  U.  S.  Con¬ 
gress,  and  attached  to  this  College. 

The  following  extracts  from  the  historical  sketch  by  President 
Stevens,  will  be  found  of  interest  as  showing  the  steps  in  the  evolu¬ 
tion  of  a  Land  Grant  College,  and  how  it  gradually  grows  into  a 
technical  school  of  science.  In  this  case,  also,  it  is  interesting  to 
observe  how  Governmental  aid  has  stimulated  individual  generosity. 
This  has  been  likewise  shown  in  other  instances,  notably  in  connec- 

*  Twentieth  Report  of  the  Board  of  Trustees  of  the  College  of  Agriculture  and 
the  Mechanic  Arts  to  the  New'  Hampshire  Legislature,  January  Session,  1893.  Con¬ 
cord:  Ira  C.  Evans,  Public  Printer.  1892.  Pp.  287. 


406  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


tion  with  Cornell  University.  As  an  example  of  how  local  environ¬ 
ment  affects  developement,  it  may  he  remarked  that,  while  in  many 
of  these  Land  Grant  Colleges  the  military  features  are  made  promi¬ 
nent,  there  is  no  evidence,  in  the  programmes  of  “courses”  in  this 
college,  that  any  one  connected  with  this  New  Hampshire  College 
ever  read  that  portion  of  the  U.  S.  Law  of  1862,  which  refers  to  the 
teaching  of  military  tactics. 

Report. — Historical  Summary. 

To  the  Honorable  Senate  and  House  of  Representatives: 

The  trustees  of  the  New  Hampshire  College  of  Agriculture  and  the  Mechanic  Arts 
respectfully  submit  their  twentieth  report,  and,  in  compliance  with  a  request  from 
the  United  States  treasury  department,  preface  it  with  a  resume  of  the  history  of 
the  college  from  its  organization,  to  the  passage  of  the  act  of  the  Legislature  pro¬ 
viding  for  its  removal  from  Hanover  to  Durham.  At  the  session  of  the  Legislature 
of  New  Hampshire  in  1866  an  act  was  passed  establishing  the  “New  Hampshire 
College  of  Agriculture  and  the  Mechanic  Arts,”  on  the  basis  of  the  congressional 
land  grant,  and  authorizing  its  location  in  Hanover  and  its  connection  with  Dart¬ 
mouth  College.  In  accordance  with  this  act,  the  institution  was  organized  under 
a  board  of  trustees  appointed  partly  by  the  governor  and  council,  and  partly  by 
the  corporation  of  Dartmouth  College,  the  authorized  connection  with  Dartmouth 
College  was  effected,  and  the  institution  was  opened  to  students  in  1868.  Hon.  David 
Culver,  of  Lyme,  had  provided  for  the  college  in  his  will,  upon  the  condition  of  its 
location  in  Lyme.  This  condition  was  not  accepted,  and  the  estate  had  gone  to 
Dartmouth  College  to  be  used  for  agricultural  instruction. 

Advantageous  Connection  with  Dartmouth  College. 

This  fact  furnished  one,  and  a  strong  reason,  why  the  State  College  should  be 
connected  with  Dartmouth  College.  This  was  more  desirable  by  reason  of  the 
inadequate  funds  possessed  by  the  State  College.  The  150,000  acres  of  the  public 
land  scrip  was  sold  for  $80,000  and  the  proceeds  invested  in  state  bonds  yielding  an 
income  to  the  college  of  four  thousand  eight  hundred  dollars  annually.  Under 
these  circumstances  the  offer  made  by  Dartmouth  College  of  the  free  use  of  its 
recitation  rooms,  museum,  and  library,  and  to  allow  its  professors  to  give  instruc¬ 
tion  in  the  new  institution  at  the  reasonable  compensation  of  two  dollars  per  hour, 
was  considered  a  great  inducement.  Rev.  Asa  D.  Smith,  D.  D. ,  LL.  D. ,  president 
of  Dartmouth  College,  labored  long  to  bring  about  the  connection,  and  afterwards, 
as  president  of  the  State  College,  showed  himself  a  friend  of  the  institution  and  its 
students. 

The  New  Hampshire  College  was  apparently  the  only  one  of  the  land  grant  col¬ 
leges  organized  in  connection  with  an  older  institution  and  yet  dependent  upon  its 
own  income,  except  the  privileges  and  facilities  furnished  by  the  connection. 

The  first  professor  was  Ezekiel  Webster  Dimond,  who  was  made  professor  of  gen¬ 
eral  and  agricultural  chemistry.  Dr.  Thomas  Russell  Crosby  was  instructor  in 
animal  and  vegetable  physiology,  which  was  the  second  professorship  established. 
On  the  faculty  list  the  names  of  six  of  the  professors  and  instructors  of  Dartmouth 
College  appeared  as  instructors  in  intellectual  and  moral  philosophy,  rhetoric  and 
history,  natural  philosophy,  civil  engineering,  mathematics,  and  gymastics. 

At  this  time  the  College  of  Agriculture  and  the  Mechanic  Arts  was  considered  a 
department  of  Dartmouth  College,  and  so  received  most  of  its  instruction  from  the 
college  professors,  or  from  students  in  its  graduate  courses. 

Since  1877,  the  college  has  had  an  independent  faculty,  and  has  employed  other 


COLLEGE  OF  AGRICULTURE  AND  MECHANIC  ARTS.  407 


instructors  only  in  exceptional  cases.  In  1878,  the  four  members  of  the  faculty 
gave  nine  tenths  of  all  the  instruction.  In  1884,  the  five  members  of  the  faculty 
were  giving  even  a  larger  proportion  of  the  instruction.  The  number  of  the  fac¬ 
ulty  was  increased  to  seven  in  1886,  to  eight  in  1889,  and  to  eleven  in  1891. 

Delay  in  Development  of  Training  in  Mechanic  Arts. 

In  the  first  catalogue  it  was  said  of  the  courses  of  study,  “  It  should  be  borne  in 
mind  that  while  agriculture,  worthy  of  honor  as  the  primitive  pursuit  of  man,  and 
as  fundamental  to  the  well  being  of  every  community,  is  to  have  a  prominent  place 
in  the  institution,  the  mechanic  arts  are  also  embraced.”  In  mechanic  arts  the 
instruction  had  to  be  limited  to  theory,  or  turned  into  the  lines  of  architecture  and 
civil  engineering.  Almost  from  the  first  the  need  of  a  workshop  was  felt,  and  it 
was  hoped  that  some  friend  of  the  institution  would  supply  the  deficiency.  The 
beginning  of  the  mechanical  engineering  course  came,  however,  in  1886,  when 
Thomas  W.  Kinkaid,  assistant  engineer,  United  States  Navy,  was  detailed  to  act 
as  instructor.  He  commenced  the  work  under  great  disadvantages,  and  with  few 
facilities.  The  lower  classes,  then  in  college,  were  given  workshop  instruction, 
and  it  has  been  given  to  all  classes  entering  since  1886.  At  first,  use  was  made  of 
part  of  the  carpenter’s  shop  of  Dartmouth  College,  but  in  1887,  a  frame  building, 
30  x  30,  was  constructed  near  Conant  Hall.  In  the  following  year  the  building  was 
lengthened  to  fifty  feet;  and  a  boiler,  engine,  and  considerable  machinery  were  pro¬ 
vided.  Other  machinery  has  been  added,  but  the  building  itself  has  remained 
unchanged.  Although  Professor  Kinkaid  was  connected  with  the  college  for  two 
years  only,  he  made  the  mechanical  engineering  course  a  prominent  feature  of  the 
college.  A  course  in  electrical  engineering  was  added  in  1891. 

In  1869,  Professor  Dimond  stated  at  the  annual  meeting  of  the  trustees,  that  all 
the  possessions  of  the  college  were  contained  in  seven  boxes  which  he  had  brought 
from  Europe.  Whatever  may  have  been  the  contents  of  these  boxes  there  was  no 
place  ready  to  receive  them. 

To  provide  a  suitable  building  for  recitation  rooms,  and  for  other  purposes,  Dart¬ 
mouth  College  offered  to  furnish  $25,000  from  the  Culver  fund,  on  condition  that 
the  State  appropriate  for  the  same  purpose  $15,000  more.  The  State  accepted  the 
condition,  and  preparations  for  the  new  building  were  begun  in  the  fall  of  1869. 
The  corner-stone  was  laid  in  the  spring  of  1870,  and  Culver  Hall  was  dedicated  in 
the  presence  of  the  Legislature,  June  23,  1871.  The  college  purchased  a  field  of 
about  twenty-five  acres  opposite  Culver  Hall  about  the  time  its  erection  was  begun, 
and  later  added  another  field  adjoining,  upon  which  Conant  Hall  was  afterwards 
built. 

Gift  of  Hon.  John  Conant. 

The  whole  tract  was  connected  with  the  farm  purchased  by  Hon.  John  Conant 
of  Jaffrey  at  a  cost  of  $7,000,  and  given  to  the  college.  Mr.  Conant  suggested  the 
provision  of  a  suitable  building  of  sufficient  capacity  to  furnish  rooms  and  board 
for  students.  Soon  afterwards  he  proposed  to  give  $5,000  for  this  purpose  on  con¬ 
dition  that  the  State  would  provide  the  balance  of  the  cost.  The  State  made  the 
necessary  appropriation,  the  building  was  completed  and  opened  for  use  in  1874, 
and  appropriately  named  Conant  Hall.  Its  probable  cost  was  about  $23,000. 

These  sums  were  but  the  beginning  of  the  gifts  of  Mr.  Conant.  Later  he  provided 
the  money  to  purchase  additions  to  the  farm,  which  increased  the  size  of  it  to  360 
acres.  He  also  provided  a  scholarship  for  each  town  in  Cheshire  county,  giving  to 

the  college  in  all  more  than  $70,000. 

*  *  *  *  *  * 

State  Aid  to  the  College. 

The  income  from  tuition  was  very  small,  and  the  only  reliable  income  was  that 
of  $4,800  from  the  endowment.  Up  to  the  year  1875  the  State  had  appropriated 


408  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


$15,000  in  addition  to  the  $15,000  granted  for  Culver  Hall.  The  cost  of  Conant 
Hall  must  have  exceeded  the  estimates,  and  the  erection  of  a  large  barn  was  begun 
in  1874,  so  that  in  September,  1876,  the  college  was  $7,000  in  debt,  and  made  appli¬ 
cation  to  the  Legislature  for  further  appropriations.  In  1877,  the  State  made  an 
appropriation  of  $3,000  a  year  for  six  years.  Of  this  $1,000  a  year  was  to  be  used 
towards  the  payment  of  the  debt;  $1,000  a  year  for  the  salary  of  a  farm  superin¬ 
tendent  ;  and  $1,000  a  year  for  the  building  of  a  new  farm-house.  In  1883,  the 
State  made  an  appropriation  of  $2,000  a  year  for  two  years;  and  in  1885,  an  annual 
appropriation  of  $3,000  was  made  perpetual. 

In  August,  1876,  Jeremiah  W.  Sanborn  was  appointed  farm  superintendent.  In 
his  first  report  Mr.  Sanborn  called  attention  to  the  necessity  of  using  the  farm  as 
an  experiment  station  in  order  that  it  might  he  of  the  most  practical  benefit  to  the 
college.  In  that  report  he  gave  the  results  of  feeding  experiments,  and  he  continued 
to  report  similar  experiments  to  the  trustees  during  his  connection  with  the  college. 
The  work  thus  begun  has  been  continued  by  the  present  professor  of  agriculture, 
Prof.  G.  H.  Whitcher,  who  graduated  while  Professor  Sanborn  was  superintendent 
of  the  farm. 

When  the  college  was  opened  to  students  the  course  of  study  extended  through 
three  years. 

The  attendance  was  gradually  lengthened  until,  in  1889,  a  full 
course  of  four  years,  was  established.  At  the  beginning,  the  re¬ 
quirements  for  admission  were  only  the  passing  of  an  examination 
in  the  ordinary  studies  included  in  a  common  school  training. 
These  were  rapidly  increased  till  the  announcement  is  now  made 
that : 

Commencing  with  1892,  the  requirements  in  English  are  the  same  as  those  adopted 
by  the  New  England  colleges. 

The  Men  to  whom  the  Development  of  the  College  is  Due. 

No  history  of  the  college  would  be  complete  without  some  reference  to  those  men, 
now  deceased,  who  were  identified  with  the  interests  and  growth  of  the  institution. 
Professor  Crosby  died  March  1,  1872,  and  Professor  Dimond  in  July,  1876.  In  Jan¬ 
uary,  1877,  President  Smith  tendered  his  resignation  to  take  effect  March  1,  and 
died  a  few  months  later.  Another  early  friend  of  the  college,  Hon.  John  Conant, 
died  April  6, 1877,  at  the  advanced  age  of  eighty-seven  years.  His  gifts  to  the  insti¬ 
tution  entitle  him  to  be  called  its  greatest  benefactor  during  its  connection  with 
Dartmouth  College.  Among  the  trustees  who  have  given  time  and  talents  to  pro¬ 
mote  the  welfare  of  the  college,  Hon.  George  W.  Nesmith  ranks  first.  Elected 
president  of  the  board  of  trustees  after  the  resignation  of  President  Smith  in  1877, 
he  held  that  office  until  his  death  in  1890,  and  by  his  energetic  efforts  and  wise 
counsel  carried  the  college  through  many  difficulties;  and  it  will  be  gratifying  to 
his  many  friends  to  know  that  his  memory  is  to  be  perpetuated  by  giving  the  name 
of  Nesmith  Hall  to  the  new  experiment  station  building  at  Durham. 

It  is  fitting  that  the  valuable  services  of  Ex-Gov.  Frederick  Smyth  should  be  men¬ 
tioned  in  this  connection.  He  has  held  the  office  of  treasurer  of  the  college  from 
its  organization  to  the  present  time,  discharging  its  duties  efficiently  and  to  the 
benefit  of  the  college,  and  all  without  compensation. 

Importance  of  the  U.  S.  Law  Establishing  Experiment  Stations. 

The  act  of  Congress  approved  March  2, 1887  had  an  important  influence  upon  the 
instruction  given  in  the  college.  The  annual  grant  of  fifteen  thousand  dollars  which 
this  law  made  for  the  support  of  an  agricultural  experiment  station,  furnished 
means  which  the  college  had  never  possessed  for  doing  thorough  work  in  agricul¬ 
tural  science.  In  place  of  one  man,  uniting  more  or  less  of  the  duties  of  experi- 


BENEFACTORS  OF  NEW  HAMPSHIRE  COLLEGE. 


409 


menter,  farmer,  and  instructor  in  agriculture  and  chemistry,  there  were  several 
specialists,  who,  besides  conducting  the  work  of  the  station,  gave  instruction  in  the 
classroom.  Instead  of  a  farm  partially  equipped,  there  was  one  provided  with 
model  machinery  and  appliances.  Previous  to  1887  there  had  been  considerable 
fragmentary  instruction  in  agriculture ;  since  that  date  there  has  been  a  steady 
progress  in  the  college  towards  teaching  agriculture  as  a  science. 

Value  of  the  Additional  Aid  given  by  the  U.  S.  Law  of  1890. 

If  the  reason  is  sought  why  the  New  Hampshire  College  more  than  any  other 
institution  has  been  benefited  by  the  recent  congressional  legislation  it  is  found  in 
the  increase  of  its  income  in  1890.  On  the  twenty-ninth  of  August  in  that  year  the 
annual  income  from  all  sources,  that  would  directly  or  indirectly  affect  the  work  of 
the  college,  was  less  than  ten  thousand  dollars. 

On  the  thirtieth  of  August,  1890,  Congress  passed  an  act  granting  fifteen  thousand 
dollars  a  year  to  be  expended  for  instruction  and  apparatus,  and  providing  an 
increase  of  a  thousand  dollars  a  year  until  the  limit  of  twenty-five  thousand  dollars 
should  be  reached.  The  establishment  of  the  experiment  station  had  given  an 
impetus  to  one  line  of  work;  this  large  increase  of  income  extended  its  influence  to 
nearly  every  line  of  work  which  can  be  properly  done  by  a  scientific  institution,  as 
the  money  thus  given  is  to  be  applied  “to  instruction  in  agriculture,  the  mechanic 
arts,  the  English  language,  and  the  various  branches  of  mathematical,  physical, 
natural,  and  economic  science,  with  special  reference  to  their  application  in  the 
industries  of  life,  and  to  the  facilities  for  such  instruction.” 

The  Munificent  Bequest  which  has  led  to  the  Removal  of  the  College 

to  Durham. 

The  bequest  of  the  late  Benjamin  Thompson  of  Durham  to  the  State,  of  his  farm, 
known  as  the  Warner  farm,  and  his  other  real  estate  in  Durham  comprising  a  total 
of  353  acres,  together  with  the  sum  of  $363,000.83  in  personal  estate,  awakened  a 
new  interest  in  industrial  education,  and  the  Legislature  by  an  act  approved  March 
5,  1891,  accepted  the  munificent  gift,  and  at  once  proceeded,  by  appropriate  enact¬ 
ments,  to  provide  for  the  removal  of  the  New  Hampshire  College  of  Agriculture 
and  the  Mechanic  Arts  from  Hanover  to  Durham,  and  for  the  construction  of  build¬ 
ings  and  accommodations  which  should  amply  provide  for  the  needs  of  the  college 
in  its  new  home,  and  be  commensurate  with  the  great  endowment  which  will  place 
it  in  the  foremost  rank  of  institutions  of  its  kind. 

The  trustees,  in  obedience  to  the  instructions  and  requirements  of  the  act,  ap¬ 
proved  April  10,  1891,  took  immediate  steps  to  effect  the  removal  of  the  college 
provided  for  in  this  act.  All  of  the  real  estate  in  Hanover,  owned  by  said  college, 
has  been  sold  at  private  sale  for  the  sum  of  twenty -eight  thousand  dollars,  ready 
cash,  and  arrangements  have  been  made  with  the  trustees  of  Dartmouth  College 
for  the  re-payment  to  the  State  of  the  fifteen  thousand  dollars  appropriated  by  it 
towards  the  erection  of  Culver  Hall. 

******* 

As  soon  as  the  spring  opened  in  1893,  work  was  begim  for  the  erection  of  an 
experiment  station  building,  a  barn,  a  science  hall,  workshops,  and  boiler  house, 
and  the  main  building  to  contain  an  office,  recitation  rooms,  library,  museum, 
hall,  etc. 

These  buildings  are  all  of  brick,  with  the  exception  of  the  barn,  and  all  are 
expected  to  be  completed  on  the  outside  before  winter  sets  in.  They  are  thoroughly 
constructed  upon  the  latest  and  most  approved  plans.  A  steam  heating  plant  is 
now  in  process  of  construction,  which  is  designed  to  warm  all  the  buildings  from  a 
central  station,  so  as  to  secure  to  the  occupants  the  most  comfort  and  avoid  the 
danger  of  fire. 

******* 


410  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  careful  and  thorough  examination  of  all  the  work  by  the  Legislature,  is  cor¬ 
dially  invited,  and  when  that  is  done,  no  doubt  is  entertained  that  funds  sufficient 
to  complete  the  necessary  work  will  be  readily  provided.  The  future  prosperity  of 
the  college  will  depend  upon  its  equipment  and  the  manner  in  which  it  starts  on 
its  new  career.  Evidences  are  not  wanting  to  show  that  with  proper  accommoda¬ 
tions,  the  number  of  students  will  be  large ;  and  the  future  appears  bright  with 
promise  of  vastly  enlarged  usefulness  for  this  institution.  Since  the  last  report,  the 
college  in  Hanover  has  done  good  work,  and  the  number  of  students  has  been  about 
the  same  as  in  previous  years.  The  removal  has  inevitably  interfered  with  the 
ordinary  work  of  the  professors,  and  their  duties  have  been  more  arduous  than  at 
other  times,  but  on  the  whole  it  gives  the  trustees  great  pleasure  to  report  prosper¬ 
ity  in  the  present,  and  encouragement  for  a  more  prosperous  work  in  the  future. 

LYMAN  D.  STEVENS, 
President ,  in  behalf  of  the  Trustees. 

The  following  statements,  relating  to  the  removal  of  the  college 
and  to  the  new  work  proposed  when  once  the  institution  is  settled 
in  its  new  home,  are  the  closing  paragraphs  of  the  report  by  the 
Dean  of  the  College: 

*  *  *  In  the  work  thus  far  carried  out  at  Durham  it  has  been  the  constant 
endeavor  of  trustees  and  faculty  to  so  direct  effort  that  future  growth  might  add 
to,  without  tearing  down,  what  has  already  been  accomplished.  To  this  end  the 
fundamental  essentials  of  substantial  and  convenient  buildings,  properly  located 
and  drained,  well  heated,  lighted,  and  ventilated  and  supplied  with  an  abundance 
of  good  water  for  use  and  protection,  have  received  careful  attention  and  work  has 
gone  forward  in  accordance  with  the  advice  and  under  the  supervision  of  the  best 
talent  available. 

The  regular  college  work  has  moved  on  smoothly  and  successfully  during  the  last 
two  years.  The  Faculty  has  been  strengthened  by  the  addition  of  a  permanent 
Professor  of  Mechanical  Engineering,  a  Professor  of  Zoology  and  Entomology,  and 
an  Instructor  in  Modern  Languages. 

It  was  not  to  be  expected  that  the  number  of  students  would  be  maintained, 
while  the  institution  remained  in  Hanover,  after  the  final  decision  in  favor  of  an 
early  removal  to  Durham.  Hence  it  has  been  very  gratifying  to  find  the  entering 
classes  keeping  nearly  up  to  the  average  in  numbers  with  no  special  effort  in  this 
direction.  It  is  one  sign  out  of  many  proving,  what  is  evident  to  the  observing 
eye,  that  the  public  appreciate  the  facilities,  unequaled  in  the  State,  which  the 
bounty  of  the  national  government  is  providing  for  the  youth  of  New  Hampshire 
and  recognize  the  able  and  painstaking  work  of  a  Faculty  selected  from  among  the 
trained  graduates  of  six  of  our  leading  institutions  for  the  special  work  each  mem¬ 
ber  was  able  to  do.  All  indications  point  to  a  large  accession  of  numbers  as  soon 
as  the  college  is  moved  to  its  new  home  next  August. 

PROPOSED  ENLARGEMENT  OF  THE  WORK  OF  THE  COLLEGE. 

Three  points  only  require  special  mention  at  this  time:  1.  It  is  the  unanimous 
wish  of  the  faculty  that,  as  soon  as  may  be  after  removal,  some  of  the  benefits  of 
our  agricultural  instruction  may  be  brought  home  to  a  larger  number  than  can 
be  gathered  together  to  take  any  of  our  regular  courses  of  study.  This  desirable 
end  may  be  attained  by  short  courses  in  dairying,  horticulture,  etc. ,  by  lectures  and 
institute  work  throughout  the  State,  or  by  these  several  means  combined.  The 
sooner  such  work  can  be  undertaken,  the  better  for  all  parties  concerned.  2.  The 
opening  of  the  doors  of  the  college  to  women  has  already  proved  its  utility,  as  ten 
young  ladies  have  been  enrolled  either  as  regular  or  special  students.  3.  I  desire 
to  restate  an  opinion,  given  by  me  in  the  last  report  and  strengthened  by  two  years 


NEW  HAMPSHIRE  COLLEGE  OPENED  TO  GIRLS. 


411 


of  additional  experience,  “  In  regard  to  preparation  for  college,  we  desire  that  the 
advantages  of  the  excellent  academies  and  high  schools,  scattered  over  our  State, 
may  be  enjoyed  and  utilized  by  those  who  propose  to  study  here,  in  order  that  their 
progress  after  entering  may  be  more  rapid  and  satisfactory.  It  is  generally  unwise 
to  hasten  one’s  entrance  under  eighteen,  at  the  expense  of  a  thorough  preparation.” 
The  young  men  and  women  who  are  to  become  leaders  in  the  industrial  life  of  New 
Hampshire  rightly  demand  and  expect  the  best  facilities  and  instruction  that  money 
can  procure.  In  justice  to  themselves,  then,  they  should  secure  that  preliminary 
training  and  maturity  of  thought  which  will  enable  them  to  fully  utilize  such 
advantages  when  offered. 

C.  H.  PETTEE, 

Dean. 

The  extracts  from  the  report  of  the  examining  committee  are  here 
quoted  for  their  suggestions  relating  to  Drawing  and  Manual  Train¬ 
ing,  and  for  their  favorable  comments  on  the  admission  of  women 
students. 

REPORT  OF  EXAMINING  COMMITTEE  FOR  1891. 

To  the  Trustees  of  the  New  Hampshire  College  of  Agriculture  and  the  Mechanic 

Arts : 

Gentlemen:  The  examining  committee  have,  as  far  as  practicable,  attended  the 
annual  examinations  and  present  their  report. 

We  congratulate  your  board  and  the  people  of  New  Hampshire  upon  the  prospect 
that  the  College  of  Agriculture  and  the  Mechanic  Arts  will  soon  enter  upon  an 
enlarged  sphere  of  usefulness  that  will  be  in  some  degree  commensurate  with  the 
great  interests  which  it  specially  represents.  When  we  consider  how  large  a  por¬ 
tion  of  the  people  of  this,  or  indeed  any  other  State,  are  and  must  ever  be  engaged 
in  agricultural  or  mechanical  pursuits,  and  how  absolutely  essential,  not  only  to 
the  public  welfare  but  to  human  life  itself,  these  occupations  are,  then  we  appre¬ 
ciate  the  fact  that  a  college  which  shall  worthily  represent  and  promote  these  inter¬ 
ests  must  be  amply  endowed  and  in  all  respects  thoroughly  furnished.  Happily 
the  princely  liberality  of  the  late  Benjamin  Thompson  and  liberal  appropriations 
by  the  Legislature  of  New  Hampshire  are  now  being  combined  with  the  present 
equipment  of  the  college  originally  aided  by  act  of  Congress,  for  the  purpose  of 
placing  the  institution  upon  an  enlarged  foundation. 

It  cannot  be  doubted  that  this  will  awaken  a  new  interest  in  the  college  on  the 
part  of  the  people  of  the  State,  and  that  it  will  take  high  rank  among  the  educa¬ 
tional  institutions  of  New  Hampshire. 

HOW  THE  COLLEGE  MAY  BENEFIT  THE  COMMUNITY. 

We  should  not  overlook  the  many  ways  in  which  such  a  college  may  oenefit 
the  people.  A  liberal,  generous  culture  with  rational  development  of  both  physical 
and  mental  powers  is  a  great  need  in  every  vocation  of  life.  And  in  many  special 
ways  the  College  of  Agriculture  and  Mechanic  Arts  benefits  the  people, — by  its 
investigations  concerning  improved  methods  of  tillage,  the  use  of  fertilizers,  stock 
raising,  dairy  management,  injurious  insects,  and  other  concerns  of  farm  life:  by 
the  development  of  mechanical  intelligence,  engineering  skill,  and  their  applications 
to  the  various  arts;  by  a  comprehensive  course  of  scientific  instruction  not  excluding 
literary  and  other  branches  of  learning. 

HOW  IT  MAY  PROMOTE  THE  PUPLIC  HEALTH. 

Having  considered  the  course  of  study  as  arranged  and  finding  in  it  the  means 
of  a  broad  and  generous  culture  there  are  two  suggestions  which  we  respectfully 
submit  for  the  consideration  of  your  board.  The  first  is,  whether  or  not  there  may 


412  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

be  need  of  extending  the  study  of  sanitary  engineering  so  as  to  include  other 
branches  of  sanitary  science.  The  preservation  of  the  public  health,  by  the  proper 
isolation  of  those  sick  with  contagious  diseases,  by  the  disinfection  of  households 
of  those  who  may  suffer  from  such  diseases,  by  all  methods  which  depend  upon 
popular  intelligence  concerning  the  means  of  preserving  the  health,  may  well  have 
consideration  in  arranging  a  plan  of  practical  education  for  the  people.  Consider¬ 
ations  of  health,  comfort,  and  economy  alike  suggest  that  the  important  concerns 
of  sanitary  science  should  have  full  recognition. 

ELEMENTARY  INSTRUCTION  IN  ARCHITECTURAL  DRAWING  SUGGESTED. 

The  second  suggestion  is,  whether  or  not  the  study  of  mechanical  drawing  may 
well  be  so  extended  as  to  include  the  simpler  elements  of  architecture.  The  design¬ 
ing  of  houses  directly  affects  the  health  of  the  occupants.  Large  sums  are  often 
wasted  upon  poor  designs.  The  improvement  of  the  dwellings  of  the  people  is  an 
object  of  serious  importance.  Household  architecture  should  have  consideration 
with  reference  to  health,  comfort,  economy,  good  taste,  landscape  gardening,  tree 
planting,  etc. 

THE  COLLEGE  OPENS  ITS  DOORS  TO  WOMEN  STUDENTS. 

Your  committee  notice  with  satisfaction  the  admission  upon  their  application  of 
Miss  Lucy  E.  Swallow,  of  Hollis,  and  Miss  Delia  E.  Brown,  of  Hanover,  to  the  ben¬ 
efits  of  the  college.  Whether  we  consider  the  fact  that  the  college  is  in  part  sus¬ 
tained  by  state  appropriation,  that  agricultural  and  mechanical  employments  are 
concerns  of  both  men  and  women,  or  the  purpose  of  the  college  as  defined  by  the 
act  of  Congress  in  pursuance  of  which  it  is  established,  the  propriety  of  offering 
the  advantages  of  the  college  to  young  women  equally  with  men  is  apparent. 

*  *•*  *  *  *  * 

The  machine  and  carpenter  shops  were  visited  by  the  committee  and  were  of  in¬ 
terest,  not  simply  for  the  mechanical  knowledge  and  skill  that  may  be  acquired  by 
their  use,  but  as  a  means  of  physical  development.  It  is  said  that*  “  in  Germany, 
France,  Sweden,  Norway,  and  Switzerland  physical  instruction  is  compulsory  in 
all  schools.”  Manual  training  schools  tend  to  secure  physical  development  in  con¬ 
nection  with  useful  mechanical  or  other  industry,  for  which  the  opportunity  afforded 
by  the  college  should  be  highly  esteemed. 

*  *  *  *  *  *  ■# 

LYMAN  CLARK, 

JOHN  G.  TALLANT, 
DANIEL  W.  RUGG. 

Committee. 

Tlie  examining  Committee  for  1892,  in  their  report  to  the  Trustees, 
lay  special  stress  on  the  general  lack  of  suitable  preparation  of  those 
seeking  admission  to  the  college. 

REPORT  OF  EXAMINING  COMMITTEE  FOR  1892. 

To  the  Trustees  of  the  New  Hampshire  College  of  Agriculture  and  the  Mechanic 

Arts : 

Your  examining  committee  for  the  year  1892,  having  carefidly  and  conscien¬ 
tiously  discharged  the  duty  devolving  upon  them,  beg  leave  to  briefly  and  respect¬ 
fully  report  as  follows : 

We  are  satisfied  that  the  teaching  in  the  New  Hampshire  College  of  Agriculture 
and  the  Mechanic  Arts  is  as  thorough  and  efficient  as  that  of  other  colleges  of  its 
class,  and  of  those  giving  what  is  termed  a  classic  course  of  instruction.  The 


*  N.  A.  Review  June,  1891,  article  on  Compulsory  Physical  Education. 


413 


REMOVAL  OF  COLLEGE  TO  DURHAM,  N.  H. 

natural  sciences,  which  are  of  fundamental  importance  to  both  agriculture  and  the 
mechanical  arts,  are  certainly  in  the  hands  of  competent  instructors,  who  evidently 
feel  a  deep  interest  in  their  work  and  succeed  in  drawing  out  the  enthusiasm  of 
the  students.  In  this  line  we  witness  no  evidence  of  neglect  or  inefficiency,  nor  do 
we  find  any  occasion  to  criticise  one  department  and  commend  another.  All  ap¬ 
pear  to  be  doing  faithful  and  satisfactory  work. 

By  way  of  suggestion,  we  would  call  attention  to  the  self-evident  lack  of  thorough 
preparation  on  the  part  of  the  students  to  enter  upon  the  college  course.  There 
ought  to  be  some  change  in  our  common  school  system  which  will  give  to  the 
scholars  the  fundamental  or  rudimentary  principles,  with  the  leading  nomencla¬ 
ture,  of  the  natural  sciences.  Or,  in  the  absence  of  this,  a  short  introductory 
course  in  the  college,  which  need  not  prolong  the  entire  period  devoted  to  strictly 
agricultural  and  mechanic  instruction,  as  foreign  languages,  and  even  history  and 
literature,  could  be  left  for  an  additional  term  by  such  of  the  students  as  would  de¬ 
sire  to  devote  additional  time  to  them.  The  recommendation  of  a  careful  perusal 
of  such  books  as  could  be  named,  might  be  made  to  cover  history  and  literature ; 
while  the  prompt  translation  and  publication  of  such  things  of  value  as  appear  in 
other  languages  would  supply  in  a  great  measure  any  disadvantage  arising  from 
not  having  the  ordinary  smattering  of  these  languages,  which  is  usually  soon  lost 
on  entering  upon  the  serious  and  every-day  duties  of  actual  life. 

Another  point  impresses  itself  upon  our  minds— and  that  is  the  lack  in  some  de¬ 
partments  of  suitable  text-books  for  use  in  a  special  course  of  agriculture  and  me¬ 
chanic  arts.  The  field  is  by  no  means  well  defined. 

*  *  *  #  *  *  * 

T.  D.  CURTIS, 

W.  SCOTT  WARD, 

Committee. 

Hanover,  June  24,  1892. 

The  following  statement  is  from  the  opening  pages  of  the  cata¬ 
logue  for  1890-1892,  which  forms  a  part  of  the  report  by  the  Trustees. 

At  the  session  of  the  Legislature  of  New  Hampshire  in  1891,  acts  were  passed 
severing  the  connection  with  Dartmouth  College  and  removing  the  State  College 
from  Hanover  to  Durham  ;  accepting  the  Benjamin  Thompson  estate,  which  was 
then  of  the  value  of  more  than  four  hundred  thousand  dollars,  and  accumulating 
at  four  per  cent  compound  interest  will  be  available  as  an  endowment,  in  1910; 
and  providing  one  hundred  thousand  dollars  to  be  used  with  certain  other  sums  in 
the  erection  of  buildings. 

These  buildings  are  so  near  completion  as  to  make  it  certain  that  in  September, 
1893,  the  college  work  will  begin  at  Durham,  with  shops,  laboratories,  and  other 
facilities  found  at  the  best  technical  schools. 

The  necessary  transfers  will  be  made  during  the  summer  vacation,  and  will  not 
interfere  with  the  college  work  of  the  preceding  or  the  succeeding  year. 

The  following  paragraphs  from  the  statement  of  the  conditions  of 
admission,  are  of  interest  when  one  recalls  that,  only  a  few  decades 
ago,  it  was  possible  to  enter  one  of  the  best  classical  colleges,  with¬ 
out  any  direct  examination  as  to  proficiency  in  English. 

In  English  the  examination  will  consist  in  the  criticism  of  specimens  of  incorrect 
English,  together  with  a  short  essay,  correct  in  spelling,  punctuation,  division  into 
paragraphs,  grammar  and  expression,  on  a  subject  to  be  announced  at  the  time  of 
the  examination. 

Students  are  advised  to  prepare  themselves  thoroughly  in  all  the  required  sub¬ 
jects  and  especially  in  English,  since  no  college  can  be  expected  to  admit  students 


414  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


who  can  not  write  their  own  language  with  neatness,  clearness,  and  an  approach 
to  accuracy. 

They  are  further  recommended  not  to  limit  their  preparation  to  these  require¬ 
ments.  The  excellent  academies  and  high  schools  of  New  Hampshire  put  within 
their  reach,  a  preliminary  training  which  will  add  greatly  to  the  value  of  a  college 
course. 

The  following  is  the  general  summary  of  the  required  work  in 
Drawing,  and  Shop-work  ;  these  are  given  in  the  different  courses, 
and  years,  as  already  stated  in  the  preceding  pages. 

DRAWING. 

[Two  hours  and  one  half  in  the  drawing  room  is  reckoned  as  one  exercise.] 

1.  Freehand  Drawing. 

(a)  Copy  Work  and  Sketching  ;  thirty  exercises. 

( b )  Shading  and  Tinting,  followed  by  a  short  course  on  the  care  and  use  of  draw¬ 
ing  instruments  j  twenty  exercises. 

2.  Descriptive  Geometry  and  Drawing.  Solution  of  problems  in  descriptive 
geometry;  eighty  exercises. 

Course  2  is  open  only  to  those  who  have  taken  Mathematics. 

3.  Mechanical  Drawing. 

(a)  Elementary  Projection  Drawing ;  twenty  exercises. 

( b )  Perspective  Drawing  and  Line  Shading ;  twenty  exercises. 

(c)  Workshop  Drawings.  Tracing  and  the  blue  process  of  copying  drawings; 
thirty  exercises. 

SHOP  WORK. 

[Three  hours’  work  in  the  shops  is  considered  equivalent  to  one  exercise.] 

1.  Work  in  Wood  Shop.  Exercises  in  carpentry,  joinery,  and  pattern  making. 

(a),  forty -five  exercises ;  (b),  thirty  exercises ;  (c),  forty-five  exercises ;  (d),  thirty 

exercises. 

2.  Work  in  Machine  Shop.  Exercises  in  bench  work,  machine  work,  and  shop 
measurements. 

(a),  thirty  exercises ;  (5),  twenty  exercises ;  (c),  twenty  exercises ;  (d),  forty-five 
exercises;  (e),  thirty  exercises;  (/),  thirty  exercises. 

Floor  plans  accompany  the  descriptions  of  the  new  buildings. 
The  main  building,  a  view  of  which  is  given  as  a  frontispiece,  is  128 
feet  in  length  by  93  feet  in  width,  with  a  central  tower  and  a  porte 
coch^re  40  feet  in  length;  altogether  a  stately  building  of  three  stories, 
built  of  granite  and  brick.  The  Science  building,  93  by  70,  is  also  of 
three  stories. 

THE  SHOP  BUILDINGS. 

The  shops  have  been  planned  and  built  with  the  object  of  providing  facilities  for 
instruction  in  the  working  of  wood  and  metals  and  in  the  design,  construction, 
care,  and  management  of  machinery.  Incorporated  with  the  shops,  is  a  central 
station  for  furnishing  heat,  light,  water,  and  power,  wherever  needed  in  any  of 
the  college  buildings  ;  and  the  machinery  of  this  station  will  form  a  part  of  the 
material  equipment  of  the  engineering  departments. 

The  main  shop  building  is  42  by  106  feet,  and  two  stories  high,  with  a  basement 
31  by  42  feet.  In  a  separate  one-story  building  40  by  100  feet,  on  a  level  with  the 
basement  of  the  main  building,  are  the  boiler  house,  forge  shop,  coal  shed,  and 
foundry. 


DRAWING  AND  SHOP  WORK. 


415 


On  the  first  floor  of  the  main  shop  building,  a  lavatory  is  provided,  with  lockers 
for  the  convenience  of  students.  The  largest  room  on  this  floor  is  the  machine 
shop,  where  there  will  be  opportunity  for  practice  in  the  operations  of  working 
metals  by  cutting  tools,  both  by  hand  work  and  by  machinery.  In  the  mechanical 
laboratory,  the  students  may  learn  by  actual  tests  the  strength  and  other  proper¬ 
ties  of  the  various  materials  used  in  engineering  constructions ;  the  lubricating 
value  of  oils,  etc. 

The  second  floor  of  this  building  is  mainly  occupied  by  a  wood  shop,  in  which  the 
common  branches  of  carpentry,  joinery,  and  pattern  making  will  be  taught.  Prac¬ 
tice  will  be  given  in  the  use  of  carpenter’s  tools,  and  in  the  care  and  operation  of 
the  machines  of  most  general  use  in  wood-working.  A  well  lighted  corner  of  this 
room  is  partitioned  off  and  will  be  equipped  for  copying  drawings  by  the  blue  pro¬ 
cess.  Two  office  rooms  are  also  provided,  one  of  which  will  be  temporarily  used  as 
a  recitation  room,  the  other  as  a  drawing  room. 

The  shop  buildings  are  constructed  on  the  “slow-burning”  principle,  wTith  thick 
walls,  and  heavy  continuous  plank  floors.  The  rooms  are  all  well  lighted  and  well 
ventilated. 

A  handsome  two  story  brick  building,  called  Nesmith  Hall,  is  occu¬ 
pied  by  the  Experiment  Station.  Tuition  is  placed  at  $60  a  year,  but 
there  are  54  scholarships,  30  of  which  pay  the  holder  $40  besides  the 
tuition;  the  remainder  pay  $20  more  than  the  tuition.  The  annual 
expenses  are  estimated  from  $129.00  to  $228.00.  Total  number  of 
students  connected  with  the  college  in  1891-’92,  61.  The  Faculty 
number  16  Professors  and  Instructors.  Hon.  Lyman  D.  Stevens  is 
President.  Charles  H.  Pettee,  a.  M.,  c.  e.,  Dean,  and  Professor  of 
Mathematics  and  Civil  Engineering. 

Rutgers  Scientific  School,  Rutgers  College,  N.  J. 

“ Rutgers  Scientific  School,  The  State  College  for  the  benefit  of 
Agriculture  and  the  Mechanic  Arts,”  is  known  as  the  Scientific 
Department  of  Rutgers  College,  situated  at  New  Brunswick,  New 
Jersey. 

This  school,  organized  in  1864,  in  compliance  with  the  United 
States  Land  Grant  act,  is  also,  by  law,  designated  as  the  “State 
College;”  and  has  forty  free  State  scholarships,  distributed  pro  rata 
among  the  several  counties  on  the  basis  of  their  representation  in 
the  Legislature. 

The  courses  are  as  follows:  Two  Regular  courses  of  four  years 
each,  in  “Civil  Engineering  and  Mechanics ;”  and  in  “Chemistry 
and  Agriculture.” 

Special  courses  of  two  years  each  in  “Chemistry,”  and  in  “Agri¬ 
culture  ;”  also,  optional  post  graduate  courses.  The  studies  of  the 
two  principal  courses  are  alike  for  the  first  year,  at  the  end  of  which 
the  student  elects  which  course  to  take  ;  the  studies  thereafter  are 
specially  adapted  to  their  purpose.  Drawing  is  carried  through 
each  term  of  the  four  years  in  both  courses.  It  is  also  taught  in 
each  year  of  the  special  course  in  Agriculture,  but  is  not  taught  in 
the  special  course  in  Chemistry. 


416  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS.  - 


In  the  17th  Annual  Report  of  the  Rutgers  Scientific  School  for 
the  year  1881,  made  to  the  Governor  of  the  State  by  the  Trustees  of 
Rutgers  College,  and  signed  by  Rev.  Wm.  H.  Campbell,  LL.  D., 
President  both  of  the  College  and  of  the  Board  of  Trustees,  there  is, 
in  addition  to  an  account  of  the  instruction  given  in  drawing  the 
past  year,  a  statement  of  the  importance  of  elemental  and  thorough 
training  in  this  study  on  the  part  of  all  pupils  in  the  public  schools, 
as  well  as  in  the  technical  institutions  of  a  manufacturing  com¬ 
munity. 

As  this  bears  directly  upon  the  subject  matter  of  the  present  work, 
and  shows  the  intimate  relation  borne  by  the  primary  schools  to  the 
higher  and  technical  schools,  these  pages  of  the  Report  for  1881,  are 
here  quoted. 

GRAPHICS. 

During  the  past  year,  instruction  in  Descriptive  Geometry  has  been  given  the 
Sophomore  Class.  A  text-book  was  used  in  the  recitation-room  as  a  convenient 
method  of  bringing  principles  to  the  students’  attention,  and  of  discussing  them. 
At  the  same  time,  problems  prepared  by  the  professor,  and  furnishing  novel  and 
practical  applications  of  these  principles,  were  assigned  for  solution  in  the  draugh ting- 
room.  These  have  proved  of  very  great  benefit,  not  only  in  giving  a  meaning  to 
what  might  otherwise  have  seemed  abstractions,  but  in  familiarizing  the  mind  with 
the  relations  and  properties  of  geometrical  magnitudes,  and  with  the  many  artifices 
of  solution  which  are  invaluable  to  the  draughtsman  as  well  as  to  the  descriptive 
geometer.  The  work  of  the  year  in  this  respect  has  been  exceptionally  satisfactory, 
the  problems  solved  being  more  numerous  and  more  difficult  than  those  of  previ¬ 
ous  years,  and  the  solutions  furnished  possessing  unusual  merit  in  originality  of 
method  as  well  as  in  comprehension  of  principles.  Many  of  the  problems  were 
more  difficult  than  those  assigned  for  the  “Science  Examinations”  in  England. 
The  subjects  of  the  Intersection  of  Surfaces,  Shades  and  Shadows,  and  Linear  Per¬ 
spective  were  illustrated  by  problems  which  stimulated  investigation  and  ingenuity 
on  the  part  of  the  student.  At  the  end  of  the  year  the  growth  in  the  power  of 
synthetic  and  analytic  reasoning  was  felt  by  the  students  themselves,  and  it  was 
evident  to  the  professor. 

Instruction  to  the  other  classes  was  entirely  oral,  in  connection  with  work  at  the 
draugliting-table.  During  the  hours  devoted  to  this  work,  questions  and  discus¬ 
sions,  either  among  the  students  themselves  or  with  the  professor  are  always  in 
order  and  generally  in  progress.  As  a  result,  not  only  are  methods  learned,  but 
also  the  reasons  for  them,  with  the  occasion  and  effects  of  modifications.  From  this 
comes  a  more  thorough  mastery  of  the  principles  and  a  greater  facility  in  their 
application.  In  short,  the  student  grows  into  an  intelligent  and  ready  draughtsman. 
The  work  with  these  classes  was  in  the  construction  of  geometrical  problems,  topo¬ 
graphical  drawing,  lettering,  the  use  of  colors  and  practice  in  shading,  cutting  of 
timbers,  finished  drawings,  etc. 

THE  VALUE  AND  IMPORTANCE  OF  PREVIOUS  ELEMENTARY  TRACING  IN  DRAWING. 

Attention  has  been  called  in  previous  reports  to  the  great  hindrance  to  the  most 
effective  work  in  this  department,  arising  from  the  fact  that  very  rarely  does  any 
new  student  coming  here,  except  from  the  Rutgers  College  Grammar  School, 
have  even  the  most  elementary  knowledge  of  rightline  drawing.  The  names  of  the 
most  common  draughting  instruments _ are  entirely  unknown  to  him.  Of  course, 
he  knows  nothing  of  their  purposes  or  of  the  manner  of  using  them  for  the  simplest 


RUTGERS  SCIENTIFIC  SCHOOL,  NEW  JERSEY. 


417 


operations.  Again  would  we  protest  to  the  people  of  the  State,  against  this  unnec¬ 
essary  waste  of  time, — in  the  <  urriculum  and  to  the  student — a  waste  which  is  the 
more  to  be  lamented  because  occurring  when  opportunities  afforded  for  advanced 
instruction,  based  upon  the  principles  of  mathematics  and  mechanics  here  taught, 
cannot  be  improved  by  reason  of  a  want  of  elementary  instruction  in  this  subject. 
The  possibilities  of  at  least  one  year  are  lost  from  this  cause.  And  since  our  students 
are  preparing  for  various  and  dissimilar  vocations,  the  arrangement  of  special 
courses  in  drawing,  with  reference  to  such  vocations,  and  advanced  instruction  in 
these  courses,  is  not  to  any  great  extent  practicable,  and  the  limited  time  available 
becomes,  therefore,  the  more  valuable.  Besides,  a  few  of  the  students,  as  indicated 
above,  having  had  some  instruction  in  elementary  drawing,  must  either  repeat  the 
course  or  a  difficulty  arises  in  providing  proper  work  and  oversight  for  different 
members  of  the  same  class,  which  cannot  be  well  met  without  increased  teaching 
force  and  facilities.  Wefeel  interested  in  this  question  as  an  institution,  for  students 
coming  to  us  are  not  ready  to  receive  for  themselves,  and  prevent  the  giving  to 
others  who  are  ready,  the  instruction  which  we  could  and  desire  to  furnish;  and 
we  are  thus  hindered  from  accomplishing  the  full  measure  of  results  which  we 
feel  we  might  otherwise  attain. 

INDUSTRIAL  DRAWING  SHOULD  BE  TAUGHT  IN  THESE  COLLEGES. 

It  seems  proper  that  schools  established  for  the  benefit  of  agriculture  and  the 
mechanic  arts,  of  which  this  is  one,  should  encourage  the  art  of  drawing,  particu¬ 
larly  industrial  drawing.  There  was  a  time  when  industrial  education  would  have 
been  regarded  not  only  as  an  innovation,  but  almost  as  a  heresy,  even  if  the  mean¬ 
ing  of  the  term  were  understood.  The  importance  of  this  education  was  greatly 
underrated;  special  training  was  provided,  and  large  sums  of  money  provided  for 
young  men  who  intended  to  enter  the  learned  professions;  but  the  young  Wattses 
and  Stevensons  developed  in  a  chilly  atmosphere  of  neglect  and  indifference.  It 
was  only  when  the  English  public  found  the  markets  of  the  world,  which  they  had 
sometimes  seemed  to  regard  as  then-  peculiar  heritage,  occupied  by  France  and 
other  European  nations,  that  they  clearly  perceived  the  necessity  of  promoting  a 
system  of  thorough  scientific  education  as  the  fi  rst  ground  work  for  material  na¬ 
tional  prosperity.  The  lesson  of  the  World’s  Fair  of  1851  was  a  bitter  one  to  English 
prejudice  and  tradition  in  education.  Commercial  prudence  overcame  ancient 
prejudice,  and  English  pianufacturers  regained  their  place  in  the  world’s  market 
when  English  money  and  care  founded  and  fostered  the  South  Kensington,  and  the 
many  other  schools  for  industrial  education. 

NEED  OF  TECHNICAL  INDUSTRIAL  ART  TRAINING  RECOGNIZED. 

In  this  country,  the  General  Government,  some  of  the  State  Governments,  and 
several  private  citizens  have,  in  recent  years,  aided  in  the  establishment  of  many 
similar  institutions.  Such  schools  are  evidences  of  the  need  felt  by  their  founders, 
many  of  them  practical  business  men  and  manufacturers,  for  a  trained  labor,  and 
of  their  sense  of  the  necessity  of  providing  suitable  opportunities  of  imparting  the 
desired  education.  Business  men  are  the  first  to  see  the  business  needs  of  a  State, 
and  to  provide  for  them.  In  promoting  industrial  education,  they  simply  take 
money  from  one  pocket  to  secure  an  increased  return  into  the  other.  Recently  a 
representative  of  one  of  the  leading  industries  of  a  large  manufacturing  city  in  this 
State  was  induced,  by  his  sense  of  the  needs  and  his  appreciation  of  the  advantage 
of  industrial  drawing  in  his  business,  to  propose  the  offering  of  prizes  to  the  pupils 
in  the  public  schools  of  this  city,  for  the  best  designs  for  oil-cloths,  table-cloths, 
wall  paper,  etc. 

We  may  safely  say  that  the  mills  of  Massachusetts  would  never  have  achieved 
their  present  reputation  but  for  the  school-houses;  that  the  system  of  training  in 
ART — VOL  4 - 27 


418  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


industrial  drawing,  and  of  industrial  education  generally,  so  well  developed  and  so 
efficiently  conducted  in  that  State,  has  made  possible  the  improved  machinery  and 
increased  skill,  whose  products  are  held  in  so  high  repute.  The  State  law,  which 
makes  it  possible  for  all  cities  or  towns  of  five  thousand  inhabitants,  and  obligatory 
upon  all  of  more  than  ten  thousand,  to  “  annually  make  provision  for  giving  free 
instruction  in  industrial  or  mechanical  drawing,”  etc.,  has  given  the  wheels  of  those 
mills  a  new  impetus. 

In  all  institutions  devoted  to  industrial  education,  industrial  drawing  is  regarded 
as  one  of  the  principal  supports  or  most  essential  factors  in  the  system.  And  just 
here  it  may  be  well  to  meet  an  objection  to  the  introduction  of  drawing  into  all 
schools,  by  indicating  what  we  deem  the  proper  character  to  be  given  to  this  draw¬ 
ing. 

INDUSTRIAL  DRAWING  DEFINED. 

Industrial  drawing  is  not  what  may  be  called  aesthetic  drawing.  Its  object  is 
not  to  make  “pictures.”  In  the  latter,  the  artist  aims  to  represent  a  combination 
of  objects,  real,  imaginary,  conventional  or  conventionalized,  for  the  purpose  of 
producing  a  pleasant  effect  upon  the  eye  and  mind  of  the  beholder.  Its  purpose  is 
artistic  or  “  effect.”  In  industrial  drawing  the  draughtsman  aims  to  represent  pri¬ 
marily,  forms  and  relations  as  they  are  in  the  object  represented,  existing  or  to  be 
produced.  Its  purpose  is  utility  or  “service.”  When  this  principal  object  has  been 
attained  the  decorator  may  and  does  add  such  lines  of  figure,  or  other  design,  as 
shall  increase  the  beauty  of  the  object,  while  consonant  with  its  purpose  but  never 
interfering  with  it. 

Drawing  is  too  often  regarded  as  an  accomplishment  merely,  without  possessing 
any  really  practical  value.  The  apathy  manifested  in  many  instances  when  it  has 
been  proposed  to  introduce  this  subject  as  one  of  the  regular  branches  in  the  school 
curriculum,  gives  unfortunate  indication  of  the  mistaken  notions  too  prevalent  of 
its  scope  and  purposes.  And  if  allowed  a  place  in  the  course,  it  is  generally  as¬ 
signed  a  position  such  that  teachers,  pupils  and  parents  understand  that  it  is  “of 
little  account;”  but  the  instruction  in  drawing,  which  we  advocate,  which  we 
should  be  gratified  to  see  introduced  into  every  school  in  the  State,  and  which  we 
give  in  this  “State  College  for  the  Benefit  of  Agriculture  and  the  Mechanic  Arts,” 
so  far  as  the  facilities  furnished  us  allow,  which  we  feel  is  essential  to  the  highest 
development  of  any  manufacturing  interest— industrial  drawing — furnishes  not 
only  bread  and  butter  in  any  community,  but  in  one  whose  manufacturing  interests 
are  great  it  provides  strong  meat  out  of  which  are  formed  the  bone  and  the  mus¬ 
cles  of  a  strong  and  efficient  body  of  industry.  The  duty  of  the  State  toward  its 
children,  its  future  citizens,  is  to  make,  or  assist  in  making,  them  as  efficient  as 
possible  factors  in  diminishing  waste  of  its  economic  possibilities,  in  husbanding 
its  resources,  and  in  increasing  its  wealth. 

EDUCATIONAL  VALUE  OF  DRAWING. 

Drawing  has  an  educational  value,  which  is  universal  in  its  character.  It  de¬ 
velops  closeness  of  observation,  accuracy  of  perception,  vividness  of  imagination, 
quickness  of  eye,  facility  of  hand,  care  and  judgment  in  expression.  It  cultivates 
a  knowledge  of  relations,  of  fittingness  and  adaptation — all  useful  in  the  general 
duties  of  life,  and  which  render  their  possessor  either  better  producers  or  better 
fitted  to  appreciate  the  products  of  labor  which  was  guided  by  this  training. 

MONEY  VALUE  OF  DRAWING  TO  THE  STATE  OF  NEW  JERSEY. 

There  are  few  States  in  the  Union  in  which  the  subject  of  Industrial  Drawing  is 
so  important  as  in  New  Jersey.  Her  varied  industries  make  constant  demand  upon 
the  designer  and  draughtsman.  The  last  report  of  the  Bureau  of  Labor  and  Sta- 


INDUSTRIAL  ART  DRAWING. 


419 


tistics  of  the  State  gives  $82,871,863.12,  as  the  value  of  the  manufactured  products 
in  those  industries  where  drawing  is  essential  to  accurate  work  and  prevention  of 
waste,  and  $20,528,017.30,  as  the  amount  of  wages  paid  to  laborers  in  those  indus¬ 
tries.  To  this  should  be  added  the  values  of  buildings  erected,  bridges  built,  rail¬ 
roads,  steam  and  other  boats  constructed,  none  of  which  are  included  in  the  report, 
and  the  sum  assumes  a  magnitude  which  makes  the  neglect  of  anything  tending 
to  conserve  and  promote  the  efficiency  of  these  interests  seem  culpable. 

Industrial  Drawing  is  one  of  the  most  important  links,  binding  together  and 
showing  the  relation  between  the  school  and  the  practical  industries  of  the  country; 
giving,  more  than  most  others,  direct  and  appreciable  results  of  the  training  of  the 
former  upon  the  products  of  the  latter.  It  is  scientific,  artistic  and  educational; 
scientific  to  properly  secure  the  accuracy  of  permanent  and  economic  workman¬ 
ship;  artistic,  to  add  the  enhancing  quality  of  beauty  of  form  or  decoration  to  the 
products  of  that  workmanship;  educational,  in  the  training  of  the  faculties  which 
it  gives;  and  it  is  always  practical. 

The  Department  of  Graphics  in  this  institution  aims  to  assist  in  securing  for  and 
to  the  industries  and  people  of  New  Jersey  the  benefits  which  are  possible  for  them 
in  this  branch  of  education.” 

The  report  shows  an  attendance  of  46  students  during  the  year 
ending  Dec  31st,  1881. 

In  the  Twenty-Seventh  Annual  Report,*  made  by  the  State  Board 
of  Visitors  and  by  the  Trustees  of  the  School,  for  the  year  ending 
December  31st,  1891;  the  fact  of  the  passage  of  the  law  on  March 
31,  1890,  “establishing  a  free  scholarship  for  each  assembly  district 
each  year,’'  is  recorded,  and  the  conditions  given. — The  Trustees 
had,  in  1888,  increased  the  40  State  “county”  Free  Scholarships  by  the 
addition  of  10  more,  “at  large.”  These  were  all  reported  as  filled. 
The  following  is  the  course  of  study  offered  in  this  School. 

COURSES  OF  STUDY  AND  DEGREES. 

Six  distinct  courses  of  study  are  included  in  the  schedule  which  follows: 

I.  A  Course  in  Agriculture. 

II.  A  Course  in  Civil  Engineering  and  Mechanics. 

III.  A  Course  in  Chemistry. 

IV.  A  Course  in  Electricity. 

V.  A  Course  in  Biology. 

VI.  A  Winter  Lecture  Course  in  Agriculture. 

During  the  first  year  the  studies  of  the  five  full  courses  are  nearly  the  same,  and 
are  designed  to  furnish  a  suitable  introduction  to  the  pursuit  of  the  higher  branches 
in  either. 

At  the  end  of  the  first  year  students  elect  to  pursue  one  of  the  five  full  courses, 
and  for  the  remaining  three  years  their  studies  are  directed  with  particular  refer¬ 
ence  to  the  choice  made.  Some  studies  which  go  to  the  equipment  of  the  intelli¬ 
gent  citizen,  whatever  his  occupation,  such  as  History,  English  Literature,  Political 
Economy,  Political  Ethics  and  others,  are  interspersed  throughout  the  entire  four 
years,  in  order  that  students  may  not  only  acquire  a  thorough  preparation  for  their 
special  pursuits  in  life,  but  may  at  the  same  time  receive  a  liberal  training  which 
will  fit  them  to  discharge  wisely  and  usefully  the  duties  of  good  citizenship. 

*  Twenty-Seventh  Annual  Report  of  Rutgers  Scientific  School.  The  State  College 
for  the  benefit  of  Agriculture  and  the  Mechanic  Arts,  New  Brunswick,  N.  J.,  for 
the  year  1891.  Trenton,  N.  J.,  The  John  L.  Murphy  Publishing  Company,  Printers. 
1892.  Pp.  104. 


420  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Provision  is  also  made  for  Special  Students,  who  may  enter  at  any  time,  and 
elect,  under  the  advice  and  direction  of  the  Faculty,  such  studies  as  they  may  be 
found  qualified  to  pursue  with  classes  already  formed.  Such  students  are  subject 
to  the  general  regulations  and  discipline  of  the  institution.  They  are  required  to 
have  their  time  fully  occupied,  and  to  pass  such  examinations  as  may  be  prescribed 
in  each  case.  On  leaving,  they  receive  certificates  stating  the  studies  pursued  and 
the  amount  of  work  performed  in  each. 

Drawing  is  required  in  all  the  courses  for  the  first  two  years;  and 
in  all  others,  except  the  courses  in  Agriculture,  Chemistry,  and  Biol¬ 
ogy,  through  the  four  years. 

The  following  statement  describes  the  methods  adopted  in  teach¬ 
ing  Drawing. 

II.  GRAPHICS. 

The  instruction  in  this  department  is  oral  and  by  illustration  or  supervision,  ex¬ 
cept  in  Descriptive  Geometry,  In  this  subject  a  text-book  is  used  in  the  recitation- 
room,  while  the  principles  there  discussed  are  more  fully  illustrated  by  problems 
assigned  for  graphical  solution  in  the  draughting-room. 

During  the  entire  course  of  four  years  the  students  are  required  to  spend  a  certain 
number  of  hours  each  week  in  the  draughting-room  in  practical  work  in  Drawing. 
In  the  Freshman  year  the  practice  begins  with  the  use  of  the  principal  instruments 
employed  in  Mechanical  Drawing.  This  practice  is  obtained  in  the  solution  of 
problems  in  Plane  Geometry,  thus  securing  two  ends,  viz. ,  a  knowledge  of  the  pur¬ 
poses  of  the  instruments  and  of  the  manner  of  using  them,  and  a  knowledge  of  geo¬ 
metrical  principles  and  their  applications,  particularly  such  modifications  and 
applications  of  the  principles  as  will  give  the  shortest,  neatest  and  most  perspicuous 
methods  of  working.  When  the  student  has  acquired  some  facility  in  the  use  of 
instruments,  he  is  taught  the  methods  of  Topographical  Drawing  with  practice  in 
the  use  of  colors,  pen-signs,  contour-lines,  etc.  Also,  the  methods  of  Graphical 
Representation  of  Statistical  Data.  At  the  end  of  the  first  year’s  work,  the  stu¬ 
dent  has  had  instruction  sufficient  to  enable  him  to  execute  all  the  drawings  re¬ 
quired  in  Plane  Surveying  for  farm  purposes,  etc. 

In  the  Sophomore  year,  the  course  in  Drawing  is  based  on  Descriptive  Geometry, 
as  that,  at  the  beginning  of  the  Freshman  year,  exercised  the  student’s  knowledge 
of  Elementary  Geometry.  Besides  the  solution  of  problems  in  Solid  Geometry,  the 
course,  during  the  year,  includes  practice  in  Shades  and  Shadows  and  Linear  Per¬ 
spective,  the  work  being  all  directed  by  mathematical  principles. 

During  the  Junior  and  Senior  years,  the  aim  of  the  instruction  is  to  acquaint  the 
student  with  some  of  the  many  applications  of  the  principles  of  Drawing  additional 
to  those  in  which  he  has  had  practice  in  the  first  two  years.  The  limited  time 
allowed  to  the  subject,  and  the  diversity  of  the  intended  pursuits  of  the  students 
after  graduation,  prevent  extended  practice  in  any  particular  department  of  Draw¬ 
ing.  The  design,  therefore,  is  to  prepare  intelligent  and  ready  draughtsmen, 
familiar  with  fundamental  principles  and  methods;  men  who  in  any  of  the  me¬ 
chanic  arts  or  in  farming  will  be  able  to  sketch  machines  and  apparatus,  and  will 
be  valuable  assistants  in  the  draughting-room  of  the  architect  or  engineer,  rather 
than  accomplished  masters  in  these  professions;  to  give  the  student  a  safe  beginning 
on  which  to  grow  more  easily  and  surely  into  the  work  of  the  practical  designer. 

Total  number  of  students  in  attendance  134;  of  these,  7  were  “spe¬ 
cial”  and  4  “  Post  Graduate.” 

The  Faculty  consists  of  26  Professors  and  Instructors.  Austin 
Scott,  ph.  d.,  ll.  D.,  President,  and  Professor  of  History  and  Polit¬ 
ical  Science. 


CHAPTER  XII. 


UNITED  STATES  LAND  GRANT  COLLEGES  OF  AGRICULTURE  AND 
THE  MECHANIC  ARTS— Continued. 


ANALYSIS  OF  CHAPTER 


Page. 

421 


New  York  College  of  Agriculture,  Cornell  University,  Ithaca  ....  423 

This  University  was  incorporated  by  the  Legislature  in  1865,  and  desig¬ 
nated  to  receive  the  income  of  the  United  States  Land  Grant  Fund — 

How  Mr.  Cornell,  preserved  and  augmented  that  fund  is  well 
known — The  University  opened  in  1868 — The  Department  of  Agricul¬ 
ture,  is  the  only  one  considered  in  this  chapter — Other  departments  in 
which  drawing  enters;  “Engineering,”  “Architecture,”  etc.,  have 
kept  pace  with  the  growth  of  the  University,  and  will  be  recorded 
with  like  institutions  elsewhere  in  this  report — There  is  a  farm  of  200 
acres,  the  gift  of  Mr.  Cornell,  attached  to  this  department — A  course 
of  four  years  leads  to  a  regular  degree — There  is  also  a  course  of  three 
years  without  a  degree — Drawing  is  taught  two  terms  of  Freshman 
year  in  the  first  course,  and  only  one  term  in  the  last — Free-hand 
drawing  as  taught  in  the  University — Equipment  for  instruction  in 
Drawing — The  Register  of  the  University  for  1881-82,  shows  an 
attendance  of  384  students — President  Adams’  Annual  Report  for 
1891-92,  shows  that,  while  the  number  of  students  in  the  University 
as  a  whole,  has  greatly  increased,  attendance  in  the  Department  of 
Agriculture  has  rather  diminished — As  in  many  other  institutions, 
the  number  of  students  of  Agriculture  are  relatively  few — The  work 
here  seems  largely  that  of  educating  Professors  and  Teachers — Ex¬ 
tracts  from  this  report — Agricultural  institutions — The  report  by  the 
Director  of  this  College  commends  enthusiastically  the  work  in  the 
Experiment  Station — General  view  of  the  course  in  Agriculture,  iu 
the  Register  for  1892-’93 — A  winter  course  of  eleven  weeks  offered 
for  the  first  time — Out  of  a  total  of  1,665  students  enrolled  in  the 
University  for  the  year  1892-’93,  22  only,  are  enrolled  in  the  College 
of  Agriculture — The  Body  of  Professors,  Instructors,  etc. ,  attached 
to  the  University  numbers  145 — The  Corps  of  the  Agricultural  Exper¬ 
iment  Station  numbers  13 — Isaac  Phillips  Roberts,  M.  AGR.,  Director 
of  College  of  Agriculture — Jacob  Gould  Schurman,  D.  SC.,  LL.  D., 
President  of  University. 


New  York:  United  States  Military  Academy,  West  Point.  .  427 

Regular  course  of  four  years — Twelve  Departments  of  Study — Instruc¬ 
tion  in  Drawing  essential  to  study  of  Military  Engineering — In 
1881-82,  an  attendance  of  191  cadets — The  admirable  situation  of  this 
National  Training  School— Character  of  scenery — Historical  Associ¬ 
ations — The  training  here  given  valuable  in  peaceful  pursuits  as  well 
as  in  war — President  Thompson’s  estimate  of  this  as  a  school  of  engi¬ 
neering  and  technology— In  1891,261  cadet  pupils  in  attendance — Ac¬ 
ademic  staff  numbers  58  Professors  and  Instructors.  Col.  John  W. 
Wilson,  Superintendent  in  1891 — A  military  staff  of  17  officers. 


421 


422  EDUCATION  IN  THE  INDUSTKIAL  AND  FINE  ARTS. 


North  Carolina:  Agricultural  and  Mechanical  College  of  the  Uni¬ 
versity,  Chapel  Hill . 

Preliminary  words — Concise  historical  statements — The  organization 
of  the  University — The  study  of  Drawing — Inauguration  of  new  Me¬ 
morial  building  in  1885 — Description  of  the  building — The  College 
made  a  department  of  the  University,  by  the  Legislature,  in  1866 — 
Extracts  from  report  by  President  Battle  in  1887 — Concise  history  of 
University  since  its  reopening  in  1875 — Money  value  to  a  State  of  high- 
class  Institutions  of  Learning — What  kind  of  a  College  is  designated 
in  the  United  States  Land  Grant  Law? — Senator  Morrill,  and  United 
States  Commissioner  of  Education  Eaton,  quoted — Twenty-five  of  the 
States  made  the  Land  Grant  College  a  department  of  the  State  Uni¬ 
versity — Removal  of  the  College  to  Raleigh,  announced  by  the  Gov¬ 
ernor  of  the  State,  June  18,  1888 — Catalogue  of  1891— ’92,  shows  248 
students  in  attendance  in  the  University — Faculty  number  20 — George 
Taylor  Winston,  LL.  D.,  President. 

North  Carolina:  College  of  Agriculture  and  the  Mechanic  Arts, 

Raleigh . 

Concise  historical  statement — R.  Stanhope  Pullen,  Esq.,  of  Raleigh,  made 
a  gift  of  lands  to  the  College ;  the  State  added  300  acres  to  be  used 
by  the  College,  or  the  Experiment  Station — These  inducements  were 
doubtless,  influential  in  causing  the  removal  from  Chapel  Hill — Ex¬ 
tracts  from  first  Annual  Catalogue  under  date  of  June,  1890 — Loca¬ 
tion  and  Buildings  described— State  authorizes  admission  of  120  free 
pupils — Regular  courses  of  four  years  lead  to  degrees  in  three  depart¬ 
ments — As  this  removal  from  the  State  University  is  such  a  radical 
departure  from  the  previous  policy  of  the  State ;  the  statements  of  this 
first  catalogue  are  given  at  unusual  length — The  desire  for  an  indus¬ 
trial  school  in  Raleigh,  appears  to  have  been  the  cause  of  the  inception 
of  this  movement — Provisions  of  the  law  authorizing  the  removal  of 
the  College — Meeting  of  Farmers  in  1887 — The  law  of  1887 — Purposes 
of  the  College  set  forth — General  courses  of  Instruction — Schedules  of 
courses  in  the  Department  of  Practical  Mechanics  and  Mathematics — 
Total  number  of  students,  72 — Faculty  of  College,  8 ;  Officers  of  Ex¬ 
perimental  Station,  10 — Alexander  Q.  Holliday,  President. 

Ohio:  State  University,  Columbus,  formerly  known  as  The  Ohio  Ag¬ 
ricultural  and  Mechanical,  College . 

Preliminary  words— Concise  historical  statement — Founded  by  Legis¬ 
lature  to  receive  the  United  States  Land  Grant  in  1870 — Opened 
under  former  name,  in  1873 — Reorganized  and  renamed  by  act  of 
Legislature  in  1878 — The  histitution  greatly  enlarged  after  the  reor¬ 
ganization — Fifteen  departments  of  study — Three  general  Degrees, 
and  four  special  Degrees,  offered — Regular  courses  of  four  years — A 
preparatory  course  of  two  years  -Great  attention  given  to  the 
study  of  Drawing  in  most  of  the  courses — New  Department  of  Me¬ 
chanical  and  free-hand  Drawing — Report  by  Principal  of  this  depart¬ 
ment  in  1880 — Catalogue  for  1879-’80,  gives  a  total  of  315  students — 
Reference  to  account  of  the  University  in  the  History  of  Higher 
Education  in  Ohio,  issued  as  circular  No.  5,  1891,  by  the  United 
States  Bureau  of  Education — Small  outcome  of  Ohio’s  share  of  the 
Land  Grant  of  1862,  as  compared  with  that  secured  for  the  State  of 
New  York  by  the  wise  enterprise  and  foresight  of  Ezra  Cornell — 
History  of  State  Appropriations — College  opened  in  1873 — President 


TABLE  OF  CONTENTS,  CHAPTER  XII. 


423 


Edward  Orton,  PH.  d.  ,  of  Antioch  College,  Ohio,  called  to  the  Presi¬ 
dency — College  reorganized  in  1879 — President  Orton,  resigned  in  1881 
— Rev.  W.  Q.  Scott,  d.  d.,  President  till  1883 — Rev.  William  H.  Scott, 

D.  D.,  Presidentof  Ohio  University, at  Athens, called  to  succeed  him — 
Increase  of  students  from  1874  to  1890 — Girlsadmitted  from  the  open¬ 
ing  of  the  College — Extracts  from  Twenty-first  Annual  Report  by 
Board  of  Trustees  to  the  Governor  of  the  State — Extracts  from  Report 
of  President  to  Board  of  Trustees,  November,  1891 — Additions  to 
Faculty — Statistics  of  degrees  conferred — Interesting  details  of  devel¬ 
opment  of  the  University  in  many  directions — Report  by  Professor  of 
Drawing — Report  by  Professor  of  Mechanical  Engineering — Extracts 
from  Catalogue  for  1891-92 — Location,  Organization,  and  Material 
Equipment  of  the  University — Expenses  of  students — General  condi¬ 
tions  of  Admission- -Courses  of  Instruction — Details  of  Courses  in 
Drawing — Details  of  Courses  in  Mechanical  Engineering — The  Three 
Schools  of  “Science,”  “Agriculture”  and  “Engineering” — Statistical 
Summary  of  Students — Total  number  attending  1891-92,  664 — Offi¬ 
cers  of  Instruction,  67 — Rev.  William  H.  Scott,  M.  a.,  ll.  d.,  Presi¬ 
dent. 

Cornell  University,  Ithaca,  N.  Y.,  College  of  Agriculture. 

This  well  known  institution  owes  its  origin  to  the  bounty  of  Ezra 
Cornell,  who  gave  to  it  the  sum  of  $500,000;  and  to  the  1862  Land 
Grant  Act  of  the  United  States. 

In  1865,  the  Legislature  of  the  State  of  New  York  incorporated 
Cornell  University  and  appropriated  to  it  the  annual  income  arising 
from  the  funds  accruing  from  sale  of  the  land  given  by  the  United 
States  grant.  In  addition  to  the  departments  required  by  the  con¬ 
ditions  of  the  United  States  Land  Grant  Law,  the  University  is 
chartered  to  teach  “such  other  branches  of  science  and  knowledge” 
*  *  *  “as  the  trustees  may  deem  useful  and  proper.”  The  act 

of  incorporation  provides  that  one  state  student  from  each  assembly 
district  may  here  receive  free  tuition. 

The  University  was  opened  in  October  1868.  It  has  fourteen  sep¬ 
arate  Departments  with  Special  Faculties. 

As  a  full  account  of  those  Departments  of  the  University,  in  the 
courses  of  which  drawing  largely  enters,  will  be  found  elsewhere  in 
this  Report  grouped  with  similar  schools;  only  such  facts  as  relate 
to  the  Department  of  Agriculture,  are  here  given.  This  Depart¬ 
ment  has  a  farm  of  200  acres,  which,  with  its  buildings,  was  given 
by  Mr.  Cornell,  in  excess  of  the  $500,000  mentioned  above. 

There  is  a  four  years  course  entitling  to  a  Degree  of  Bachelor  of 
Agriculture,  and  a  three  years  course  not  leading  to  a  degree.  Free¬ 
hand  drawing  is  taught  through  the  first  two  terms  of  the  first  year 
in  the  regular  4  years  course,  but  only  in  the  first  term  of  that  year 
in  the  3  years  course. 

The  following  is  from  the  University  Register  of  1881-82. 


424  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS, 


FREEHAND  DRAWING. 

Instruction  in  Freehand  Drawing  is  given  by  means  of  lectures  and  general  ex¬ 
ercises  from  the  black-board,  from  flat  copies,  and  from  models.  The  work  embraces 
a  thorough  training  of  the  hand  and  eye  in  outline  drawing,  elementary  perspective, 
model  and  object  drawing,  drawing  from  casts,  and  sketching  from  nature. 

The  effort  is,  not  to  make  mere  copyists,  but  to  render  the  student  familiar  with 
the  fundamental  principles  underlying  this  art,  and  to  enable  him  to  represent  any 
object  he  may  desire  correctly  and  rapidly.  The  course  is  largely  industrial,  and 
the  exercises  are  arranged,  as  far  as  possible,  with  special  reference  to  the  drawing 
required  in  the  work  of  the  different  departments. 

All  students  in  the  departments  of  Agriculture,  Architecture,  Civil  Engineering, 
Mechanic  Arts,  Mathematics,  and  Natural  History  devote  two  hours  a  day  to  free¬ 
hand  drawing  during  the  first  two  terms  of  the  first  year;  and  students  in  Architec¬ 
ture,  in  addition,  two  hours  a  day  during  one  term  of  the  second,  and  one  term  of 
the  third  year.  Students  in  the  other  courses  may  take  drawing  as  an  elective 
study. 

EQUIPMENT. 

The  department  has  a  large  collection  of  studies  of  natural  and  conventional 
forms,  both  shaded  and  in  outline;  of  geometrical  models,  and  of  papier  maclie  and 
plaster  casts,  including  a  number  of  antique  busts,  casts  of  parts  of  the  human 
figure,  studies  from  nature,  and  examples  of  historical  ornament.” 

The  “Register”  of  the  University  for  1831-82,  shows  a  total  attend¬ 
ance  of  384  students. 

PROSPERITY  OF  THE  UNIVERSITY  IN  1892. 

The  “Annual  Report  of  President  Adams,  for  the  academic  year 
1891-1892,” — shows  in  the  general  statement  made  by  himself,  and 
in  the  detailed  reports  made  by  the  heads  of  the  different  depart¬ 
ments  of  the  University, — that,  while  in  the  total  number  of  students 
attending,  the  University  has  grown  enormously;  and,  while  the 
increase  of  attendance  in  the  Mechanical  Engineering,  and  strictly 
Scientific  courses,  has  kept  pace  with  this  growth;  the  attendance 
upon  the  College  of  Agriculture,  has  rather  diminished  than  in¬ 
creased.  In  a  table  showing  the  totals  of  attendance  during  each  of 
the  seven  years  of  President  Adam’s  Presidency,  it  appears  that, 
while  the  sum  of  students  has  increased  from  575,  in  1884r-’85,  to 
1538,  in  the  year  1891-’92,  the  pupils  in  Agriculture  in  the  first  of 
these  years  numbered  20,  while  in  the  last  they  are  only  22,  the 
highest  number  in  attendance  at  any  time  during  these  seven  years, 
was  during  1888-’89, — when  37,  are  recorded.  In  treating  of  the 
College  of  Agriculture  the  President,  referring  to  the  small  number 
of  students  definitely  enrolled  in  this  department,  says: 

The  number  of  students  in  the  Department  of  Agriculture  continues  to  be  rela¬ 
tively  small.  This  is  no  doubt  owing  to  the  fact  that  agriculture  as  an  industry  has 
been  in  a  very  depressed  condition  and  that  the  sons  of  farmers,  having  the  means 
and  the  desire  to  pursue  a  thorough  course  of  study  have,  for  the  most  part,  chosen 
to  devote  themselves  to  some  other  vocation.  Another  consideration  is  worthy  of 
notice.  We  should  not  forget  that,  unlike  most  agricultural  colleges  in  the  country, 
the  one  here  established  is  almost  purely  a  technical  school.  Its  design  is  to  edu¬ 
cate  young  men  to  be  farmers  in  a  large  sense  of  the  term,  or  to  be  teachers  of  some 
one  of  the  branches  of  agriculture  in  an  agricultural  college.  In  a  former  report  I 


CORNELL  UNIVERSITY,  ITHACA,  NEW  YORK. 


425 


called  attention  to  the  fact  that  generally  in  the  Agricultural  Colleges,  students  are 
received  who  desire  to  study  the  Mechanic  Arts,  Civil  Engineering,  Botany,  Natural 
History,  and  General  Chemistry.  The  students  desiring  these  general  courses  when 
coming  to  Cornell  University  are  elsewhere  enrolled,  and  therefore,  while  they 
swell  the  number  of  students  in  other  departments,  deplete  the  record  of  those 
forming  a  part  of  the  College  of  Agriculture.  It  must  also  be  borne  in  mind  that 
all  the  Professors  in  the  College  of  Agriculture,  with  two  exceptions,  devote  most 
of  their  time  to  giving  instruction  to  students  not  enrolled  in  that  course.  It  may 
fairly  be  said,  therefore,  that  the  College  of  Agriculture  requires  by  its  presence  no 
more  than  two  professors  and  three  or  four  subordinate  teachers  more  than  would 
be  required  if  there  were  no  department  of  Agriculture  at  the  University.  The 
bearing  of  this  condition  of  affairs  on  the  duties  of  the  University  is  obvious.  It 
has  frequently  been  thought  that  thelarge  expenditures  of  the  Board  for  the  depart¬ 
ment  of  Agriculture  have  not  been  adequately  appreciated  by  the  farmers  of  the 
state.  It  is  perfectly  true  that  the  laboratories  and  libraries  of  the  University  are 
at  the  service  of  students  in  this  important  department;  but  I  think  we  should  make 
a  grave  mistake  if  we  were  to  suppose  that  we  ought  to  reduce  our  expenditures  for 
that  department  in  consequence  of  the  smallness  of  the  number  of  students  actually 
enrolled  in  the  College.  A  very  large  proportion  of  the  students  who  come  to  the 
University,  whether  enrolled  in  the  department  of  Agriculture  or  not,  are  the  sons 
of  farmers.  It  has  often  been  truly  said  that  this  University,  not  only  by  means  of 
the  original  Moi'rill  Grant,  but  also  by  means  of  the  supplementary  Morrill  Act  and 
Agricultural  Experiment  Station  fund,  came  from  an  impulse  that  had  its  origin 
and  its  support  in  a  desire  to  benefit  the  agricultural  interests  in  the  country.  Our 
function  in  the  College  of  Agriculture  seems  to  have  been  very  largely  to  educate 
professors  and  teachers,  and,  notwithstanding  the  smallness  of  the  number  of 
students  enrolled  in  the  College,  it  is  probable  that  no  other  department  in  the 
University  can  now  show  so  large  a  list  of  Alumni  who  have  arisen  to  distinction  in 
their  respective  vocations.  In  view  of  these  facts,  the  University ,  in  my  judgment, 
ought  not  to  allow  itself  to  be  tempted  into  a  policy  of  diminishing  its  appropria¬ 
tions  for  the  department  of  Agriculture. 

The  report  made  to  the  President  by  the  Director  of  the  College 
of  Agriculture,  who  is  also  Director  of  the  “Experiment  Station,” 
is  given  wholly  to  details  ;  these  include  all  matters  relating  to 
Instruction  and  to  those  concerning  the  Farm,  Stock,  and  Buildings. 
He  is  enthusiastic  over  the  work  done  at  the  Experiment  Station, 
which  last  he  claims,  attracts  post-graduate  students  from  all  over 
the  country. 

The  following  is  the  opening  paragraph  of  his  report : 

REPORT  OF  THE  DIRECTOR  OF  THE  COLLEGE  OF  AGRICULTURE  AND  OF  THE  AGRI¬ 
CULTURAL  EXPERIMENT  STATION. 

To  the  President  of  the  University : 

Sir  :  The  College  of  Agriculture  completes  the  year  in  a  most  prosperous  condi¬ 
tion.  Four  new  courses  of  study  have  been  offered  in  the  Department  of  Applied 
Agriculture.  The  students  have  readily  availed  themselves  of  these  added  oppor¬ 
tunities  for  instruction  in  specific  lines  of  work,  and  this  work,  although  new,  has 
been  entered  upon  with  great  zeal  by  students  and  assistants  alike.  As  the  College 
grows  from  year  to  year,  and  the  number  of  courses  offered  increases,  the  facilities 
for  giving  instruction  become  more  and  more  inadequate.  The  rooms  available  for 
applied  agriculture  and  the  Experiment  Station  are  entirely  inadequate.  It  is  hoped 
that  some  provision  may  be  made  at  an  early  day  to  meet  the  wants  of  these  de¬ 
partments  in  this  direction. 


42  G  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  “Register”  *  for  1892-’93,  in  showing  the  general  courses  of 
teaching  in  the  several  departments,  says  of  the  course  in  Agricul¬ 
ture  as  follows : 

The  instruction  in  the  College  of  Agriculture  is  comprised  in  the  following  gen¬ 
eral  lines : 

Advanced  or  graduate  work  in  Agricultural  Science.  This  instruction  is  designed 
to  fit  men  for  teachers  and  experimenters  and  it  may  lead  to  the  degrees  of  Master 
of  Science  and  Doctor  of  Science.  The  laboratories  are  well  equipped  for  the  prose¬ 
cution  of  independent  work  of  a  high  character. 

The  Regular  Course  in  Agriculture  covers  a  period  of  four  years.  It  is  designed 
to  afford  an  education  as  broad  and  liberal  as  that  given  by  other  departments  of 
the  University,  and  leads  to  the  degree  of  Bachelor  of  Science  in  Agriculture. 
During  the  last  two  years  of  his  course,  the  student  selects  his  studies  in  those 
departments  in  which  he  is  most  interested. 

The  Special  Course  is  intended  for  young  men  who  cannot  well  spend  four  years 
in  preparing  themselves  to  become  farmers  and  who  yet  wish  to  avail  themselves 
of  technical,  practical  instruction  in  modern  scientific  agriculture.  Young  men 
who  are  eighteen  years  of  age  and  who  have  a  fair  knowledge  of  the  common 
English  branches  are  admitted  to  the  Special  Course  without  examination.  They 
may  stay  for  two  years  and  are  required  to  take  lectures  and  recitations  to  the 
amount  of  twelve  hours  per  week,  from  the  list  of  elective  studies  of  the  Regular 
Course.  The  remainder  of  their  time,  three  to  six  hours  per  week,  they  may  devote 
to  any  studies  which  they  are  prepared  to  pursue.  Special  students,  during  the 
time  they  are  in  the  University,  enjoy  equal  advantages  in  all  respects  with  students 
who  are  studying  for  a  degree.  They  are  admitted  by  a  vote  of  the  Faculty  upon 
recommendation  of  the  Director  of  the  College  of  Agriculture,  and  applications 
for  admission  to  the  Special  Course  should  be  made  personally  or  by  letter  to  the 
Director  of  the  College. 

The  short  Winter  Course  is  now  offered  for  the  first  time.  This  course  will  be 
given  for  the  first  time  during  the  winter  term  of  1892-3.  It  will  extend  through 
one  term  of  eleven  weeks,  beginning  Jan.  3,  1893.  It  is  intended  to  meet  the  needs 
of  those  who  have  only  the  time  and  means  to  spend  one  or  at  most  two  terms  at 
the  University.  Persons  who  are  of  good  moral  character  and  sixteen  years  of 
age,  upon  application  to  the  Director  of  the  College  of  Agriculture,  may  be  admit¬ 
ted  to  this  course.  The  instruction  offered  will  be  designed  especially  to  meet  their 
needs. 

“Dairy  Husbandry,”  “Animal  Industry,”  “Poultry  Keeping,” 
and  “work  in  the  Experiment  Station,”  are  different  divisions  of 
study.  There  is  a  fine  Dairy  House,  and  a  very  complete  Agricul¬ 
tural  Museum.  Horticulture  is  given  in  seven  different  courses,” 
“Veterinary  Science”  is’taught ;  there  is  also  a  Museum  of  Veteri¬ 
nary  Science.  The  regular  four  years  course  in  Agriculture  leads  to 
the  Degree  of  Bachelor  of  Science  in  Agriculture. 

Out  of  the  1665  students  enrolled  in  the  University  during  the 
year  1892-’93  ;  22,  are  enrolled  under  Agriculture,  Teachers  in  Uni¬ 
versity  145,  Corps  of  Agricultural  Experiment  Station,  13.  Jacob 
Gould  Schurman,  d.  sc.,  ll.  d.,  is  President  of  the  University, 
and  Isaac  Phillips  Roberts,  M.  agr.  ,  is  Director  of  the  College  of 
Agriculture,  and  Professor  of  Agriculture. 

*  The  Cornell  University  Register  December,  1892.  “I  would  found  an  institu¬ 
tion  where  any  person  can  find  instruction  in  any  study.”  Ezra  Cornell.  Ithaca, 
N.  Y.  Published  by  the  University  Press  of  Andrus  &  Church.  Pp.  237. 


A  NATIONAL  MILITARY  TRAINING  SCHOOL.  427 

United  States  Military  Academy  at  West  Point,  New  York. 

The  courses  of  instruction  in  this  Government  Training  School  for 
the  future  officers  of  the  Regular  Army,  are  divided  into  twelve  De¬ 
partments  ;  each  with  their  special  corps  of  instructors.  The  full 
course  of  study  occupies  four  years. 

The  corps  of  Instructors  of  the  Department  of  Drawing,  consists 
of  a  Professor,  an  assistant  Professor,  and  two  acting  assistant  Pro¬ 
fessors. 

A  practical  knowledge  of  drawing  being  as  inseparable  from  the 
training  of  a  military  engineer,  (as  essential  to  the  Art  of  War  as  to 
the  Arts  of  Peace,) — as  it  is  to  that  of  the  Civil  and  Mining  Engi¬ 
neer. 

In  the  official  schedule  of  courses  of  study,  Drawing  does  not 
appear  till  the  second  year  of  the  course  (“Third  Class”).  In  that 
year  “Topographical  drawing,”  is  taught,  as  well  as  the  “Construc¬ 
tion  of  various  problems  in  Shades  and  Shadows,  Linear  Perspective 
and  Isometrical  Projection.” 

In  the  third  year,  (“Second  Class”)  “Landscape,”  “  Pencil  and 
Colors.”  In  the  fourth  year,  (“First  Class  ”)  under  the  Department 
of  “Civil  and  Military  Engineering  and  Science  of  War.” 

“Mahan’s  Industrial  Drawing,”  is  given  as  oue  of  the  books  of 
reference.  * 

There  were  191  cadets  in  attendance  for  the  year  1881-82. 

Beauty  and  Historic  Interest  of  the,  Site  of  the  Academy. 

This  famous  military  school,  whose  history  is  inseparable  from 
that  of  the  Nation,  is  exceptionally  fortunate  in  its  local  position 
and  surroundings.  Occupying  a  plateau,  high  uplifted  above  the 
stream  on  the  west  bank  of  the  Hudson,  just  below  the  point  where 
the  lordly  river,  emerging  from  the  mountain  fastnesses, — whose 
frowning  heights  seem  to  the  southward  voyager  about  to  bar  effect¬ 
ually  its  passage — flows  with  calm  current  on  its  unimpeded  way  to 
the  Ocean;  it  commands  a  prospect,  world-renowned  for  noble  beauty. 
From  its  commanding  position,  once  held  as  a  stronghold  of  power, 
whose  possession  was  eagerly  coveted  by  contending  armies;  it  has 
long  since,  for  the  purposes  of  war,  ceased  to  be  of  strategic  import¬ 
ance.  The  broad  expanse  and  circling  sweep  of  horizon  it  com¬ 
mands  is,  however,  no  narrower  now  than  when,  from  its  secure 
heights,  it  dominated  the  river  ;  and  barred  the  pathway  to  the  upper 
and  lower  waters  of  the  Hudson. 

If  character,  is,  indeed,  as  some  claim,  insensibly  but  effectively 
influenced  and  moulded  by  natural  surroundings,  then,  to  those 

*An  account  in  detail  of  the  instruction  in  drawing  as  given  to  the  Cadets,  will 
be  found  on  pages 91  and  92  of  “The  U.  S.  Art  Directory  Year-Book,  1882,  compiled 
by  S.  R.  Koehler.  The  Academy  has  a  collection  of  plaster  casts  from  the  Antique 
and  a  few  Water  Colors,  open  to  the  public. 


428  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


dwelling  in  the  presence  of  these  scenes,  where  Nature  is  shown 
in  some .  of  her  grandest  features,  where  mountains,  and  stream, 
and  far  stretching  horizon,  combine  to  fill  the  mind  with  images 
of  power  and  beauty,  there  should  surely  be  an  ennobling  influ¬ 
ence.  However  this  may  be,  the  spot  seems  to  possess  an  undy¬ 
ing  charm  for  those  whose  four  shaping  years  of  youth  have  there 
been  passed;  and  the  old  officers  of  the  Army  return  to  it  with 
unaffected  pleasure. 

Historically  associated  with  that  tragic  event  of  the  Revolution, 
-the  well-nigh  successful  treachery  of  Arnold,  and  the  consequent 
capture  and  death  of  Andre,  this  renowned  spot  has  for  more  than 
a  century,  been  the  home  of  the  one  school  for  the  army. 

The  officers  here  trained  have  upheld  its  fame  for  generations  of 
graduates,  from  those  distant  days  when  a  glorious  record  was  made 
by  the  heroes  of  the  war  of  1812,  and  again,  in  the  contest  with 
Mexico;  then  through  all  the  years  remote  and  near,  of  the  con¬ 
tinuous  conflicts  with  savages,  waged  along  the  borders  of  the  wilder¬ 
ness  ever  receding  before  the  encroaching  tides  of  emigration — con¬ 
flicts  witness  to  many  an  heroic  action  unknown  to  the  world.  In 
later  days,  the  deeds  of  gallantry  and  daring,  wrought  in  the  sight 
of  all  men,  by  those  who  were  arrayed  in  hostile  camps  during  the 
tempestuous  years  of  Lincoln’s  administration  ;  gave  added  proof  of 
the  efficiency  and  value  of  the  technical  training  here  received. 
This  is  the  training  in  the  Arts  of  War  ;  but  it  would  be  an  injustice 
to  this  school  if  its  value  to  the  Country,  were  only  to  be  measured 
by  its  efficiency  in  training  soldiers.  In  a  peaceful  country  such  as 
is  the  United  States,  in  which,  unlike  many  other  lands,  wars  are 
but  accidents,  while  the  Arts  of  Peace  are  permanent;  the  educa¬ 
tional  value  of  such  an  institution  is  by  no  means  to  be  limited  to 
the  training  it  affords  in  the  Arts  of  War. 

The  Academy  a  Notable  School  of  Engineering. 

All  Engineering  Knowledge  may  be  made  as  serviceable  to  the  arts 
of  peace  as  to  those  of  war,  and  it  has  happened,  during  the  long 
years  of  peace,  that  many  of  the  graduates  of  this  school  have  passed 
most  of  their  lives  as  peaceful  citizens ;  busily  engaged  as  engineers 
in  developing  the  material  resources  of  the  country,  in  various  enter¬ 
prises.  In  addition,  many  a  youth  who  fails  to  graduate  as  an  offi¬ 
cer,  becomes  more  or  less  well  grounded  in  the  elements  of  a  tech¬ 
nical  education,  and  enlists  in  the  ranks  of  the  civil  industrial  pro¬ 
fessions;  so  that  it  may  fairly  be  concluded  that  the  Academy  at 
West  Point,  besides  training  the  officers  of  the  regular  Army,  contrib¬ 
utes  a  full  quota  of  trained  and  competent  engineers  to  the  peace¬ 
ful  professions  of  Industry;  and  is,  for  this  additional  reason,  of 
substantial  worth  to  the  Country. 

The  efficiency  of  this  school,  for  the  technical  training  of  Engi- 


A  NOTABLE  SCHOOL  OF  ENGINEERING. 


429 


neers,  was  incidentally  set  forth  by  the  late  President  Charles 
0.  Thompson,  in  his  inaugural  address  on  the  occasion  of  his  in¬ 
duction,  in  1883,  as  President  of  Rose  Polytechnic  Institute.  Presi¬ 
dent  Thompson,  whose  early  death  a  few  months  later,  has  not 
ceased  to  he  regretted  by  those  who  know  of  his  rare  gifts  as  an 
educator,  had  for  fifteen  years  devoted  himself  with  remarkable  suc¬ 
cess  to  the  development  of  the  Worcester  County  Free  Institute. 
Called  to  undertake  the  Presidency  of  this  new  institution,  he  had 
made  a  thorough  preliminary  inspection  of  the  leading  Schools  of 
Technology  in  Europe,  and  was,  also,  familiar  with  all  similar 
schools  in  the  United  States.  In  his  discourse,  while  tracing  the 
rise  and  development  of  institutions  for  the  technical  training  of 
Engineers,  he  said : 

The  first  independent  polytechnic  school  was  the  Ecole  Polytechnique  in  Paris, 
founded  in  1794.  The  Ecole  Centrale  followed,  and  during  the  first  quarter  of  this 
century  similar  schools  were  established  all  over  France,  Switzerland  and  Germany. 

In  this  country,  the  best  appointed  and  on  the  whole,  the  most  worthy  of  study 
as  far  as  methods  go,  is  the  Military  Academy  at  West  Point;  then,  we  have  the 
Columbia  School  of  Mines,  at  New  York  ;  the  Sheffield,  at  New  Haven  ;  the  Rensse¬ 
laer,  at  Troy  ;  the  Institute  of  Technology,  at  Boston ;  the  Stevens  Institute,  at  Hobo¬ 
ken  ;  and  many  others.  These  are  examples  of  pure  and  independent  schools  of 
Technology,  each  with  a  special  end  of  its  own,  hut  possessing  all  the  generic  fea¬ 
tures  of  the  class.  They  all  arose  from  the  demand  for  engineers  in  the  arts  of 
peace  and  of  war.  To  this  list  must  be  added  the  state  colleges  of  agriculture  and 
the  mechanic  arts,  several  of  which  have  made  provision  for  effective  teaching  in 
engineering.  The  polytechnic  school  has  always  offered  to  the  qualified  average 
boy  a  good  education  based  on  drawing,  the  mathematics,  the  living  languages  and 
the  physical  sciences,  tending  to  qualify  him  for  immediate  entrance  upon  the 
duties  of  an  engineer.  The  course  of  study  in  a  polytechnic  school  is  determined 
by  long  experience  and  in  all  countries  is  substantially  the  same. 

According  to  the  latest  “Register”*  at  hand,  that  for  1890-91,  the 
number  of  cadets  in  attendance  at  this  Rational  Military  School  was 
261,  showing  a  large  increase  over  those  registered  in  1881.  The 
number  of  instructors  in  the  “Department  of  Drawing,”  however, 
remains  the  same;  and  consists  of  one  “Professor,”  one  “Assistant 
Professor,”  and  two  “Instructors.”  Colonel  Charles  W.  Larned, 
who  has  held  the  position  since  July  25th  1876,  is  the  Professor  in 
charge.  The  “Academic  Staff,”  numbers  Fifty-eight  Professors  and 
Instructors. 

There  are  eleven  “Departments”  of  study,  each  with  its  separate 
corps  of  Instructors.  Colonel  John  M.  Wilson,  Colonel  of  Engineers, 
is  the  “Superintendent.’  He  has  a  “Military  Staff,”  of  seven  Army 
Officers. 


*Official  Register  of  the  Officers  and  Cadets  of  the  U.  S.  Military  Academy,  West 
Point,  N.  Y.,  June  1S91.  Pp.  40. 


430  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

The  Agricultural  and  Mechanical  College  of  the  Uni- 
*  versity  of  North  Carolina. 

preliminary  words. 

The  interest  attaching  to  the  resurrection  of  this  historic  institu¬ 
tion.  for  which  provision  had  been  made  when  the  constitutional 
existence  of  the  State  itself  began,  and  which  had  suffered  so  cruelly 
from  the  vicissitudes  incident  to  the  “  war  of  the  rebellion”;  and 
again  suffers  loss,  owing  to  recent  changes  in  the  public  opinion  of  the 
State  which  have  at  length  resulted  in  the  Legislative  divorce  of 
the  Land  Grant  College  from  the  University;  combined  with  the 
interesting  and  able  discussion  by  President  Battle,  of  the  intent  of 
Congress  in  creating  the  Land  Grant  Colleges,  a  topic  of  very  general 
interest,  have  led  to  the  giving  in  this  volume  of  unusual  space  to 
the  accounts  of  this  University,  and  of  this  College,  both  during  its 
connection  with  the  University  and,  more  especially,  to  the  details  of 
the  equipment  and  plans  of  the  College  in  its  new  home  in  the 
Capital  of  the  State. 

Brief  Historical  Statement. 

The  Agricultural  and  Mechanical  College  of  the  University  of 
North  Carolina,  is  situated  at  Chapel  Hill.  28  miles  from  Raleigh. 

This  location  was  chosen  for  the  University  for  its  salubrity. 
The  University,  which  was  provided  for  in  the  Constitution  of  the 
State  adopted  in  1776,  was  chartered  in  1789,  and  opened  for  stu¬ 
dents  at  Chapel  Hill  in  1795. 

The  civil  war  of  1861-65  dispersed  its  students  and  in  a  great 
measure  destroyed  its  endowments.  The  University  was  closed  in 
1872,  but  reopened  in  September,  1875. 

The  law  of  1867,  provides  that 

“In  order  to  promote  the  liberal  and  practical  education  of  the  industrial  classes 
of  the  State,  pupils  maybe  admitted  to  the  branches  of  Agriculture  and  Mechanic 
Arts  who  possess  the  requisite  qualifications  for  these  studies,  without  the  previous 
literary  training  requisite  for  admission  into  the  regular  college  courses.” 

The  University  when  reorganized  from  what  was  practically,  in 
its  Academic  Department,  simply  a  classical  college,  was  put  on  the 
more  comprehensive  plan  which  the  term  University  implies.  It 
now  provides  three  separate  courses,  “Classical,”  “Philosophical,” 
and  “Scientific,”  known  as  “Colleges,”  comprising  one  or  more 
“Schools.”  An  optional  course  is  so  arranged  that  students  unable 
from  any  cause,  to  take  a  full  symmeti'ical  course  of  general  train¬ 
ing,  “may  obtain  purely  agricultural  instruction  in  branches 
deemed  of  special  value.”  In  the  Scientific  Course,  Drawing  is 
taught  through  the  first  year.  In  the  College  of  Engineering, 
Drawing  occupies  a  prominent  place  in  the  schedule  of  studies  for 
each  year  of  the  three  years’  course;  including  working  drawings  of 


UNIVERSITY  OF  NORTH  CAROLINA,  CTIAPEL  IIILL.  431 

buildings  and  machinery,  topographical  map  drawing,  Perspective 
Drawing,  etc.,— The  catalogue  of  1881-82,  shows  a  total  University 
attendance  of  199  students,  47  of  these  are  “optional  students.” 

Brilliant  Inauguration  of  New  Memorial  Building. 

Ten  years  subsequent  to  the  re-opening  of  the  University  to 
students  after  the  long  interregnum  caused  by  the  exigencies  of  war, 
the  quiet  upland  village  of  Chapel  Hill,  and  the  classic  groves  of 
the  University,  were  invaded  by  a  great  gathering  of  the  Alumni; 
who  had  come  together  to  honor  by  their  presence  the  opening  of 
the  large  building  erected  to  the  memory  of  a  revered  former  Presi¬ 
dent  of  the  University,  David  Lowry  Swain,  an  Ex  Governor  of  the 
State,  who,  for  thirty-three  years,  had  guided  the  course  and  pre¬ 
sided  over  the  fortunes  of  the  University. 

The  corner  stone  had  been  laid  with  appropriate  ceremonies  on 
the  25th  of  September  1883. 

The  completion  of  the  building  was  now,  in  the  early  summer  of 
1885,  to  be  celebrated  with  equal  ceremony.  The  Governor  of  the 
State,  and  the  full  board  of  trustees,  were  present  to  meet  a  dis¬ 
tinguished  and  brilliant  assembly  of  Alumni  and  citizens  gathered 
from  all  parts  ,of  the  State. 

The  Addresses. 

After  the  usual  opening  ceremonies  and  the  reading  of  the  dedica¬ 
tion  ode,  and  a  prayer,  “Mr.  Paul  C.  Cameron,  chairman  of  the 
Building  Committee,  in  behalf  of  himself  and  his  associates  on  the 
committee  (Messrs  K.  P.  Battle  and  John  Manning),”  made  the  pre¬ 
sentation  address  on  delivering  the  completed  building  to  His  Excel¬ 
lency,  Governor  Scales,  ex-officio,  President  of  the  Board  of  Trustees. 

Opening  his  address  with  a  statement  that  it  was  unusual  for  one 
to  be  called,  as  he  had  been,  to  a  University  rostrum  sixty  years 
after  he  had  graduated;  he  proceeded  to  deliver  a  most  interesting 
historical  address — first  giving  an  account  of  the  life  of  President 
Swain,  and  of  his  administration  of  the  University,  and  then  reciting 
how  it  had  come  about  that  this  memorial  building  was  substituted 
in  place  of  the  monument  at  first  proposed.  Governor  Scales,  in 
his  response,  stated  a  fact  to  which  the  previous  speaker  had  not 
remotely  referred,  namely:  that  to  Mr.  Cameron’s  energy  and  lib¬ 
erality  was  owing  the  funds  needed  to  complete  the  structure. 

Resolutions  of  thanks  to  Mr.  Cameron,  were  accordingly  passed 
at  the  close  of  this  meeting;  which  was  ended  with  the  singing  of 
the  University  Ode,  written  by  Mrs.  Cornilia  Phillips  Spencer. 

The  Building. 

The  Architect,  Mr.  Samuel  Sloan,  had  unfortunately  sickened  and 
died,  owing  to  undue  exposure  to  the  sun  in  his  supervision  of  the 
building  at  an  early  stage  of  its  erection. 


432  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  building  itself  is  unique  and,  in  its  exterior,  suggests  the 
great  audience  tents  of  the  perambulatory  summer  circus;  only  it 
lias  low  walls  of  brick  in  place  of  the  sheets  of  canvass;  these  walls  are 
strengthened  by  frequent  buttresses  each  side  the  large  pointed 
arched  windows,  which  latter  seem  almost  to  compose  the  walls  of 
the  structure,  the  brick  work  serving  but  as  the  frames  of  the  win¬ 
dows.  The  front,  with  the  round  arch  of  its  windows,  and  the  square 
towers  topped  with  low  octagonal  turrets,  seems  to  have  little  organic 
relation  to  the  rest  of  the  structure,  but  serves  sufficiently  the  pur¬ 
pose  of  an  entrance.  The  interior  of  this  building,  like  its  canvass 
prototype,  offers  an  almost  ideal  audience  room;  this  is  a  circle  of 
128  feet  in  diameter,  with  not  a  column  to  interrupt  the  view.  2450 
people  can  be  comfortably  seated.  It  is  used  for  the  commencement 
exercises,  for  which  it  is  admirably  adapted. 

This  building,  begun  as  a  memorial  of  President  Swain, — in  lieu  of 
the  erection  of  an  obelisk  on  the  campus, — had  become  a  veritable 
Valhalla,  a  temple  dedicated  to  the  memory  of  the  distinguished 
graduates  of  the  University,  whose  names  were  to  be  seen  inscribed 
on  tablets  of  stone  inserted  in  the  walls. 

Significance  of  Such  Memorials. 

These  names,  once  borne  by  the  illustrious  sons  of  the  University, 
and  of  the  State,  furnish,  in  themselves,  glorious  proof  of  the  great¬ 
ness  of  the  State,  and  give  enduring  evidence  of  the  service  rendered 
to  the  Commonwealth  by  such  Institutions  of  Higher  Learning; 
while  they  are  an  ever  living  well  of  inspiration  to  the  annual 
throngs  of  ingenuous  youth  who  come,  year  after  year,  to  enroll 
their  names  in  the  lists  of  students  and  to  emulate  their  predecessors. 

A  Roll  of  Honor,  which  has  been  growing  for  an  hundred  years; 
and  on  which  are  found  the  names  of  many,  honored  alike  in  the 
annals  of  the  Nation,  as  in  those  of  the  State. 

To  be  adopted  into  such  a  family  and  endowed  with  such  an 
ancestry,  may  thus  be  the  proud  privilege  of  the  humblest  child  of 
the  State.  Who  shall  measure  the  extent  of  this  silent  influence,  in 
elevating  and  ennobling  character?  Certain  it  is  that  a  Stranger, 
having  no  personal  interest,  or  ties  of  Kindred  in  the  State,  but  not 
wholly  ignorant  of  American  history,  can  hardly  look  unmoved 
upon  those  walls  while  reading  these  honored  names  with  their 
varied  associations  with  the  great  epochs  and  events,  not  only  of  the 
single  State  of  which  this  is  the  University,  but  of  the  glorious  coun¬ 
try  of  these  United  States,  in  whose  early  shaping  the  American 
patriots  of  North  Carolina,  had  no  small  or  insignificant  part. 

In  the  present  era  of  our  common  country,  when  all  citizens  of  the 
United  States  rejoice  in  the  prosperity  and  strength  of  the  Union, 
and  in  the  prospect  of  its  perpetuity  and  its  glorious  future,  one 
may,  perhaps,  be  pardoned  for  the  natural  inquiry  whether,  during 


STATE  AGRICULTURAL  COLLEGE. 


433 


that  crucial  epoch  of  1861— ’65,  among  the  sons  of  this  University 
there  were  to  be  found  none  who  stood  for  the  preservation  of  the 
Union  of  the  States,  in  contradistinction  to  so  many  who  represented 
the  opposing  principle  of  the  supremacy  of  the  individual  State? 

In  the  Historical  Sketches,*  written  by  President  Kemp  P.  Battle, 
and  published  by  the  University,  it  is  distinctly  stated  that  this  hall 
is  to  serve  as  a  memorial  to  the  “Confederate”  Dead.  No  one  can 
rightly  object  to  the  honor  thus  paid  her  heroic  children  by  their 
stricken  Alma  Mater;  but,  in  a  University,  which  is,  we  may  trust, 
to  exist  for  centuries  under  the  benign  rule  of  a  United  Country, 
which  in  fact  owed  its  revival,  in  part,  to  the  former  bounty  of  that 
Country  in  giving  to  the  States  the  Land  Grant  Fund,  should  not 
equal  honor  be  paid  to  those  of  her  patriot  sons  who  saw  in  the  pres¬ 
ervation  of  their  common  country,  and  of  the  flag  they  had  been 
taught  to  revere,  the  object  to  which  their  devotion  was  due;  or,  can 
it  be  true  that  there  were  then  to  be  found  among  the  Alumni  of 
this  historic  seat  of  Learning,  only  those  whose  patriotic  affections 
were  bounded  by  the  narrow  limits  of  a  single  State? 

If  this  be  the  case,  we  may,  at  least,  be  permitted  to  hope  that 
henceforth,  the  lessons  of  patriotism  here  taught  may  be  broad 
enough  to  include  the  whole  country  above  which  floats  that  starry 
flag  of  freedom  to  which,  in  1776,  the  Revolutionary  Patriots  of  the 
Old  North  State,  gave  unreserved  allegiance. 

Institutions  of  Learning,  like  individual  families,  have  their  per¬ 
sonal  characteristics,  their  peculiar  traditions,  customs,  and  heritable 
qualities.  While  they  are  all  united  by  a  “common  bond,”  to  bor¬ 
row  Cicero’s  felicitous  expression  in  illustrating  the  connection  of  the 
Arts,  nevertheless,  to  the  initiate,  the  graduates  of  each  are  readily 
distinguishable;  so  it  is  possible  and  natural  that  the  sons  of  each 
should  cherish  their  own  loved  “Alma  Mater,”  with  a  peculiar  and 
personal  affection.  Such  devotion,  from  the  evidence  afforded  by 
the  record  of  these  Inaugural  Proceedings,!  seems  not  to  be  lacking 
on  the  part  of  the  Alumni  of  the  University  of  North  Carolina. 

The  Agricultural  College  Made  a  Department  of  the  State 

University  in  1866. 

When  peace  had  been  restored  it  was  found  that  most  of  the  en¬ 
dowed  funds  of  the  University  had  been  lost;  and  that  the  United 
States  Land  Grant  Fund  entrusted  to  the  State,  had  also  vanished. 
The  University,  which  belonged  to  the  State,  still  had  its  land,  build¬ 
ings,  apparatus,  etc.,  and  so  the  Legislature  decided  to  issue  a  bond 

*  Sketches  of  the  History  of  the  University  of  North  Carolina,  together  with  a 
Catalogue  of  Officers  and  Students.  1789-1889.  Published  by  the  University.  1889. 
Pp.  242. 

tUniversity  of  North  Carolina,  Memorial  Hall  Inaugural  Proceedings,  Wednesday, 
June  3  1885.  Raleigh.  E.  U.  Uzzell,  Steam  Printer  and  Binder.  1885.  Pp.  30. 

ART — VOL  4 - 28 


434  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

of  the  amount  of  the  U.  S.  Land  Grant  fund,  and  to  pay  the  interest 
of  this  to  the  University,  for  giving  such  instruction  as  was  required 
by  the  Land  Grant  law.  This  was  done  in  1866.  The  University  was 
required  in  turn,  to  provide  for  two  professors  ;  who  were  “to  teach 
such  branches  of  learning  as  are  related  to  Agriculture  and  the 
Mechanic  Arts,  in  such  manner  as  the  General  Assembly  may  pre- 
cribe,  in  order  to  promote  the  liberal  and  practical  education  of  the 
industrial  classes  in  the  several  pursuits  and  professions  of  life.” 

This  explains  the  placing  of  the  State  Agricultural  and  Mechanical 
College  at  Chapel  Hill,  as  a  Department  of  the  University  of  the 
State.  This  arrangement  for  meeting  the  popular  demands  for  in¬ 
struction  in  Agriculture  and  the  Mechanic  Arts,  seemed,  for  a  time, 
mutually  satisfactory  to  the  authorities  of  the  University  and  the 
people  of  the  State. 

In  the  light  of  the  subsequent  action  of  the  Legislature  in  depriv¬ 
ing  the  University  of  the  income  from  the  Land  Grant  Fund,  and 
in  creating  a  new  institution  at  Raleigh,  the  capital  of  the  State,  to 
take  the  place  of  one  of  the  departments  of  the  University,  the  ar¬ 
guments  of  President  Battle,  in  his  report  to  the  Board  of  Trustees 
in  1887,*  are  seen  to  have  been  possibly  put  forth  to  forstall  antici¬ 
pated  attacks,  if  not  to  reply  to  those  already  made.  After  stating 
briefly  the  prosperous  condition  of  the  University,  and  reciting  cer¬ 
tain  changes  in,  and  additions  to,  the  teaching  force,  which  makes 
the  Faculty,  “the  largest  in  number  of  any  college  in  the  south,” 
and  recording  certain  recent  improvements,  such  as  the  erection  of 
a  new  Chemical  Laboratory,  the  President  states  that  “  special  oppor¬ 
tunities  for  study  are  offered  in  the  branches  pertaining  to  Agricul¬ 
ture  and  the  Mechanic  Arts,  in  Engineering,  and  in  Normal  Instruc¬ 
tion.”  Post  Graduate  courses  have  also  been  opened. 

He  then  sums  up  the  history  of  the  University  since  its  re-opening. 

The  University  has  been  in  operation  eleven  years  since  its  re-opening  in  1875. 
In  that  time  it  has,  in  spite  of  extraordinary  financial  depression  and  disasters,  by 
the  enlightened  liberality  of  the  General  Assembly,  obtained  an  attendance  of  over 
200  students,  a  number  superior  to  any  reached  from  its  beginning  up  to  1851.  It 
has  been  the  means  of  educating  over  five  hundred  poor  boys.  It  has  furnished  to 
the  State  hundreds  of  teachers.  It  was  the  parent  of  Summer  Normal  Schools, 
which  have  done  so  much  for  our  State,  and  have  been  copied  by  all  the  Southern 
States.  Through  these  Normal  Schools  it  has  given  impulse  to,  and  led  to  the  in¬ 
auguration  of  Graded  Schools  in  so  many  of  our  towns.  It  has  stopped  the  going 
out  of  our  boys  to  the  institutions  beyond  our  limits,  and  the  consequent  drain  of 
our  money.  It  is  no  exaggeration  to  say  that  it  has  saved  the  State  hundreds  of 
thousands  of  dollars,  besides  preventing  the  loss  of  State  pride  which  must  result 
from  the  spectacle  of  an  inferior  public  institution. 

Its  position  has  been  attained  without  diminishing  the  numbers  of  the  colleges  of 

*  Reports  of  President  Kemp  P.  Battle  and  of  the  Committee  of  Visitation,  Hon. 
W.  L.  Steele,  Chairman  to  the  Board  of  Trustees  of  the  University  of  North  Caro¬ 
lina,  January  20th,  1887.  Printed  by  order  of  the  Board,  Raleigh,  N.  C.  Edwards, 
Broughton  &  Co. ,  Power  Printers  and  Binders.  1887.  Pp.  88. 


UNIVERSITY  OF  NORTH  CAROLINA. 


435 


the  State.  They  are  all  as  prosperous,  in  several  instances  more  so,  than  when  its 
doors  were  closed. 

STATE  APPROPRIATION. 

The  $7,500  from  the  Land  Scrip  Fund  received  by  the  University  is  interest  which 
the  State  agreed  to  pay,  rather  than  refund  the  principal  to  the  United  States 
Treasury.  Besides  this,  the  State  gives  the  University  $20,000  annually.  If  we 
estimate  what  is  paid  by  licenses,  &c.,  this  is  about  five  or  six  cents  on  the  $1,000 
value  of  property. 

IS  THIS  AMOUNT  EXCESSIVE? 

That  it  is  not,  is  evident  from  the  fact  that  from  all  the  resources,  the  total  in¬ 
come  of  the  University  is  barely  sufficient  to  support  the  institution  with  its  pres¬ 
ent  force.  Every  department  we  have  should  be  retained,  and  pushed  even  further. 
Large  sums  are  needed  for  new  books  and  instruments.  Until  the  State  becomes 
more  prosperous,  receipts  from  tuition  fees  cannot  be  increased. 

Not  only  the  great  nations  like  England,  Germany,  France,  Russia,  find  it  nec¬ 
essary  to  preserve  and  increase  their  greatness  by  supporting  most  liberally  national 
Universities,  but  the  States  of  our  Union  eagerly  follow  their  example.  The  fol¬ 
lowing  list  shows  what  they  are  doing  for  higher  education. 

Then  follows  an  interesting  list  of  27  States,  with  the  sums  annu¬ 
ally  apjn’opriated  by  them,  including  the  income  from  the  U.  S.  Land 
Grant  Funds,  to  their  Universities  and  Colleges.  In  this  list  North 
Carolina,  with  the  sum  total  of  $35,500,  is  about  on  a  par  in  amount 
appropriated,  with  Georgia,  Tennessee,  West  Virginia,  and  Ken¬ 
tucky;  and  is  in  excess  of  Maine,  Connecticut,  Delaware,  and  Rhode 
Island.  California  leads  the  list  with  the  sum  of  $283,278.00. 

The  value  of  a  State  University  to  the  people  is  thus  suggested. 

BENEFITS  TO  POOR  YOUNG  MEN. 

The  University  is  especially  needed  for  the  aspiring  poor  men  of  the  State.  The 
rich  can  send  their  sons  beyond  our  limits.  They  are  independent  of  the  bounty  of 
the  State.  But  our  poor  men  need  an  institution  near  at  hand,  among  their  own 
people.  No  one  knows  as  well  as  I  the  inestimable  benefits  we  have  already  con¬ 
ferred  on  such. 

Several  pages  of  biographical  anecdotes  of  some  of  the  Alumni, 
strikingly  corroborate  this  statement.  The  following  account  of 
the  money  value  to  a  State  of  leading  Educational  Institutions,  is 
suggestive. 

MONEY  VALUE  OF  THE  UNIVERSITY  TO  THE  STATE. 

A  successful  University  not  only  supplies  to  a  State  the  priceless  blessgins  of 
knowledge  and  trained  intellect,  but  it  is  a  means  of  saving  money  from  going  out 
of  the  State  and  bring  money  into  it.  Before  1861  our  University  brought  into  the 
State  about  180  students  from  beyond  its  limits  who  spent  at  least  $100,000  annually. 
It  saved  from  going  to  other  States  students  who  would  have  carried  out  $150,000, 
annually,  thus  being  worth  a  quarter  of  a  million  each  year.  The  University  of 
Virginia  draws  to  Virginia,  owing  to  its  famous  Medical  and  Law  Schools,  sup¬ 
ported  out  of  its  $80,000  income,  of  which  the  State  pays  $40,000,  147  students, 
paying  at  least  $90,000  annually.  Princeton  into  New  Jersey  brings  358  students, 
paying  $250,000.  Yale  into  Connecticut  744  students,  paying  about  $600,000.  Har¬ 
vard  into  Massachusetts  791  students,  paying  over  $600,000.  The  University  of 


436  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Michigan  711  students,  paying  at  least  $400,000.  As  our  Southern  land  sustained 
such  enormous  losses  by  the  great  Civil  War  and  has  experienced  such  financial 
disasters  recently,  it  is  not  wonderful  that  we  have  not  regained  our  extra-State 
patronage  in  the  short  time  since  our  instruction  has  been  expanded.  Let  the 
University  carry  on  the  excellent  work  it  is  now  doing  long  enough  for  the  fact  to 
be  known  abroad  and  a  large  measure  of  our  former  attendance  will  be  regained. 

A  successful  University  will  attract  donations  from  those  whose  benevolence  ex¬ 
tends  to  future  generations  as  well  as  the  present.  Since  our  re-organization  in 
1875  there  have  been  added  to  the  property  of  the  State  invested  in  our  University 
sixty  thousand  dollars  from  private  munificence. 

Iii  the  opening  sentences  of  the  following  paragraph  it  is  clear 
that  the  President  is  aware  of  a  rising  antagonism  to  the  Univer¬ 
sity,  he  says  : 

THE  LAND  SCRIP  FUND. 

It  has  been  charged  by  men  who  have  never  made  any  effort  to  learn  what  work 
the  University  is  doing,  that  we  are  not  applying  the  $7,500  interest  received  by  the 
University  according  to  the  terms  of  the  trust.  This  accusation  is  without  founda¬ 
tion,  as  the  following  statement  will  show. 

This  is  followed  by  a  resumd  of  the  provisions  of  the  Land  Grant 
Law  of  1862.  Quoting  the  list  of  the  studies  required  by  the  Act, 
he  says : 

This  is  the  only  description  of  the  college  to  be  found.  It  is  not  said  there  shall 
be  an  Agricultural  College,  or  a  Mechanical  College,  or  an  Agricultural  and  Me¬ 
chanical  College,  but  the  college  to  be  provided  by  the  State  must  be  of  the  nature 
set  down  in  the  foregoing  words. 

What  is  the  meaning  of  those  words?  They  are  easy  to  be  understood.  The  in¬ 
terest  is  to  be  used  not  for  farm  experiments  for  the  benefit  of  the  public,  not  for 
building  barns  and  silos,  not  for  erecting  workshops  or  purchase  of  stock,  but  for 
teaching. 

What  branches  are  to  be  taught? 

1.  The  Classics,  i.  e.,  Latin  and  Greek,  must  be  provided  for. 

2.  Scientific  studies  generally. 

3.  Military  tactics. 

4.  Specially  must  be  taught  the  branches  of  learning  relating  to  Agriculture. 

5.  Specially  likewise  the  branches  of  learning  relating  to  the  Mechanic  Arts. 

And  these  two  latter  classes  shall  be  the  “  leading  object  ”  of  the  instruction. 

But  note  that  it  is  not  enjoined  to  teach  Agriculture,  i.  e.,  ploughing  and  hoeing, 
etc.,  nor  the  Mechanical  Arts,  i.  e.,  planing,  sawing,  etc. ,  but  the  brandies  of 
learning  relating  thereto,  the  scientific  principles  leading  to  the  trades,  not  the  trades 
themselves.  It  would  require  all  the  public  lands,  and  more  too,  to  have  attached 
to  these  colleges,  lands,  shops,  machinery,  stock,  etc.,  necessary  to  teach  practi¬ 
cally  all  the  trades  of  the  United  States. 

The  object  expressed  in  the  Act  is  in  harmony  with  this  description.  The  object 
is  to '‘promote  the  liberal  and  practical  education  of  the  industrial  classes  in  the 
several  pursuits  and  professions  of  life.  That  is,  the  education  is  for  all  the  indus¬ 
trial  classes,  not  only  the  farmer,  but  for  the  architect,  engineer,  printer,  carpenter, 
blacksmith,  wheelwright,  foundryman,  miner,  and  the  hundreds  of  others  who 
labor  with  head  and  hands.  They  are  to  be  educated  liberally  as  well  as  practically, 
i.  e.,  they  are  to  have,  not  a  one-sided,  technical  training,  but  a  rounded  culture. 
They  are  to  be  like  lawyers,  doctors,  preachers,  endowed  with  the  graces  of  a  gen¬ 
eral  literary  training,  as  well  as  with  the  sciences  specially  relating  to  their  trade. 

It  is  clear,  then,  that  such  an  organization  of  the  school  as  is  for  the  benefit  of 


RELATION  OF  LAND  GRANT  COLLEGES  TO  THE  STATES. 


437 


farmers  only  is  robbeiy  of  all  those  engaged  in  the  mechanic  arts.  Any  organiza¬ 
tion  which  provides  only  for  carpenters,  blacksmiths,  miners,  etc. ,  robs  the  farmers. 

The  instruction,  then,  is  necessarily  mainly  theoretical,  because  it  is  impossible 
to  give  men  in  one  institution  practical  skill  in  all  the  trades  and  professions  of  life. 
The  only  just,  fair  plan  is,  as  the  Act  expressly  says,  to  teach  the  branches  of  learn¬ 
ing  relating  to  all  the  pursuits  of  life,  and  then  let  each  student  in  farm  or  work¬ 
shop,  or  in  some  great  costly  school  where  farms  and  workshops  are  provided,  learn 
the  skill  of  hand  and  practical  details  of  his  trade.  These  great  polytechnic  schools 
being  obliged  to  carry  on  practically  the  industries,  must  of  necessity  cost  any  sum 
from  half  a  million  to  many  millions,  and  cannot  be  supported  except  in  populous 
and  wealthy  manufacturing  communities. 

SENATOR  MORRILL,  AND  COMMISSIONER  EATON,  CHARACTERIZE  THE  NEW  COLLEGES. 

The  Act  of  1862  was  drawn  by  Justin  S.  Morrill  of  Vermont,  whose  venerable 
form  may  be  still  seen  in  the  United  States  Senate.  In  advocating  its  passage  he 
describes  the  college  as  one  “  where  all  the  needful  sciences  for  the  practical  avoca¬ 
tions  of  life  shall  include  the  higher  graces  of  classical  studies.”  In  1880  he  thor¬ 
oughly  approves  the  following  words  of  the  Hon.  Mr.  Eaton,  Commissioner  of  Edu¬ 
cation  :  “  The  task  imposed  upon  the  Colleges  of  Agriculture  and  the  Mechanic 

Arts,  founded  on  the  Congressional  grant  of  1862,  is  rarely  understood.  Having 
nothing  in  their  establishment  antagonistic  to  classical  culture,  designed  at  discre¬ 
tion  to  comprehend  all  learning  when  established  independently,  or  to  harmonize 
with  all  other  culture  when  associated  as  a  department  with  institutions  previously 
established,  they  are  intended,  undoubtedly,  to  furnish  instruction  in  the  direction 
of  science,  technics  and  industry  in  this  country.”  Senator  Morrill,  after  approv¬ 
ing  the  foregoing  language  by  the  Commissioner  of  Education,  adds  the  following  : 
“  They  were,  let  me  add,  undoubtedly  intended  to  be  broad  enough  to  “  comprehend 
all  learning”  and  to  educate  all  classes,  but  their  leading  object  was  to  include  the 
branches  relating  to  agriculture  and  other  industrial  arts,  and  to  offer  better  instruc¬ 
tions  to  those  aiming  at  eminence  in  such  busy  and  varied  walks.” 

This  construction  harmonizes  with  the  letter  of  the  Act,  and  there  is  nothing  in 
that  Act  which  can  be  tortured  into  a  contrary  meaning. 

TWENTY-FOUR  STATES  MAKE  THE  NEW  COLLEGE  A  PART  OF  THE  UNIVERSITY. 

Acting  on  this  construction,  a  large  majority  of  the  States,  soon  after  the  passage 
of  this  Act,  when  the  arguments  of  its  friends  were  fresh  proceeded  to  organize 
these  colleges  as  departments  of  existing  universities  or  colleges.  Vermont,  Sena¬ 
tor  Morrill’s  own  State,  gave  her  scrip  to  the  University  of  Vermont,  New  Hamp¬ 
shire  to  Dartmouth  College,  Rhode  Island  to  Brown  University,  Connecticut  to 
Yale  College  (now  Yale  University),  New  York  to  Cornell  University,  Indiana  to 
Purdue  University,  New  Jersey  to  Rutger’s  College,  Illinois,  California,  Delaware, 
Minnesota,  Missouri,  Nebraska,  Nevada,  Ohio,  Wisconsin  to  their  universities. 

The  States  thus  using  the  Land  Grant  Fund  are  at  this  day  twenty-four  in 
number. 

Can  there  beany  doubt  that  the  Legislatures  of  all  these  States  could  not  have  been 
mistaken  in  their  understanding  of  the  Act  of  1862?  Can  the  General  Assembly  of 
North  Carolina  justly  be  reproached  for  following  their  example  : 

REASONS  WHY  FOURTEEN  STATES  ESTABLISH  SEPARATE  COLLEGES. 

A  minority  of  the  States  fourteen  in  number,  established  separate  institutions  but 
either  the  States,  or  counties,  towns,  or  individuals,  gave  large  sums  as  a  condition 
precedent  to  such  establishment.  For  example: 


Alabama  gave .  $75, 000 

Arkansas .  170, 000 


438  EDUCATION  IN  THE  INDUSTRIAL  AND  EINE  ARTS. 


Colorado 
Illinois  . . 

Iowa . 

Kansas . . . 
Kentucky 
Florida. . . 


...  $55,000 
...  450,000 
...  500,000 
. .  125, 000 
...  110,000 
Not  known 


Maine  .  145,000 

Maryland . .  .  100, 000 

Massachusetts .  656,000 

Michigan .  .  340, 000 

Pennsylvania . 532,000 

Texas .  212, 000 

Virginia .  100,000 

Mississippi .  205,000 

Indiana .  340, 000 


In  all  of  these  institutions  tuition  is  practically  free,  and  the  students  are  gener¬ 
ally,  if  not  in  all  instances,  paid  for  their  labor. 

The  statement  of  the  original  grant  of  the  Land  Grant  Fund  to 
the  University,  as  already  summarized  in  this  account,  is  then  given, 
with  an  account  of  the  efforts  that  were  made  to  acquaint  the  peo¬ 
ple  of  the  State  with  the  way  in  which  these  provisions  by  the  law 
had  been  more  than  complied  with,  as  follows: 


Shortly  after  my  election  in  June.  1876,  the  Executive  Committee  requested  me 
to  visit  some  of  the  leading  institutions  to  whom  the  land  scrip  had  been  granted 
and  report  on  the  subject.  I  accordingly  investigated  in  person  the  workings  of 
various  universities  and  colleges,  north  of  us,  having  full  conference  with  their 
chief  officers.  The  Faculty  received  my  report  and  likewise  studied  the  catalogues 
of  the  chief  institutions  of  this  character  in  the  United  States.  The  result  of  our 
deliberations  was  a  programme  submitted  to  the  Trustees  and  approved  by  them 
in  which  the  utmost  care  wTas  taken  to  carry  out  our  obligations  under  the  act. 

This  programme  I  explained  in  addresses  made  at  various  Agricultural  fairs  and 
during  court  week  in  many  counties — eighteen  counties  in  all.  Moreover,  when 
the  State  Grange  requested  of  me  an  explanation  as  to  our  plans  I  replied  in  a  letter 
which  was  published  in  the  newspapers,  giving  the  same  programme.  I  sent 
copies  to  the  members  of  the  General  Assembly.  I  afterwards  addressed  the  Gen¬ 
eral  Assembly,  carefully  and  at  length  unfolding  our  construction  of  the  act,  and 
our  intention  in  regard  to  the  same.  During  all  this  time  I  never  heard  a  single 
objection,  official  or  otherwise,  to  this  construction,  and  we  rightfully  concluded 
that  it  met  the  approval  of  the  public  and  of  the  General  Assembly. 

The  General  Assembly  has  the  right  under  the  Act  of  1862,  to  prescribe  the  mode 
in  which  the  instruction  shall  be  given.  If  action  shall  be  taken  to  this  end  the 
authorities  of  the  University  will  yield  a  ready  obedience. 

An  inspection  of  the  work  of  the  University  in  the  branches  relating  to  Agricul¬ 
ture  and  a  comparison  with  that  of  other  institutions  like  the  Agricultural  and 
Mechanical  colleges  of  Mississippi,  of  Michigan,  and  of  Kansas,  shows  that  we 
are  doing  as  much  instruction  in  the  Agricultural  branches  as  the  best,  more  than 
some.  This  will  appear  from  the  following  table  showing  the  number  of  hours 
devoted  to  each  study  in  the  colleges  of  Kansas,  Michigan  and  Mississippi  for  each 
session.  I  select  these  institutions  as  they  are  considered  by  many  as  the  most 
successful  of  similar  institutions. 


A  list  showing  the  comparative  time  given  to  these  studies  in  these 
colleges  is  given,  and  a  summary  of  the  subjects  relating  to  Agricul- 


STATE  UNIVERSITIES  AND  LAND  GRANT  COLLEGES. 


430 


ture  and  Mechanics  taught  in  the  University;  showing  that  fuller 
attention  was  given  them  at  Chapel  Hill,  than  in  the  other  colleges. 
The  President  concludes  his  plea  thus  : 

Our  University  has  all  the  land  and  buildings  necessary — the  property  of  the 
State — and  all  the  professors  needed  to  give  the  requisite  theoretical  instruction. 
A  small  additional  appropriation  for  erection  of  a  barn,  purchase  of  cattle,  imple¬ 
ments,  etc. ,  and  putting  the  land  in  order,  and  for  the  salary  of  a  practical  farmer 
to  take  charge  of  the  farm,  would  enable  the  University  to  give  the  needed  prac¬ 
tical  instruction. 

The  agricultural  students  of  the  University  have  the  inestimable  advantage  of 
being  educated  side  by  side  with  those  in  other  pursuits,  of  having  a  broad,  liberal 
culture  equal  to  that  of  men  of  other  professions.  Mere  narrow  technical  training 
is  not  best  for  them.  Let  them,  as  the  Act  of  1862  contemplates,  study  the  princi¬ 
ples  of  their  profession.  It  would  be  useful,  and  it  is  designed  as  soon  as  the  money 
can  be  spared,  to  have  the  students  experiment  on  plots  to  be  laid  out  on  part  of 
the  University  land,  carefully  and  scientifically  applying  fertilizers  and  recording 
the  results.  If  the  bill  now  pending  in  the  House  of  Representatives  of  the  United 
States,  which  has  passed  the  Senate,  called  the  Hatch  bill,  shall  become  a  law,  we 
will  have  $15,000  a  year  for  conducting  this  and  other  similar  work  on  a  large 
scale,  and  the  students  will  be  greatly  benefitted  by  observing  and  assisting  in  the 
same. 

A  “  special  announcement,”  made  by  the  Governor  of  the  State, 
in  his  capacity  as  chairman  of  the  Board  of  Trustees  of  the  Univer¬ 
sity,  under  date  of  June  18th,  1888,  stated  that  the  purpose  thus  an¬ 
ticipated  had  been  consummated.  The  act,  establishing  a  separate 
college,  had  become  law  ;  and  the  University  deprived  of  the  Land 
Grant  income.  Certain  studies  have  been,  therefore,  relegated  from 
the  University  to  the  new  College.  The  University,  however,  is  to 
remain  fully  equipped  ;  with  a  Faculty  of  Fifteen  Professors  and 
Assistants.  The  catalogue  of  1891-’92,  shows  a  total  of  248  students, 
of  whom  168  are  undergraduates,  18  “optional.” — The  Faculty 
numbers  20  Professors  and  Assistants.  George  Taylor  Winston, 
ll.d.  ,  is  President,  and  Professor  of  Political  and  Social  Science. — 

The  account  of  the  new  College  of  Agriculture  follows  : 

The  North  Carolina  College  of  Agriculture  and  the 
Mechanic  Arts,  at  Raleigh. 

In  1885,  the  Legislature  provided  for  the  establishment  and  sup¬ 
port  of  a  “Industrial  School.”  On  March  7th  1887,  The  Legislature, 
by  an  act  supplemented  to  the  one  of  1885,  changed  the  name  of  this 
Institution  to  that  of  “The  North  Carolina  College  of  Agriculture 
and  the  Mechanic  Arts,”  to  be  located  on  lands  given  “  by  R.  Stan¬ 
hope  Pullen,  of  Raleigh,  Wake  County,  lying  west  of  and  near  the 
city  of  Raleigh.”  The  leading  educational  objects  of  the  college  are 
defined  in  the  law  almost  substantially  in  the  terms  of  the  U.  S.  Land 
Grant  Law  of  1862,  and  the  management  is  placed  in  a  Board  of 
Trustees;  which  shall  be  composed  of  the  members  of  the  State 
Board  of  Agriculture,  and  five  additional  members;  “to  be  appointed 


440  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


by  the  Governor,  by  and  with  the  consent  of  the  Senate.”  Provided, 
further,  “that  the  Board  of  Trustees  shall  be  composed  half  of  each 
political  party.” 

The  Fund  of  $125,000.00  derived  from  the  U.  S.  Land  Grant,  is  to 
be  transferred  from  the  University  of  North  Carolina,  to  this  new 
Institution,  on  the  30th  of  June,  1888,  “or  as  soon  thereafter,  as  the 
college  is  ready  to  receive  it.”  All  funds  and  other  property  in  the 
hands  of  the  Board  of  Education  for  the  establishment  of  the  Indus¬ 
trial  School  aforesaid,  are  to  be  turned  over  to  this  newly  established 
college.  The  State  having  accepted  the  conditions  of  the  so  called 
“Hatch  Act”  passed  by  the  Congress  for  the  establishment  of  Agri¬ 
cultural  Experiment  Stations,  the  Legislature,  by  the  law  establish¬ 
ing  this  college,  provides  that  the  station  shall  be  in  its  charge;  and 
gives  the  college  the  use  of  a  tract  of  three  hundred  acres,  known  as 
The  Camp  Mangum  tract,  near  the  State  Fair  Grounds,  which  is 
given  to  the  college  for  its  use,  or  that  of  the  Experiment  Station 
connected  therewith. 

The  first  annual  catalogue  *  is  a  well  printed  pamphlet  illustrated 
with  a  frontispiece  of  the  college  building,  and  with  four  full  page 
wood  cuts  showing  the  students  at  work  in  the  field,  in  the  Botanical 
Laboratory,  the  Carpenter  shop,  and  the  Mechanical  Drawing  room. 
It  contains,  also,  copies  of  those  Acts  of  the  State  Legislature,  and 
of  the  U.  S.  Congress,  which  relate  to  the  college. 

The  situation  and  the  buildings  are  thus  described: 

LOCATION. 

The  College  site  and  farm,  in  all  comprising  a  tract  of  about  sixty-two  acres, 
were  donated  by  Mr.  R.  S.  Pullen,  of  Raleigh,  to  the  State  of  North  Carolina  for 
the  purposes  of  industrial  education.  The  gift  is  a  noble  one,  and  the  name  of  the 
donor  will  be  linked  with  the  history  of  the  College. 

Situate  on  a  commanding  eminence,  on  the  Hillsboro  road,  one  of  the  principal 
highways  into  Raleigh,  at  a  distance  of  three-fourths  of  a  mile  from  its  corporate 
limits,  the  site  is,  in  all  respects,  a  suitable  one.  The  ground  slopes  from  the 
building  in  every  direction,  giving  almost  perfect  drainage,  as  well  as  handsome 
views  of  the  College  buildings  from  every  direction. 

The  water  is  exceptionally  good  and  the  supply  abundant. 

A  healthy  location  is  one  of  the  absolutely  essential  prerequisites  for  sucli  an  in¬ 
stitution,  and  the  Trustees  feel  assured  that  this  is  secured  in  the  site  given  by 
Mr,  Pullen. 

Indeed  it  is  a  matter  of  history  that  Raleigh,  N.  C.,  and  Aiken,  S.  C.,  were 
chosen  by  a  commission  of  eminent  medical  experts  during  the  late  war  as  perhaps 
the  most  suitable  places  for  sanitariums  in  the  South. 

The  farm  has  been  carefully  cultivated  for  about  three  years,  and  the  land  is  be¬ 
ing  brought  up  mainly  by  judicious  vegetable  manuring.  More  land  would  be 
desirable,  but  cannot  at  present  be  purchased,  owing  to  the  pressing  need  of  more 
buildings. 

*  First  annual  catalogue  of  the  North  Carolina  College  of  Agriculture  and  Me¬ 
chanic  Arts,  Raleigh,  N.  C.  June  1890.  Fall  term  begins  on  September  4,  1890. 
Raleigh:  Edwards  &  Broughton,  Printers  and  Binders.  1890.  Pp.  54. 


COLLEGE  OF  AGRICULTURE,  RALEIGH,  N.  C. 


441 


BUILDINGS. 

The  present  building  is  of  North  Carolina  brick,  made  and  donated  by  the  State 
Penitentiary  by  direction  of  the  Legislature  of  1887.  The  granite  used  is  from  the 
Rolesville  quarry,  in  Wake  county,  and  the  Crown-stone  from  Wadesboro,  Anson 
county. 

The  building  is  170  by  60  feet,  part  one  story  and  basement,  and  part  three 
stories  and  basement. 

Every  precaution  has  been  taken  for  good  sanitary  arrangement.  The  class¬ 
rooms  and  dormitories  are  large  and  well  lighted,  and  the  remaining  rooms,  such  as 
dining-room,  chapel,  reading  rooms,  &c.,  are  well  arranged. 

A  carefully  planned  brick  workshop,  two  stories  high,  is  now  in  process  of 
erection,  and  will  be  ready  for  use  by  September  1st,  1890.  This  building  will  con¬ 
tain  a  machine-shop,  forge-shop,  wood  working-shop,  carpenter-shop,  class-room, 
office  and  wash-room,  and  will  be  equipped  for  thorough  work  in  every  particular. 

It  is  intended  to  erect  as  rapidly  as  means  will  permit,  barns,  silos,  stables  and 
the  like,  w’hich  shall  be  models  of  their  kind.  Meanwhile,  for  all  purposes  of  in¬ 
struction,  students  will  have  the  use  of  the  large  buildings,  for  such  purposes,  al¬ 
ready  erected  on  the  Experiment  Station  Farm,  near  by  the  Agricultural  and 
Mechanical  College. 

******* 

Provision  is  made  in  the  law  for  the  admission  of  120,  free  State 
pupils,  to  be  taken  from  the  several  counties  in  their  due  proportion. 

Every  student  in  college  is,  by  law,  “  required  to  take  a  course  of 
Manual  training  or  labor.” 

The  estimated  expenses  for  the  scholastic  year  of  ten  months  are, 
for  the  state  county  students,  $100.00,  for  the  other  students,  $130.00. 
Applicants  for  admission  must  be  at  least  14  years  of  age,  and  able 
to  pass  an  examination  in  the  elementary  studies  of  the  common 
schools  including  “Arithmetic  through  fractions.” 

The  regular  courses  of  study  are  for  four  years,  and  the  Degrees  to  be 
conferred  are,  in  the  Agricultural  course,  Bachelor  of  Science  in 
Agriculture,  (B.  S.  Agr.)  and  in  the  Mechanical  course.  Bachelor  of 
Engineering,  (B.  E.). 

The  radical  step  thus  taken  by  the  Legislature,  in  the  removal  of 
the  State  Agricultural  College  from  the  State  University  of  which 
it  had  been  a  part,  and  of  which  it  seemed  fitting  that  it,  and  the 
Experiment  Station,  should  be  departments,  to  another  place,  and 
the  creating  of  a  separate  institution;  gives  interest  to  the  following 
account,  given  in  the  first  catalogue,  of  the  origin  of  this  new  State 
institution;  although  this  statement  fails  to  show  light  upon  the  rea¬ 
sons  for  such  action  by  the  Legislature. 

In  the  recent  similar  instance  of  the  removal  of  the  Agricultural 
College  and  Experiment  Station,  from  Dartmouth  College,  Hanover, 
New  Hampshire,  to  another  town  in  the  State,  and  the  creation  of  a 
separate  independent  institution;  the  adequate  reason  was  found  in 
the  Conditions  accompanying  an  important  bequest. 

In  the  present  case  there  is,  also,  a  valuable  gift  to  the  new  college 
by  a  private  citizen;  but  the  original  movement,  which  has  resulted 


442 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


in  the  establishment  of  this  college  at  Raleigh,  seems  to  have  pre¬ 
ceded  the  offer  of  this  gift,  and  to  have  had  its  origin  in  the  general 
movement  throughout  the  country  for  Industrial  Training,  to  a 
recital  of  which,  the  two  previous  volumes  of  this  Report  have  been 
given.  The  subsequent  action  of  the  Legislature,  seems  to  have 
been  in  obedience  to  the  will  of  the  farmers  of  the  State,  who  de¬ 
manded  an  agricultural  college,  pure  and  simple. 

It  is  because  of  this  radical  change  in  the  policy  of  the. State,  in  thus 
removing  the  College  of  Agriculture  from  the  University,  that  the 
statements  given  in  this  first  catalogue  are  here  quoted  at  such 
length. 

A  Short  History  of  the  Movement  which  Led  to  the  Opening  of  the  New 

College  at  Raleigh. 

its  ORIGIN. 

The  Watauga  Club,  of  Raleigh,  in  January,  1885,  after  having  given  the  subject 
considerable  thought,  memorialized  the  Legislature  as  follows,  viz. : 

‘1st.  To  establish  an  industrial  school  in  North  Carolina,  a  training  place  in  the 
wealth-producing  arts  and  sciences. 

“2d.  To  be  located  at  Raleigh  in  connection  with  the  State  Agricultural  Depart¬ 
ment. 

“3d.  To  erect  a  suitable  building  and  provide  proper  equipment. 

“4th.  That  the  instruction  be  in  wood  work,  mining,  metallurgy  and  practical 
agriculture. 

“5th.  That  necessary  shops  and  laboratories  he  erected  adjoining  the  buildings 
of  the  Agricultural  Department,  and  that  an  experimental  farm  in  the  vicinity  of 
Raleigh  he  equipped. 

“6th.  That  an  industrial  school  is  of  prime  importance  and  greatly  in  demand. 

The  committee  on  behalf  of  the  Club  also  furnished  such  information  as  they  had 
been  able  to  secure  regarding  the  scope  and  utility  of  such  an  institution. 

Several  bills  were  introduced  in  that  Legislature,  the  one  drawn  by  Hon.  A.  Leazar 
becoming  a  law  on  March  7th,  1885,  by  a  vote  of  51  to  11  in  the  House  and  23  to  9  in 
the  Senate. 

The  act  provides,  among  other  features,  as  follows  : 

“1st.  That  the  Board  of  Agriculture  should  seek  proposals  of  donations  from  the 
cities  and  towns  of  North  Carolina,  and  when  an  adequate  donation  should  be  made 
by  any  city  or  town,  there  the  school  should  be  located,  giving  the  place  the  prefer¬ 
ence  which  offered  the  greatest  inducements. 

“2d.  That  the  school  should  be  under  joint  control  of  the  Board  of  Agriculture 
and  directors  from  such  town  or  city. 

“3d.  That  the  instruction  should  be  in  wood  work,  mining,  metallurgy,  practi¬ 
cal  agriculture,  and  such  other  branches  of  industrial  education  as  may  be  deemed 
expedient. 

“4th.  That  the  Board  of  Agriculture  should  be  authorized  to  apply  annually  $5,000 
of  the  surplus  funds  of  their  department  to  the  establishment  and  maintenance  of 
said  school.” 

After  successive  advertisement  and  many  meetings,  in  which  the  subject  was 
fully  discussed,  the  Board  of  Agriculture  accepted  an  offer  made  by  the  city  of 
Raleigh,  and  appropriated  the  sum  of  $5,000  for  that  year,  1886,  pursuant  to  the 
terms  of  the  act. 

Before  this  result  was  attained,  the  earnest  advocates  of  the  measure  met  hi  mass 
meetings  on  several  occasions,  at  which  committees  were  appointed  to  prepare  full 


COLLEGE  OF  MECHANIC  ARTS,  RALEIGH,  N.  C. 


443 


information  and  statistics.  Prominent  citizens  of  the  State  from  various  sections 
manifested  a  lively  interest  in  the  scheme,  and  matters  were  assuming  a  definite 
shape  for  the  commencement  of  the  school,  as  shown  by  the  payment  of  the  amount 
subscribed  by  the  city  of  Raleigh,  the  purchase  of  a  site,  &c.,  when  certain  events 
gave  a  different  and  broader  scope  to  work  designed  to  be  accomplished. 

Two  large  meetings  of  the  farmers  of  North  Carolina  were  held  in  Raleigh,  re¬ 
spectively  on  the  18th  and  26th  of  January,  1887.  The  first  of  these  meetings, 
among  other  things,  resolved  that  the  farmers  ought  to  have  an  agricultural  col¬ 
lege  ;  and  further,  that  the  interest  on  the  land-scrip  fund  should  be  given  for  a 
part  of  its  support.  The  second  meeting,  with  representatives  from  forty  counties, 
reiterated  the  resolution  referred  to  as  passed  by  the  convention  of  January  18th, 
and  also  considered  favorably  a  proposal  of  the  city  of  Raleigh  to  combine  the  in¬ 
dustrial  school  with  the  desired  agricultural  college,  offering  the  funds  already  in 
hand,  with  whatever  the  Legislature  might  provide  for  such  an  institution. 

After  an  exciting  discussion,  a  bill  for  such  Agricultural  and  Mechanical  College 
became  a  law  in  the  Legislature  of  1887  by  a  vote  of  68  to  19  in  the  House  of  Rep¬ 
resentatives  and  29  to  13  in  the  Senate, 

Thus  the  scheme  for  the  North  Carolina  College  of  Agriculture  and  Mechanic 
Arts  was  inaugurated,  and  the  State  took  a  most  important  and  progressive  step  in 
behalf  of  agricultural  and  mechanical  development. 

Object  and  Aim  of  the  College. 

The  mission  of  the  North  Carolina  College  of  Agriculture  and  Mechanic  Arts  can 
be  gathered  from  a  perusal  of  the  sections  or  synopsis  of  the  State  law  and  the  Acts 
of  Congress  quoted  in  this  pamphlet.  But  it  will  not  be  amiss  to  give  here  a  brief 
statement  of  what  it  is  designed  to  accomplish. 

Its  general  purpose  is  to  teach  the  principles  and  application  of  the  sciences,  illus¬ 
trating  sound  theory  by  daily  practice,  as  to  make  out  of  its  students  useful  and 
successful  men,  instead  of  mere  intelligent  drones. 

il  One  of  the  special  objects  of  the  college  is  to  foster  a  higher  appreciation  of  the 
value  and  dignity  of  intelligent  labor  and  the  worth  and  respectability  of  laboring 
men.  A  boy  who  sees  nothing  in  manual  labor  but  mere  brute  force  despises  both 
the  labor  and  the  laborer.  With  the  acquisition  of  skill  in  himself,  comes  the  ability 
and  willingness  to  recognize  skill  in  his  fellows.  When  once  he  appreciates  skill  in 
handicraft,  he  regards  the  workman  with  sympathy  and  respect.” 

The  Jews  in  scriptural  times  taught  each  boy  a  trade  in  addition  to  such  mental 
training  as  they  thought  advisable.  It  was  a  wise  provision. 

Some  of  the  very  best  thinkers  of  our  own  time  in  this  and  other  countries  have 
acknowledged  the  advantages  of  intelligent  manual  training  of  boys  and  young 
men  in  well  equipped  schools,  and  institutions  of  this  kind  are  now  being  recognized 
as  among  the  practical  necessities  of  every  commonwealth. 

In  all  branches  of  industry  the  competition  of  the  world  is  bringing  about  a 
closer  margin  of  profits,  and  a  demand  is  made  upon  men  of  every  calling  to  study 
the  very  best  methods  and  closer  economy  in  first  production.  The  whole  trend  of 
such  institutions  as  we  are  now  commencing  is  calculated  to  work  out  such  econo¬ 
mic  results. 

In  an  agricultural  and  mechanical  college  the  student  is  taught  to  know  that  work 
is  honorable,  and  manual  labor  becomes  a  pleasant  task  when  performed  under  the 
encouraging  eye  of  teachers  whom  the  students  recognize  as  men  of  ability.  It  is 
diversified  by  a  proper  development  of  the  thinking  and  reasoning  powers,  and  the 
tasks  assigned  are  not  so  long  as  to  prove  irksome. 

There  is  no  conflict  between  the  practical  education  which  will  be  given  by  the 
Agricultural  and  Mechanical  College,  and  the  established  colleges  and  the  Univer¬ 
sity  of  the  State.  Taking  our  college  as  one  department  of  learning  and  the  above 


444  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


named  institutions  as  another,  their  spheres  are  widely  different,  and  they  should 
be  of  practical  benefit  each  to  the  other  and  both  to  the  commonwealth. 

The  Vast  Material  Resources  of  the  State  as  yet  Undeveloped. 

North  Carolina  is  blessed  by  Providence  with  the  underlying  elements  of  pros¬ 
perity  in  every  direction;  in  all  of  the  principal  crops  grown  in  the  entire  country; 
in  the  capabilities  of  so  many  sections  for  successful  cattle  raising  and  the  produc¬ 
tion  of  dairy  products;  in  its  trucking  interests,  fruit  and  small  fruits;  in  its  ores 
and  minerals;  its  lumber  and  hard  woods,  and  in  its  abundant  facilities  for  manu¬ 
facturing  interests  of  various  kinds. 

Brains,  skill  and  work  are  needed  to  develop  these  interests,  and  the  College 
proposes  to  do  its  full  part  in  the  education  of  the  youth  of  the  State  as  far  as  it  can 
reacli  them  in  these  all-important  factors. 

To  make  agriculture  profitable  is  one  of  the  great  problems  of  the  age.  With  its 
collateral  pursuits  it  not  only  has  been,  but  always  will  be,  the  most  important 
industrial  calling  of  mankind. 

As  North  Carolina  is  essentially  an  agricultural  State,  the  Legislature  has  acted 
wisely  in  its  conclusion  to  aid  the  interests  of  so  large  a  class  of  its  citizens  by  the 
creation  of  an  agricultural  and  mechanical  college,  in  which  the  very  best  methods 
and  results  can  be  studied  and  worked  out  practically  as  well  as  theoretically. 

Full  courses  of  everything  relating  to  the  economy  of  the  farm,  including,  of 
course,  the  utilization  of  waste,  will  be  thoroughly  studied. 

Then,  too,  the  State  therein  lends  a  helping  hand  to  such  of  its  youth  as  may  de¬ 
sire  to  engage  in  mechanical  callings  of  all  kinds. 

The  College  is  intended,  not  to  produce  theorists,  but  practical  young  men,  who 
will  become  intelligent  farmers,  horticulturists,  cattle  and  stock  raisers,  dairymen — 
men  who  will  be  interested  in  their  work,  and  who  will  make  their  work  px-ofit- 
able. 

The  State  also  has  need  of  good  mechanics,  carpenters,  architects,  draughtsmen, 
contractors  and  manufacturers,  and  the  College  will  help  to  make  them. 

In  conclusion,  while  the  College  will  give  practical  instruction  to  as  many  of  our 
youth  as  it  can  accommodate,  it  is  made  the  duty,  as  it  will  be  the  pleasure,  of  the 
members  of  the  Faculty  of  the  College  to  take  an  active  part  in  farmers’  institutes, 
which  are  accomplishing  so  much  of  good  in  many  States  of  the  Union,  and  which 
have  happily  been  inaugurated  by  the  Board  of  Agriculture  and  by  the  farmers 
themselves  in  our  own  State. 

The  professors  will  be  at  the  service  of  the  farmers  of  the  State  whenever  they 
can  impart  such  special  information  as  may  be  sought  at  their  hands.  They  will  be 
glad  to  furnish  the  best  methods  of  building  and  filling  silos,  of  planning  barns, 
stables,  &c.  They  will  also  be  expected  to  investigate  and  furnish  thoroughly  ap¬ 
proved  formulas  for  remedies  in  diseases  of  cattle,  for  destruction  of  insects,  pests, 
formulas  for  composting,  &c.,  &c. 

Courses  of  Instruction. 

THE  GENERAL  COURSE  IN  AGRICULTURE. 

All  students  will  pursue  the  same  studies  throughout  the  Freshman  year,  and  the 
Agricultural  Course  will  not  assume  its  separate  and  distinctive  form  until  the 
Sophomore  year. 

In  the  Freshman  year,  therefore,  students,  looking  to  the  specific  course  in  Agri¬ 
culture,  will,  in  addition  to  their  elementary  work  in  this  line,  acquire  dexterity  in 
the  use  of  wood  working  tools  and  in  mechanical  drawing. 

In  the  Sophomore  year  a  partial  separation  will  take  place;  agricultural  students 
will  give  up  the  shop  and  drawing,  and  will  proceed  with  the  studies  leading  to  the 
degree  of  Bachelor  of  Science  in  Agriculture. 


COLLEGE  OF  AGRICULTURE  AND  MECHANIC  ARTS.  445 


This  course  includes  the  departments  of  General  Agriculture,  Horticulture,  Ar¬ 
boriculture  and  Botany,  Chemistry,  History,  English  and  Book-keeping. 

MANUAL  LABOR  IN  THE  AGRICULTURAL  COURSE. 

While  all  students  in  this  course  are  required  to  perform  such  manual  labor  in 
the  hours  for  practice  as  in  the  opinion  of  the  professors  is  necessary  and  instructive, 
they  are  not  required  to  waste  time  in  matters  of  mere  drudgery,  of  which  the 
majority  of  them  have  already  learned  enough  before  coming  to  us.  We  endeavor 
to  keep  in  view  the  fact  that  our  course  is  not  intended  as  a  training  school  for 
farm  laborers,  but  for  the  development  of  brain  power  in  Agriculture  and  Horti¬ 
culture,  and  the  training  of  the  administrative  ability  of  students  in  directing  the 
great  array  of  uneducated  muscle  which  constitutes  our  farm  hands.  While  taught 
that  no  labor  is  beneath  the  dignity  of  a  thorough  farmer  when  necessary,  the  chief 
effort  will  be  to  form  habits  of  close  observation  and  economical  administration, 
and  to  inculcate  broad  ideas  as  to  the  possibilities  of  American  agriculture,  and 
thus  send  them  out  as  leaders  in  improvements,  instead  of  mere  followers  in  rats 
of  other  men’s  making. 

The  illustrative  facilities  and  means  for  practical  demonstration  of  the  College 
have  been  greatly  increased  by  the  uniting  with  it  the  Hatch  Agricultural  Experi¬ 
ment  Station,  supported  and  maintained  by  the  United  States  Government.  The 
investigations  constantly  in  progress  at  the  Station  not  only  serve  the  purpose  of 
placing  the  student  in  an  atmosphere  of  original  investigation,  but  also  serve  the 
purpose  of  developing  his  own  powers  of  observation  and  quickening  his  percep¬ 
tions.  The  students  will  be  furnished  in  the  Senior  year  special  facilities  for  pur¬ 
suing  original  work  in  preparing  graduating  Theses — subjects  for  which,  may  be 
selected  from  original  work  in  either  Agriculture,  Horticulture,  Botany  or  Agri¬ 
cultural  Chemistry. 

THE  GENERAL  COURSE  IN  MECHANICS. 

As  every  American  is  a  probable  land-owner  at  some  period  of  his  life,  it  is 
thought  best  that,  during  the  Freshman  year,  students  looking  to  a  degree  in  the 
Mechanical  Course  shall  take  the  same  studies  as  the  students  of  Agriculture, 
thereby  acquiring  such  knowledge  of  the  general  principles  of  agriculture,  of  the 
composition  of  soils,  of  plant  life  and  botany  as  must  be  of  use  to  every  intelligent 
citizen. 

But  in  the  Sophomore  year  the  courses  divide.  Those  who  aspire  to  a  diploma 
in  Mechanics  give  up  all  work  pertaining  especially  to  agriculture,  and  begin  the 
special  work  of  the  Mechanical  Course  leading  up  to  the  degree  of  Bachelor  of 
Engineering. 

This  course  includes  the  department  of  Mechanics,  the  department  of  Mathe¬ 
matics,  the  department  of  Chemistry,  the  department  of  History  and  the  depart¬ 
ment  of  English  and  Book-keeping. 

The  graduating  Thesis  shall  have  for  its  subject  some  part  of  the  work  in  Prac¬ 
tical  Mechanics,  or  Mathematics,  to  be  approved  by  the  Professor  of  Mathematics 
and  Mechanics. 

Departments  of  Instruction. — Department  of  Agriculture. 

Professor  Chamberlain,  Assistant  Professor  Emery. 

The  aim  of  this  department  is  to  make  its  pupils  practical  farmers  as  well  as 
thorough  students.  In  order  to  accomplish  this  end,  practice  and  theory  must  go 
hand  in  hand.  Science  is  the  foundation  on  which  improved  agriculture  is  based. 

In  the  class-room  we  must  study  the  Science  of  Chemistry,  Physics,  Botany, 
Zoology,  Entomology,  Physiology,  etc.  In  the  field  we  must  study  the  laws  of 
Nature,  learn  to  observe  and  become  familiar  with  the  little  details  incident  to 
Agricultural  pursuits,  and  apply  our  knowledge  in  agricultural  practice. 


446  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


All  the  students  in  this  course  will  be  required  to  work  in  the  farm  work-shops, 
in  the  barns  and  in  the  fields  under  the  direct  supervision  of  the  Professor  of  Agri¬ 
culture. 

The  field  and  shop- work  supplements  the  lectures  and  recitations  in  such  a  way 
that  the  application  and  value  of  the  principles  taught  may  be  thoroughly  under¬ 
stood  and  remembered  by  the  students,  as  much  time  will  be  given  to  practical 
work  as  circumstances  will  permit. 

******* 

In  the  course  in  Agriculture  ;  Drawing  and  Skopwork  are  re¬ 
quired  through  Freshman  year.  In  the  Mechanical  course  they  are 
required  through  the  entire  course  of  four  years. 

Then  follow,  in  detail,  the  courses  in  the  “Department  of  Horti¬ 
culture,”  under  Professor  Massey;  and  in  “Pure  and  Agricultural 
Chemistry,”  under  Professor  Withers.  Then  comes  the  schedule  of 
the  two  departments  with  which  this  Report  is  concerned,  as  fol¬ 
lows: 

Department  of  Practical  Mechanics  and  Mathematics. 

Professor  Kinealy,  Assistant  Professor  Weatherly. 

In  this  department  the  aim  is  to  combine  the  theoretical  with  the  practical  in 
such  a  manner  as  to  fit  the  student  to  do  the  work  of  an  engineer  and  designer,  of 
a  builder,  or  of  a  mechanic,  according  to  his  ability  and  proficiency  in  the  course. 
From  the  beginning  of  the  Sophomore  year  until  the  end  of  the  course,  the  time  of 
the  student  is  divided  almost  equally  between  intellectual  or  class-room  work  and 
practical  work.  By  class-room  work  is  meant  work  in  those  subjects  of  general 
education  given  to  the  student  in  all  the  departments,  and  also  the  theoretical 
discussion  and  investigation  of  those  subjects  that  pertain  particularly  to  matters 
of  mechanics  and  engineering.  In  the  class-room  work  of  this  department  it  will 
be  necessary  to  use  text-books  to  a  great*  extent,  but  they  will  always  be  supple¬ 
mented  by  explanations  and  lectures. 

The  course,  as  laid  out,  is  intended  to  give  to  those  who  contemplate  it  such  a 
general  and  broad  knowledge  of  the  subject  of  mechanics  and  engineering,  and 
such  skill  in  the  use  of  tools  and  instruments,  and  in  the  management  of  machinery 
as  will  enable  a  graduate  to  be  prepared  to  enter  upon  and  make  a  specialty  of  any 
line  of  work  pertaining  to  mechanics  or  engineering  that  he  may  choose.  No 
specialty,  as  yet,  is  made  either  of  mechanical  engineering,  civil  engineering  or 
architecture:  but  those  fundamental  principles  which  underlie,  and  form  the  basis 
of  all,  are  taught  to  the  student. 

In  addition  to  his  theoretical  training,  the  student  is  given  a  most  thorough  and 
careful  practical  training  in  the  use  and  care  of  tools  and  machinery.  He  is  made 
a  good  workman  in  both  iron  and  wood.  His  greater  or  less  degree  of  skill,  will, 
of  course,  depend  largely  upon  his  natural  ability. 

The  class-room  work  in  this  department  will  be  as  follows: 

SOPHOMORE  YEAR. 

Machinery  and  Mill-work. — This  study  has  two  hours  per  week  devoted  to  it  dur¬ 
ing  the  entire  year.  It  includes  the  study  of  the  different  methods  of  transmitting 
motion  and  force  from  one  machine,  or  part  of  a  machine,  to  another  by  means  of 
gear-wheels,  belts  and  pulleys  and  shafting.  The  students  will  be  taught  how  to 
proportion  gear  wheels  and  pulleys,  in  order  to  obtain  certain  velocity  ratios,  and 
to  “lay  out”  and  put  up  a  line  of  shafting. 

As  far  as  possible,  this  subject  will  be  made  clear  and  plain  by  explanations  in 
the  sli op  buildings  and  by  visits  to  neighboring  manufacturing  establishments. 


DEPARTMENT  OF  PRACTICAL  MECHANICS. 


447 


Building  and  Building  Materials. — Two  hours  per  week  for  one-tliird  of  a  year. 
This  is  lectures  upon  buildings  and  structures  and  the  materials  which  enter  into 
them.  The  students  are  taught  the  names  of  the  different  parts,  and  the  correct 
methods  of  making  and  fixing  each  in  its  relations  to  the  others.  They  are  also 
taught  to  make  estimates  and  bills  of  materials. 

Physics. — Two  hours  per  week  for  two-thirds  of  a  year,  following  the  subject  of 
Building  and  Building  Materials.  The  time  is  devoted  principally  to  the  study  of 
heat  and  its  effects  upon  materials  This  subject  is  a  prelude  to  the  study  of  Steam 
and  Steam  Machinery,  which  comes  during  the  next  year. 

JUNIOR  YEAR. 

Steam  and  Steam  Machinei'y. — Two  hours  per  week  during  the  entire  year. 
This  is  a  study  of  engines  and  boilers,  and  steam-plants  in  general.  A  text-book 
will  be  used. 

Graphic  Statics. — Two  hours  per  week  for  one-third  of  a  year.  The  student 
learns  to  determine  the  stresses  in  framed  structures,  bridge  and  roof-trusses,  by 
the  graphic  methods.  This  study  is  a  prelude  to  the  subject  of  Bridges  and  Roofs 
in  the  next  year,  and  is  taught  entirely  by  lectures. 

Surveying. — Two  hours  per  week  for  two-tliirds  of  a  year.  During  the  Winter 
the  students  will  confine  their  attention  to  a  theoretical  study  of  the  principles  of 
surveying,  and  in  the  Spring  they  will  be  taken  into  the  field  and  made  to  make  a 
practical  application  of  their  theoretical  knowledge  by  surveying  and  laying  off 
land.  They  will  in  this  way  become  thoroughly  familiar  with  the  theory  and  prac¬ 
tical  use  of  surveying  instruments. 

Each  student  will  be  required  to  plot  and  work  up  his  field-notes. 

SENIOR  YEAR. 

Applied  Mechanics. — Three  hours  per  week  during  the  entire  year.  This  is  the 
application  of  the  mathematical  knowledge  of  the  student  to  the  investigation  of 
the  effect  of  forces  upon  bodies  and  structures,  and  the  resistance  of  engineering 
materials  to  stresses  of  various  kinds. 

Bridges  and  Roofs. — Two  hours  per  week  during  the  entire  year.  The  students 
are  here  taught  the  analytical  methods  of  determining  the  stress  of  the  various 
members  of  a  roof  or  bridge-truss  when  subjected  to  varying  loads.  They  are  also 
taught  the  methods  of  proportioning  the  members  of  a  truss  so  as  t>,  resist  the 
stresses  with  the  least  expenditure  of  material. 

Lectures  upon  Roads,  Sewerage,  Water,  &c—  Two  hours  per  week  during  the 
entire  year.  These  lectures  are  intended  to  cover  such  subjects  of  general  engi¬ 
neering  as  require  a  knowledge  only  of  those  principles  with  which  the  student 
has  already  become  familiar. 

Department  of  Practical  Mechanics. 

During  this  last  year,  1889-90,  the  practical  work  in  the  Department  of  Practical 
Mechanics  and  Mathematics  has  consisted  simply  of  a  course  in  carpentry  and  a 
course  in  drawing.  Both  of  these  courses  have  been  taken  by  all  of  the  students. 

The  carpentry  shop  is  equipped  with  thirty  carpenter-benches  and  all  the  neces¬ 
sary  tools  for  each  bench. 

Each  bench  is  provided  with  a  cross-cut  saw,  rip-saw,  back-saw,  try-square, 
T-bevel,  steel-square,  nail  hammer,  mallet,  marking  gauge,  screw-driver,  oil-stone, 
zinc  oiler,  and  a  brush  for  dusting  off  the  bench. 

These  tools  stay  on  the  bench,  and  are  used  by  any  student  who  works  at  the 
bench.  Only  one  student  works  at  a  bench  at  any  one  time. 

In  addition  to  the  tools  named  above,  each  student,  upon  entering,  has  issued  to 


448  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


him,  a  jack-plane,  f-inch  chisel,  £-inch  chisel,  J-inch  chisel  a  slip-stone  and  a  two-foot 
rule.  These  tools  are  used  only  by  the  student  to  whom  they  are  issued,  and  he  is 
held  responsible  for  them.  He  is  required  to  keep  them  sharp  and  in  good  order, 
and  upon  leaving  college  to  return  them  to  either  the  professor  or  his  assistant. 

All  the  exercises  in  the  shop  are  designed  simply  for  the  instruction  of  the  stu¬ 
dents.  Nothing  is  made  for  sale.  It  is  the  training  of  the  student  only,  for  which 
the  exercises  are  designed. 

Students  Must  Make  All  Work  from  Their  Own  Working  Drawings. 

All  work  is  done  from  drawings.  A  drawing  of  the  exercise  to  be  made  is  hung 
up  in  the  shop,  and  each  student  makes  a  copy  of  it,  putting  on  it  all  the  necessary 
dimensions  and  notes. 

This  copy  is  then  submitted  to  the  instructor,  who  makes  such  corrections  a,nd 
alterations  as  are  necessary  and  then  returns  it  to  the  student,  who  proceeds  to 
make  the  exercise  from  this  drawing  without  having  seen  the  object  that  the  draw¬ 
ing  represents. 

In  the  beginning  of  the  course,  the  instructor  is  obliged  to  give  a  great  deal  of 
explanation  to  the  class  as  to  the  meaning  of  the  various  conventional  signs  on  the 
drawings,  and,  also,  to  show  each  student  how  to  “layout”  his  work  from  the 
drawing.  As  the  students  acquire  facility  in  reading  the  working  drawings  and 
skill  in  “laying  out”  work,  and  in  handling  tools,  the  exercises  are  made  more 
difficult. 

When  an  exercise  is  given  to  the  class,  the  instructor  explains  where  and  how, 
the  joint  or  work  illustrated  by  that  particular  exercise  is  used  in  practical  con¬ 
struction. 

All  the  students  of  one  class  are  at  work  upon  the  same  exercise  at  the  same 
time.  And  those  who,  by  reason  of  their  natural  aptness  and  ability,  finish  their 
exercise  before  the  others,  are  given  pieces  of  work  to  do  for  the  college,  or  are 
given  an  extra  exercise  to  keep  them  busy. 

It  must  be  remembered  that  all  work  done  in  the  shop,  whether  as  an  exercise  or 
in  the  construction  of  an  article  for  the  college,  is  done  from  drawings. 

Building  for  Wood  and  Iron  Work  Shops. 

The  Board  of  Trustees  have  already  made  arrangements  for  the  erection  and 
partial  equipment  of  a  large  shop  building.  The  building  will  be  a  two-story 
building,  and  will  contain  on  the  first  floor,  a  Machine  Shop,  30  x  40  feet;  a  Forge 
Shop,  30  x  40  feet;  an  Office  and  Class-room,  23  x  24  feet,  and  a  Wash-room,  10  x  23 
feet.  On  the  second  floor  will  be  a  Wood  Shop,  30  x  40  feet;  a  Carpenter  Shop, 
30  x  40  feet,  and  a  Drawing-room,  23  x  35  feet. 

This  building  will  be  finished  and  the  Forge  Shop  will  be  equipped  during  the 
summer  of  1890  in  order  to  be  prepared  to  continue  the  class  in  shop  work.  The 
Forge  Shop  will  be  fitted  up  with  a  number  of  forges.  Each  forge  will  be  equipped 
with  a  water-tank,  shovel  and  poker.  For  each  forge  there  will  be  provided  the 
following  tools:  an  anvil,  hammer,  steel  square  and  hardy.  In  addition  to  these, 
there  will  be  sledges,  swedges,  fullers,  flatters,  and  hot  chisels,  for  general  use  in 
the  shop. 

The  work  in  the  Forge  Shop  will  consist  of  a  number  of  graded  exercises  by 
which  the  students  will  be  taught  to  work  in  iron  and  steel.  The  students  will 
begin  by  forging  simple  shapes  out  of  lead,  in  order  that  they  may  acquire  skill  in 
the  use  of  the  various  tools,  and  may  learn  to  work  fast.  They  will  then  be  taught 
how  to  build  and  tend  the  fire,  and  to  heat  iron.  When  they  can  do  this,  they  will 
then  forge  simple  shapes  out  of  hot  iron.  They  will  learn  to  “  bend,”  to  “  draw,” 
to  make  “  scarfs,”  and  to  weld  round  or  rectangular  pieces  of  iron. 


DRAWING  IN  NORTH  CAROLINA  COLLEGE. 


449 


After  they  have  acquired  some  skill  in  working  with  iron,  they  will  then  be  taught 
to  work  with  steel  and  to  temper  it,  and  be  given  a  short  course  in  tool- making. 

In  1891  it  is  proposed  to  equip  a  complete  wood- working  shop,  with  wood-turning 
lathes,  a  band-saw,  mortising  machine  and  other  tools.  In  this  shop  the  students 
of  the  Junior  class  will  be  given  a  complete  course  in  wood  turning  and  pattern 
making,  and  a  limited  course  in  moulding. 

In  1892  the  Machine  Shop  will  be  fully  equipped  with  lathes  for  iron,  shaper, 
planer,  and  other  machines  necessary  for  a  complete  course  in  machine-shop  work. 

After  the  Freshman  year  each  student  in  the  mechanical  course  will  be  expected 
to  work  7-J  horns  per  week  in  one  of  the  shops. 

DRAWING. 

During  the  Freshman  year  all  the  students  in  the  college  take  a  course  in  drawing. 
The  drawing  of  this  year  consists  of  a  little  free-hand  sketching,  a  course  in  letter¬ 
ing,  and  the  elements  of  mechanical  drawing. 

After  the  Freshman  year  each  student  taking  the  mechanical  course  will  have 
drawing  one  hour  a  day,  or  what  will  be  equivalent  to  that  time.  Each  student 
will  be  taught  to  make  complete  and  full  plans,  elevations,  sections  and  details  of 
work  and  machinery  already  built  and  set  up.  The  students  will  be  taught  the 
conventional  signs  and  symbols  used  in  drawing,  and  all  drawings  will  be  marked, 
lettered  and  finished,  as  if  they  were  to  be  used  in  a  regular  manufacturing  estab¬ 
lishment.  Students  will  be  required  to  make  tracings  of  some  of  their  drawings, 
and  from  their  tracings  they  will  take  blue  prints.  After  the  student  has  entered 
the  Senior  class,  he  will  then  be  required  to  make  drawings  of  one  or  more  original 
designs. 

As  far  as  possible  the  work  in  the  drawing-room  and  in  the  shops  are  made  to 
supplement  one  another.  In  the  shop  the  students  make  objects  from  drawings, 
and  in  the  drawing-room  they  for  a  long  time  confine  their  attention  to  making 
drawings  of  objects  that  already  exist. 

In  this  way  they  will  be  taught  not  only  to  work  from  and  understand  drawings, 
but  also  to  express  clearly  their  own  ideas  in  the  conventional  language  of  the 
draughtsman. 

The  Departments  of  “English,”  and  “  Book-keeping,”  under  Pro¬ 
fessor  Hill ;  and  History,  under  President  Holladay,  follow. 

The  students  enrolled  the  first  year  number  72.  The  Faculty  of 
the  College  number  8,  Professors  and  Assistants.  The  officers  of  the 
Experimental  Station,  number  10.  The  President  of  the  College  is 
Alexander  Q.  Holladay.— 

The  Ohio  State  University,  Formerly  Known  As  The  Ohio 

Agricultural  and  Mechanical  College,  Columbus,  Ohio. 

preliminary  words. 

During  the  thirty  years  that  have  passed  since  the  opening  of  this 
college  under  President  Orton,  there  have  been  marked  changes  in 
the  attitude  of  the  public  towards  such  institutions,  as  well  as  in  the 
development  of  Education  in  Science  itself: — a  change  exemplified 
by  the  contrast  between  the  narrowest  conception  of  an  Agricul¬ 
tural  College,  by  which  it  was  practically  limited  to  the  educational 
work  of  an  English  High  School  combined  with  the  manual  labor 

■29 


ART — VOL  4r 


450  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


required  from  all  the  pupils  in  the  every  day  work  of  the  college 
farm,  and  the  most  advanced  type  of  a  Polytechnic  Institute;  with  a 
large  staff  of  learned  science  teachers,  and  fully  equipped  with  the 
many  Laboratories,  Machines,  Libraries,  and  Museums,  requisite  to 
meet  the  exigent  demands  of  the  advanced  Scientific  education  of 
to-day. 

The  history  of  the  development  of  the  institution  now  known  as 
the  Ohio  State  University,  as  recorded  in  the  reports  of  Supervising 
Trustees  on  the  part  of  the  State,  and  in  those  of  its  own  officers, 
illustrates  in  an  effective  way  many  phases  of  this  many  sided  devel¬ 
opment  of  Modern  Education;  touching  as  it  does  in  its  beginning, 
the  public  school  drawing  initiated  by  the  late  Walter  Smith,  in 
Boston,  and  including  in  its  work  of  to-day,  the  most  recent  devel¬ 
opments  of  Manual  Training  as  well  as  the  latest  technical  develop¬ 
ments  of  Scientific  Engineering  in  all  its  departments.  Ranging 
thus,  in  its  experience,  from  the  industrial  drawing  of  the  public 
schools  to  the  latest  mysteries  and  discoveries  of  Electrical  Engi¬ 
neering. 

It  has,  also,  run  the  whole  gamut  of  financial  experience,  from  the 
time  when  it  seemed  impossible  to  induce  the  State  Legislature  to 
take  any  care  of  this  recipient  of  the  National  Land  Grant  Fund, 
until,  at  last,  by  the  action  of  the  Legislature  in  making  as  perma¬ 
nent  provision  for  the  State  University  as  for  the  public  schools,  of 
which  it  is  the  crowning  summit,  it  has  been  placed  upon  a  sure 
foundation. 

In  the  account  of  these  experiences,  so  well  set  forth  in  the  several 
official  publications,  there  is  so  much  that  is  of  general  value  to  all 
interested  in  similar  institutions,  as  well  as  so  much  that  is  in  com¬ 
mon  with  the  purpose  of  this  Report,  that  it  has  been  judged  expedi¬ 
ent  to  make  exceptionally  full  extracts  from  these  “Official  Reports,” 
where  they  touch  upon  these  various  topics;  to  give  statistics,  showing 
the  growth  of  the  institution;  and  the  increasing  proportion  of 
“graduates”  to  students;  as  well  as  statements  in  detail,  of  the 
“courses”  in  “Drawing,”  and  in  “Mechanical  Engineering,”  with 
which  this  volume  of  this  Report  is  especially  occupied. 

CONCISE  HISTORICAL  STATEMENT. 

This  Institution  was  founded  by  the  Legislature,  by  act  passed 
March  22,  1870, — in  accordance  with  the  provisions  of  the  United 
States  Land  Grant  law  of  1862, — under  the  name  of  “  The  Ohio  Ag¬ 
ricultural  and  Mechanical  College.” 

The  county  of  Franklin,  contributed  the  sum  of  $300,000,  to  secure 
the  location  of  the  college  ;  and  a  valuable  farm,  of  over  300  acres, 
and  situated  within  three  miles  of  the  State  Capitol  in  the  city  of 
Columbus,  was  purchased  in  1870,  and  suitable  buildings  erected. 
The  College  was  opened  for  students  in  1873. — 


THE  OHIO  STATE  UNIVERSITY. 


451 


The  Legislature,  by  act  of  May,  1st.,  1878,  reorganizing  the  Board 
cf  Trustees,  directed  that  the  designation  of  the  institution  should 
be  changed  to  that  of  “The  Ohio  State  University,”  the  former 
designation  having  been  thought  misleading  as  too  narrowly  limit¬ 
ing  the  scope  of  the  education  afforded  by  the  institution,  which  was 
far  more  comprehensive  than  a  literal  construction  of  its  name 
would  imply;  three  degrees,  those  of  Bachelor  of  Arts,  and  Bachelor 
of  Science,  and  that  of  Civil  Engineer,  being  given ;  each  requiring 
a  four  years  course  of  study.  A  special  course  of  Agriculture  was 
also  provided,  of  three  years. — 

A  Department  of  Free-hand  and  Mechanical  Drawing,  was  estab¬ 
lished  on  the  opening  of  the  college,  which  was  largely  attended. — 

That  the  new  development  of  the  institution  was  not  limited  to  a 
mere  change  of  name  is  shown  by  the  fact  that  the  Annual  Report 
for  1880,  shows  Fifteen  departments  of  studies ;  and,  in  lieu  of  the 
regular  degrees  above  mentioned,  that  the  University  now  offers 
“three  general  degrees,  viz:  Bachelor  of  Arts  (B.  A.)  Bachelor  of 
Philosophy,  (Ph.  B.)  and  Bachelor  of  Science,  (B.  Sc.).  It  also  offers 
four  special  degrees,  viz  :  Civil  Engineer,  (C.  E.),  Mining  Engineer, 
(M.  E.)  Mechanical  Engineer,  (Mech.  Eng.),  and  Bachelor  of  Agri¬ 
culture,  (B.  Ag.).” 

A  preparatory  course  of  two  years  with  a  course  of  study  analo¬ 
gous  to  that  of  the  best  grade  of  High  Schools,  is  also  afforded  for 
students  coming  direct  from  the  district  schools. — 

Free-hand  drawing  is  taught  in  all  the  regular  courses  throughout 
Freshman  year.  In  Mining  Engineering  “projection  drawing,”  is 
taught  the  first  term  and  “  special  drawing,”  the  third  term  of  Sopho¬ 
more  year.  In  Civil  Engineering  “Shadows  and  Perspective”  are 
taught,  2nd  term  of  Senior  year.  In  Mechanical  Engineering, 
“Projection  Drawing,”  the  first  term  of  Sophomore  year,  and 
“  Technical  Drawing,”  the  second  and  third  terms  of  Senior  year. 

In  view  of  the  new  departure  inaugurated  in  1879,  in  the  increased 
prominence  given  to  drawing  of  which  the  Report  of  1880,  gives  the 
account  of  the  experiment  for  the  first  year,  that  part  of  the  Report 
is  quoted — comprising  the  references  to  it  in  the  Report  of  the  Trus¬ 
tees  to  the  Governor ;  of  the  President  of  the  University  to  the 
Trustees;  and  of  the  Special  Instructor  in  charge,  to  the  President. 

These  statements  are  of  somewhat  exceptional  interest  as  show¬ 
ing  the  far-off  results  of  the  work  in  the  public  schools  begun  by  the 
late  Professor  Walter  Smith,  in  Massachusetts,  in  1871. 

The  Report  of  the  Trustees  gives  evidence  of  an  intelligent  appre¬ 
ciation  of  the  importance  to  a  community  of  thorough  and  general 
training  in  the  application  of  art  to  industries. 

Art  Department. 

Heretofore  instruction  in  Free-hand  and  Mechanical  Drawing  has  been  given. 
The  new  Art  Department  is  projected  upon  a  broader  utilitarian  basis  and  contem- 


452  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


plates  instruction  not  only  in  drawing  and  painting,  but  also  in  designing,  model¬ 
ling,  engraving,  etc.  It  is  not  designed  to  make  it  a  school  for  the  culture  of  liberal 
or  fine  arts,  so  much  as  for  technical  instruction  in  the  useful  arts  ;  to  make  the  arti¬ 
san  rather  than  the  artist ;  and  to  impart  that  form  of  knowedge  essential  to  skill 
and  taste  in  the  architect,  the  bridge  and  ship-builder,  the  mason,  the  machinist, 
the  engraver,  the  cabinet-maker,  the  decorator  and  the  designer  of  textile  fabrics, 
and  every  kind  of  artisan  in  the  catalogue  of  human  industries. 

Our  costliest  and  largest  importations  of  manufactured  articles  from  foreign 
countries,  and  especially  France,  do  not  derive  their  chief  value  from  either  the 
quality  or  quantity  of  the  raw  material  of  which  they  are  composed,  but  from  the 
amount  and  character  of  the  tasteful  and  skilled,  labor  employed  in  their  produc¬ 
tion.  It  is  tliis  skill  that  increases  the  value  of  labor  so  greatly,  and  constitutes  in 
countries  poor  in  soil  and  in  natural  production,  a  source  of  immense  material 
wealth.  Here,  in  Ohio,  where  the  natural  productions  exist  in  such  abundance, 
upon  which  the  laborer  subsists,  and  upon  which  he  operates,  this  element  of  ma¬ 
terial  wealth  should  be  greatly  conserved. 

If,  as  has  been  wisely  said,  that  education  is  the  fitting  of  youth  for  the  occupa¬ 
tions  of  adult  life,  and  the  duties  of  good  citizenship,”  and  that  the  uniform  demand 
for  the  products  of  skilled  labor,  in  our  markets,  is  already  turning,  our  industries 
in  that  direction,  no  scheme  of  education  can  be  regarded  as  complete,  that  does 
not  embrace  art  culture. 

Mr.  Wm.  A.  Mason,  of  Cambridge,  Massachusetts,  a  graduate  of  the  highest 
standing  in  the  Massachusetts  Normal  Art  School,  has  been  called  by  the  Board  to 
take  charge  of  this  Department  as  Assistant  Professor.  The  necessary  equipment 
is  being  provided  as  rapidly  as  possible. 

The  brief  reference  by  the  President  shows  that  he  puts  a  true 
estimate  upon  the  worth  of  the  training  heretofore  given  by  Profes¬ 
sor  Walter  Smith,  in  the  Normal  Art  School  of  Boston. 

“Mr  Thomas  Mathew,  who  had  served  the  college  with  great  fidelity  for  six  years 
in  the  capacity  of  Instructor  in  Free-hand  and  Mechanical  Drawing,  retired  at  the 
close  of  the  last  academic  year.  He  takes  with  him  the  thorough  respect  and  cor¬ 
dial,  good-will  of  the  Faculty,  with  whom  he  has  worked  so  loyally  and  faithfully. 
His  place  is  filled  by  the  appointment  of  Mr.  W.  A.  Mason,  a  graduate  of  the  Nor¬ 
mal  Art  School  of  Boston.  The  statement  of  this  fact  is  equivalent  to  saying  that 
Mr.  Mason  has  enjoyed  the  best  advantages  for  learning  the  theory  and  practice  of 
industrial  art  to  be  found  in  this  country.  He  has  made  a  successful  beginning  of 
his  work.” 

The  report  of  the  teacher  in  charge  shows  that,  in  addition  to  the 
specific  work  of  teaching  the  University  students,  he  has  imbibed 
from  his  own  Teacher,  the  idea  of  the  great  importance  to  the  com¬ 
munity  at  large,  of  so  training  teachers  that  this  study  of  industrial 
drawing  may  be  every  where  disseminated  among  the  public  schools. 

MECHANICAL  AND  FREE-HAND  DRAWING. 

Ohio  State  University,  Columbus,  Nov.  1,  1880. 
Edward  Orton,  Ph.  D.,  President: 

Dear  Sir:  I  have  the  honor  to  present  my  first  report  for  the  Department  of 
Mechanical  and  Free-hand  Drawing. 

Having  been  connected  with  the  University  for  so  short  a  time,  I  cannot  report 
so  intelligently  as  I  should  desire  concerning  the  state  of  my  department.  The 
term  opened  with  about  40  students  in  my  department,  but  the  number  has  now 
increased  to  55.  My  students  are  divided  into  two  classes,  one  group  constituting 


OHIO  STATE  UNIVERSITY,  DRAWING  DEPARTMENT.  453 

the  Free-hand  Drawing  class,  and  the  other,  the  class  in  Mechanical  or  Projection 
Drawing. 

In  the  former  class  there  are  now  42  young  men  and  ladies  pursuing  courses  in 
Industrial  and  Artistic  Drawing — drawing  from  the  flat,  in  outline,  or  shaded; 
drawing  from  the  round  in  various  mediums,  with  the  intention  of  extending  the 
study  to  working  in  color.  In  the  Projection  Drawing  class  there  are  now  13  young 
men  studying  and  practicing  the  elements  of  mechanical  drawing  as  a  preparation 
for  the  special  drawing  in  their  respective  technical  courses. 

This  latter  study  is  completed  in  one  term,  whereas  the  Free-hand  Drawing  class 
holds  for  the  whole  year. 

Having  stated  the  nature  of  my  classes  and  the  work  which  is  being  done,  I  shall 
be  pleased  to  forecast  what  I  hope  will  be  the  course  to  be  pursued  in  the  future  in 
my  department. 

Drawing  is  rather  an  exceptional  study,  but  although  its  principles  are  as  exact 
and  demonstrable  as  those  of  any  other  study,  the  practice  of  the  art  is  limitless. 
With  many  of  the  sciences,  arithmetic  or  geometry,  the  study  is  soon  carried  to  an 
end,  but  with  drawing,  the  earlier  it  is  begun  and  the  ofteuer  it  is  practiced,  the 
greater  the  mastery  of  the  hand  and  the  discernment  of  the  eye.  Therefore,  I 
should  hope  to  see  drawing  introduced  into  either  the  first  and  second,  or  the  second 
year  of  the  Preparatory  Course. 

The  amount  of  time  being  two  hours  per  week;  and  the  subject  taught  by  class- 
lectures  of  one  hour  each.  Great  advantages  are  obtained  by  class-lectures  in  draw¬ 
ing,  as  in  any  other  study;  an  amount  of  enthusiasm  is  kept  up,  the  attention  of  all 
members  of  the  class  is  better  secured,  and  principles  of  form,  perspective  and  color 
are  much  better  and  vastly  more  easily  explained  once  before  a  class,  than  many 
times  individually  in  the  studies. 

This  earlier  commencement  of  the  study  will  undoubtedly  develop  latent  talent, 
leading  many  perhaps  to  continue  the  study,  who  would  not  otherwise  have  taken 
it  later  in  their  college  courses,  owing  to  the  press  of  other  studies. 

In  the  Freshman  year  the  study  should  be  taught  as  it  is  now — two  hours  per 
week,  and  in  the  same  manner — by  studio  practice.  The  principles  having  been 
learned  in  the  previous  year  by  the  class-lectures,  and  the  elementary  part  of  the 
practice  acquired,  the  students  will  now  be  prepared  to  take  up  the  studio  work 
proper. 

The  studio  has  been  stocked  with  a  number  of  excellent  plaster  casts  for  drawing 
from,  and  a  hundred  or  more  drawing-copies  in  outline  and  shaded;  and  I  feel  cer¬ 
tain,  that  were  the  studio  better  filled  up — with  screens  for  the  casts  to  hang  on, 
good  facilities  for  work,  and  proper  light,  it  would  attract  many  more  than  at 
present  pursue  the  study.  *  *  *  * 

As  regards  Projection  Drawing,  it  would  seem  wise  to  introduce  it  into  the  first 
term  of  the  Sophomore  year  of  the  Civil  Engineering  Course.  It  will  give  these 
students  the  elementary  training  for  the  special  engineering  draughting,  and  will 
synchronize  the  study  in  all  the  technical  courses. 

One  other  suggestion  I  would  like  to  make,  and  that  is,  that  a  good  opportunity 
may  now  be  offered  to  persons  desirous  of  becoming  teachers  of  drawing,  or  to  those 
who  desire  to  pursue  special  courses  in  Art.  A  great  amount  of  time  can  be  utilized 
that  is  not  now  used  in  its  fullness,  due  to  the  irregularity  of  the  students’  hours. 
If  the  students,  who  now  come  in  at  various  hours  through  the  day,  could  by  any 
harmonious  means  be  brought  together,  a  great  deal  of  time  could  thus  be  saved, 
and  may  be  devoted  to  the  special  students  in  Art.  This  would  be  fulfilling  the 
demand  of  the  times  for  designers,  and  for  teachers  of  drawing  in  the  public  schools  ; 
in  other  words  an  Art  Training  Department  might  be  established.  This  is  a  sug¬ 
gestion  to  be  considered  with  no  little  attention. 

Very  respectfully, 


W.  A.  Mason,  Jr. 


454  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

The  catalogue  showing  attendance  from  November,  1879,  to  No¬ 
vember,  1880,  gives  a  total  of  315  students,  “preparatory,”  “spe¬ 
cial,”  “  regular”  and  “graduates  of  1880.”  Of  these,  60,  are  under¬ 
graduates  in  regular  courses;  24,  in  special  courses;  and  13,  were 
graduates. 

A  history  of  this  University  will  be  found  with  those  of  the  other 
colleges  in  the  State,  in  a  recent  “Circular  of  Information”,  issued 
by  the  U.  S.  Bureau  of  Education.*  (See  pages  36-51  of  “  Circular.”) 
In  this  pamphlet  are  full  page  illustrations  of  the  buildings,  and 
interiors,  showing  the  Museum,  Library,  Laboratories  and  Work 
Shops;  from  which  it  appears  that  the  various  departments  of  the 
University  are  well  housed  and  fully  equipped.  The  recital  of  its 
early  vicissitudes  before  it  had  fully  secured  recognition  as  one  of 
the  State  institutions  which  were  to  be  fostered  by  the  State,  (two 
others  having  been  suffered  to  starve  by  reason  of  Legislative  neg¬ 
lect  in  the  matter  of  appropriations),  and,  also,  of  the  conflict  aris¬ 
ing  from  differences  of  opinion  as  to  the  proper  field  and  functions 
of  the  Land  Grant  Colleges,  it  being  hotly  disputed  as  to  whether  this 
should  be  an  elementary  school,  looking  only  to  the  ordinary  train¬ 
ing  “in  practical  agriculture  and  the  mechanic  trades,”  as  Governor 
Brough,  then  Governor  of  the  State,  earnestly  contended;  or,  a 
polytechnic  institute,  looking  to  higher  technical  and  scientific  in¬ 
struction  in  a  knowledge  of  all  the  Industries,  will  be  found  inter¬ 
esting  and  instructive. 

The  unmistakable  tendency  of  the  higher  education  in  Science  to 
direct  young  men  away  from  an  inclination  to  undertake  the  daily 
drudgery  of  the  actual  work  of  a  laborer  on  the  farm,  or  at  the  me¬ 
chanics  bench  ;  and  to  .stimulate,  by  giving  a  knowledge  of  their 
higher  possibilities,  that  “divine  discontent ”  in  which  ail  modern 
civilization  of  the  masses  has  had  its  origin,  being  recognized;  there 
was,  for  some  time,  danger  lest  the  higher  development  of  the  pro¬ 
posed  college  should  be  rendered  impossible;  but,  fortunately,  in  the 
charter  of  the  college,  given  by  the  Legislature  in  1870,  the  Trus¬ 
tees  were  empowered  with  full  authority  “to  fix  and  regulate  the 
course  of  instruction.” 

The  Trustees  were  not,  however,  by  any  means  in  accord  on  this 
question.  An  agreement  was  finally  effected  by  which  the  report  of 
a  committee  of  the  Trustees,  in  relation  to  courses  of  study,  was 
adopted  in  January,  1871. — This  recommended  the  organization  of 
ten  Departments, namely :  1.  “Agriculture;”  2.  “Mechanic Arts;” 


*  Bureau  of  Education.  Circular  of  Information  No.  5,  1891.  Contributions  to 
American  Educational  History  edited  by  Herbert  B.  Adams.  No.  12.  The  History 
of  Higher  Education  in  Ohio  by  George  W.  Knight,  Ph.  D.,  Professor  of  History, 
Ohio  State  Univ. ,  and  John  R.  Commons,  A.  M. ,  Associate  Professor  of  Political 
Economy,  Oberlin  College.  Wasliington,  Government  Printing  Office.  1891.  Illus¬ 
trated.  Pp.  258. 


OHIO  STATE  UNIVERSITY. 


455 


3.  “Mathematics  and  Physics;”  4.  “  Chemistry;”  5.  “'Geology,” 
“Mining and  Metalurgy;”  6.  “Zoology  and  Veterinary  Science;”  7. 
“Botany,” etc;  8.  “ English  Language  and  Literature;”  9.  “Modern 
and  Ancient  Languages;”  10.  “Political  Economy; ”  this  was  sub¬ 
stantially  the  plan  of  Mr.  Joseph  Sullivant,  of  Columbus,  a  trustee, 
“who  had  labored  long  and  earnestly  to  establish  the  projected  in¬ 
stitution  on  the  broadest  basis  consistent  with  the  terms  of  the  con¬ 
gressional  grant.” 

FINANCIAL  RESOURCES  OF  THE  COLLEGE  LIMITED  IN  ITS  EARLY 

DAYS. 

The  small  outcome  of  the  large  U.  S.  Land  Grant  given  to  the 
State  by  the  law  of  1862,  seems  pitiful  by  contrast  with  the  princely 
fortune  secured  from  the  similar  grant  to  the  State  of  New  York,  by 
Ezra  Cornell.  In  the  case  of  Ohio,  most  of  whose  land  brought  but 
a  little  over  fifty  cents  an  acre,  a  shortsighted  policy  due  to  impa¬ 
tience  to  realize  the  gift  in  money,  led  to  a  foolish  sacrifice  of  values. 
This  was  likewise  the  case  in  many  other  States.  However,  in  the 
end,  the  State  Legislature  of  Ohio,  came  to  the  support  of  the  Uni¬ 
versity  with  liberal  appropriations,  and  the  value  of  the  land,  given 
to  it  by  the  county  to  induce  the  placing  of  the  institution  at  Colum¬ 
bus,  is  rapidly  increasing  owing  to  the  growth  of  the  City.  So  that, 
in  view  of  the  proposed  removal  of  the  Experiment  Station  to  Wayne 
County,  it  seems  probable  that  eventually  the  University  may  secure 
a  large  endowment  fund  by  selling  such  of  its  territory  as  is  not 
longer  needed  for  that  station. 

From  1877  to  1891,  inclusive,  the  sum  total  of  $356,260.00  had  been 
appropriated  from  the  State  Treasury  to  the  uses  of  the  University. 

During  the  earlier  years  nothing  was  given,  it  being  assumed 
that  the  income  from  the  Land  Grant  Fund,  and  the  bonus  given  by 
the  county  of  Franklin,  was  sufficient.  The  first  appropriations 
were  made  in  small  amounts;  but  from  1882,  they  have  been  much 
larger ;  now  that,  as  will  be  noted  later,  the  institution  is  made  a 
fixed  charge  on  the  income  of  the  State,  it  is  no  longer  to  be  depend¬ 
ent  on  annual  appropriations. 

This  is,  of  course,  a  great  relief  to  the  Trustees  and  Faculty. 

SMALL  BEGINNINGS. 

In  1873,  the  college  was  opened  with  Edward  Orton,  PH.  D.. 
— who  had  been  chosen,  while  President  of  Antioch  College, — as 
President,  and  Professor  of  Geology.  A  faculty  of  seven  Pro¬ 
fessors,  in  addition,  filling  the  chairs  of  Geology  ;  Physics  and  Me¬ 
chanics  ;  General  and  Applied  Chemistry ;  English  and  Modern 
Language  ;  Agriculture  ;  Zoology ;  and  Ancient  Languages  ;  com¬ 
pleted  the  teaching  force  of  tho-  new  college.  For  awhile  the  course 
was  a  preparatory  one,  of  two  years,  leading  to  a  group  of  parallel 


456  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

courses  of  four  years  each  with  limited  elective  studies.  As  already 
stated  in  the  preliminary  pages  of  this  account,  a  reorganization 
was  effected  in  1879;  which  practically  remained  in  force  till  1886, 
when,  with  an  increased  corps  of  teachers,  and  a  higher  standard 
of  entrance,  the  elective  system  was  again  introduced  in  the  three 
non  technical  courses.  The  amount  of  work  was,  however,  speci¬ 
fied;  and  the  ratio  of  elective  to  specified  studies  was  fixed.  After 
several  changes  in  the  organization  of  the  Board  of  Trustees,  it  was 
settled  that  it  should  consist  of  seven  members  to  he  appointed  by 
the  Governor,  and  to  hold  office  for  seven  years  each;  and  so  ap¬ 
pointed  as  that  one  vacancy  occurs  each  year. 

SUCCESSION  OF  PRESIDENTS. 

President  Orton  was  President  till  1881,  when  he  resigned  the 
office,  retaining,  however,  the  Professorship  of  Geology.  Rev. 
Walter  Q,  Scott,  d.  D.,  was  President  till  his  resignation  in  1883, 
when  he  was  succeeded  by  Rev.  Wm.  H.  Scott,  ll.  d.,  who  was 
called  from  the  Presidency  of  the  Ohio  University,  at  Athens.  The 
number  of  students  had  grown  from  a  total  of  90,  in  1874;  to  a  total 
of  493,  in  1890.  As  the  charter  of  this  college  contained  no  pro¬ 
vision  limiting  the  attendance  to  males,  girls  presented  themselves 
at  the  opening  and  were  received  ;  so  that  this  college  has  always 
been  open  to  the  attendance  of  both  sexes. 

The  latest  annual  report*  by  the  Board  of  Trustees  to  the  Gov¬ 
ernor  of  the  State,  gives  a  very  favorable  showing  of  the  present 
prosperity  of  the  University.  From  this  report,  and  from  the 
latest  catalogue  at  hand,  extracts  are  freely  taken,  giving  the 
official  statements  of  the  general  development  of  the  institution,  and 
showing  the  especial  attention  given  to  Drawing  and  Mechanical 
Engineering. 

Report  of  Trustees. 

Office  of  the  Board  of  Trustees  of  the  Ohio  State  University, 

Columbus,  Ohio,  November  16,  1891. 
Hon.  James  E.  Campbell,  Governor  of  Ohio: 

SIR:  In  compliance  with  law  the  Board  of  Trustees  respectfully  submits  the 
twenty-first  annual  report  of  the  Ohio  State  University. 

A  financial  statement  shows  that  the  “  endowment  fund  ”  as  given 
November  15th,  1891,  amounted  to  $544,745.97;  of  which  the  annual 
interest  is  $32,684.75. 

Receipts  from  sources  other  than  State  or  Congressional  appropria¬ 


tion,  amount  to .  $50, 495. 07 

State  appropriations  for  the  year .  32, 300. 78 

Receipts  from  appropriation  by  Congressional  Act  of  Aug.  30th,  1890, . .  48, 000. 00 

From  these  various  sources  the  income  for  the  year  1891,  amounts  to. . .  163, 480. 60 


*  Twenty- First  Annual  Report  of  the  Board  of  Trustees  of  the  Ohio  State  Uni¬ 
versity,  to  the  Governor  of  the  State  of  Ohio,  for  the  year  1891.  Columbus,  1892. 
Pp.  124. 


OHIO  STATE  UNIVERSITY. 


457 


THE  FACULTY. 

The  number  of  professors  employed  by  the  university  is  twenty  ;  associate  pro¬ 
fessors,  four ;  assistant  professors,  five ;  assistants,  fifteen.  This  does  not  include 
the  faculty  of  the  school  of  law,  which  is  composed  of  the  dean,  secretary  and  a 
board  of  instruction. 

******* 

THE  LIBRARY. 

The  number  of  books  in  the  library  at  the  close  of  the  university  year,  ending 
June  30, 1890,  was  9,345.  The  number  at  the  close  of  the  year,  ending  June  30,  1891, 
as  shown  by  the  report  of  the  librarian,  was  10,494.  This  number  has  been  some¬ 
what  increased  since  the  last  mentioned  date.  We  are  not  able  to  state  the  exact 
number  of  the  additions,  a  part  of  them  not  having  been  catalogued,  but  the  whole 
number  of  volumes  now  in  the  library,  exclusive  of  pamphlets,  is  nearly  11,000. 

Professor  Derby,  who  has  ably  discharged  the  duties  of  librarian  for  many  years, 
has  exhibited  rare  judgment  in  making  purchases,  and  the  collection,  though  still 
meager,  is  well  selected  and  well  adapted  to  the  needs  of  the  university.  Provi¬ 
sion  is  made  for  its  temporary  accommodation  in  the  new  geological  building  now 
being  constructed,  where  it  is  hoped  it  can  be  removed  and  preserved  from  the 

danger  to  which  it  is  constantly  exposed  while  in  a  building  which  is  not  fire-proof. 
*#**##* 

THE  AGRICULTURAL  EXPERIMENT  STATION. 

It  is  learned  from  unofficial  sources,  that  the  Agricultural  Experiment  Station, 
which  since  its  organization  in  1882,  has  carried  on  its  investigations  and  experi¬ 
ments  at  the  university,  has  accepted  the  donation  of  money  and  lands  offered  by 
the  citizens  of  Wayne  county,  authorized  by  an  act  of  the  general  assembly,  and 
will  in  a  short  time  remove  to  its  new  location. 

In  one  sense  such  removal  is  a  loss  to  the  university,  in  that  it  takes  away  the 
officers  and  staff  of  the  station  who  have  been  co-workers  with  the  agricultural  fac¬ 
ulty  in  many  important  lines  of  investigation  and  research.  In  another  sense  it  is 
a  gain,  inasmuch  as  the  lands  the  station  has  occupied  will  be  more  available  for 
practical  instruction  in  agriculture  and  horticulture,  and  will  afford  larger  oppor¬ 
tunity  for  development  in  these  important  branches.  Though  controlled  by  a  sep¬ 
arate  board  of  trustees,  the  relations  between  the  station  and  the  university  have 
been  friendly  and  cordial,  and  it  was  the  hope  of  the  latter  that  the  arrangement 
under  which  the  station  has  carried  on  its  work  at  the  university  so  long  and  so 
successfully,  might  be  continued. 

PROGRESS  OF  THE  UNIVERSITY. 

The  progress  of  the  university  during  the  past  year  has  been  very  encouraging. 

The  increase  of  students  has  been  larger  than  in  any  former  year.  The  number 
in  attendance  at  the  present  time  is  31  per  cent,  greater  than  at  the  same  date  last 
year. 

The  increase  in  the  material  resources  of  the  institution  is  no  less  gratifying. 
The  act  of  congress  of  August  30,  1890,  supplementing  the  original  endowment  of 
the  university,  was  accepted  by  the  general  assembly  May  4,  1891.  This  act  pro¬ 
vides  an  annual  appropriation  beginning  with  $15,000  for  the  year  ending  June  30, 
1890,  and  increasing  the  amount  $1,000  a  year  until  it  is  $25,000,  and  then  continu¬ 
ing  it  indefinitely. 

The  Board  of  Trustees  and  the  President  in  their  annual  reports  for  a  number  of 
years  past  have  presented  the  disadvantages  and  discouragements  in  having  to  de¬ 
pend  for  a  large  part  of  the  current  expenses  of  the  university  on  yearly  appropria- 


458 


EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


tions  by  the  legislature,  and  have  urged  the  levy  of  a  fraction  of  a  mill  on  the  grand 
duplicate  for  its  support  and  maintenance.  During  the  last  year  the  alumni  gave 
the  measure  its  cordial  and  active  support,  and  the  friends  of  the  university  united 
in  its  advocacy.  In  your  first  annual  message  it  received  the  great  weight  of  your 
official  indorsement  and  recommendation,  and  on  the  20th  day  of  March,  1891,  the 
general  assembly  passed  an  act  providing  for  a  levy  of  one-twentieth  of  a  mill  on 
the  grand  duplicate  of  the  State,  to  be  known  as  the  “  Ohio  State  University  fund,” 
to  be  applied  to  “  higher,  agricultural  and  industrial  education,  including  manual 
training.” 

This  levy  would  yield  on  the  last  year’s  duplicate,  making  the  usual  allowance 
for  delinquencies,  $87,795.61.  The  grand  duplicate  for  the  present  year  is  not  yet 
completed,  but  we  are  informed  by  the  auditor  of  state  that  it  will  be  about  the 
same  as  last  year. 

These  two  noble  provisions,  if  wisely  administered,  insure  the  continued  healthy 
growth  and  progress  of  the  university.  They  place  it  among  those  of  highest  rank. 
The  latter  provision  is  regarded  by  the  friends  of  higher  education  throughout  the 
country  as  a  measure  of  vast  and  far-reaching  importance.  While  these  provisions 
largely  increase  the  income  of  the  university,  it  is  still  small  compared  with  those 
of  other  less  favored  states. 

All,  and  more  than  the  additional  resources  they  provide,  are  needed  for  addi¬ 
tional  buildings  and  equipment.  The  buildings  already  contracted  for  will  require 
all  the  increased  income  for  the  next  two  years  to  complete  and  equip  them. 

If  it  shall  become  necessary  to  ask  further  aid  until  these  buildings  are  con¬ 
structed,  in  order  to  avoid  curtailing  the  existing  teaching  force  required  by  the 
rapidly  increasing  attendance  at  the  university,  may  we  not  hope  that  it  will  be 
forthcoming  1 

The  future  of  the  university  rests  on  the  cordial  approval  and  support  of  the  peo¬ 
ple  of  the  state.  They,  and  they  alone,  can  make  it  the  pride  and  glory  of  her 
public  institutions. 

Very  respectfully,  your  obedient  servant, 


Alexis  Cope, 

Secretary. 


Tho  report  of  the  President  to  the  Board  of  Trustees  is  of  the 
same  date  as  their  report  to  the  Governor,  November  15th,  1891. — 


The  Report  of  The  President. 


To  the  President  of  the  Board  of  Trustees : 

Dear  Sir:  I  have  the  honor  to  submit  my  report  as  president  of  the  university 
for  the  year  ending  November  15,  1891. 

The  year  has  been  one  of  great  material  prosperity.  The  financial  resources  of 
the  university  have  gained  at  one  bound  as  much  as  they  had  readied  in  all  its  pre¬ 
vious  history.  And  this  gain  was  intended  to  be  permanent.  What  has  hitherto 
had  to  be  striven  for  with  new  effort  every  year  has  been  made  secure,  we  hope, 
once  for  all.  This  result  has  been  attained  through  the  enactment  by  the  general 
assembly  of  an  amendment  to  section  3951  of  the  revised  statutes,  placing  the  uni¬ 
versity  on  the  grand  tax  duplicate  of  the  state  side  by  side  with  the  common 
schools,  and  providing  that  one-twentieth  of  a  mill  shall  be  levied  annually  for  its 
support.  For  this  great  consummation,  honor  is  due  to  many  active  and  zealous 
friends.  Governor  Campbell,  for  the  cordial  recommendation  of  the  measure  in 
his  message  and  the  cordial  support  of  it  afterwards,  and  Hon.  N.  R.  Hysell, 
speaker  of  the  house,  who  introduced  and  earnestly  advocated  its  passage,  are  en¬ 
titled  to  the  gratitude  of  every  friend  of  education.  Never  were  alumni  truer  to  the 
cause  of  their  alma  mater.  But  to  name  all  would  be  impossible,  and  to  discrimi¬ 
nate  further  would  be  unjust. 


OHIO  STATE  UNIVERSITY — PRESIDENT’S  REPORT  (l89l).  459 

ADDITIONAL  PROFESSORS  APPOINTED. 

The  year  has  witnessed  a  considerable  increase  in  the  body  of  teachers.  The  last 
catalogue  contained  a  list  of  thirty -eight,  four  more  than  had  been  employed  the 
preceding  year.  Since  that  time  several  other  additions  have  been  made. 

The  department  of  civil  engineering  was  strengthened  by  the  appointment  of  Mr. 
Edward  A.  Kemmler,  of  the  class  of  1888,  as  assistant;  the  department  of  mechani¬ 
cal  engineering,  by  the  appointment  of  Mr.  Frank  J.  Combs,  as  assistant  in  forging 
and  wood-work ;  and  in  the  third  term  the  president  was  relieved  of  a  part  of  his 
work  by  the  appointment  of  Mr.  George  P.  Coler  as  assistant.  Mr.  Coler  has 
since  been  elected  assistant  professor  of  philosophy.*  These  appointments  were 
made  during  the  progress  of  the  year. 

******* 

At  the  meeting  in  June,  in  recognition  of  his  long  and  useful  service,  Dr.  N.  S. 
Townshend  was  made  professor  emeritus  of  agriculture.  Dr.  Townshend  aided  in 
securing  the  passage  of  the  Morrill  law  of  1862.  He  was  one  of  the  most  active  in 
pressing  the  acceptance  of  the  provisions  of  that  law  and  in  urging  legislation  in  ac¬ 
cordance  with  it,  upon  the  general  assembly  of  the  state.  He  was  appointed  a 
member  of  the  first  board  of  trustees;  and  finally,  after  taking  part  in  the  election 
of  two  or  three  members  of  the  faculty,  he  was  himself  made  professor  of  agricul¬ 
ture,  and  has  now  for  eighteen  years  been  a  strong  bond  of  union  between  the  in¬ 
stitution  and  the  farmers  of  the  state.  His  wide  acquaintance,  his  cordial  manner, 
his  fullness  of  knowledge  and  his  readiness  of  speech  have  made  him  a  popular 
lecturer  at  the  farmers’  institutes,  and  a  potent  champion  of  the  University  when 
she  needed  defense. 

At  a  meeting  of  the  board  held  September  first,  Thomas  F.  Hunt,  professor  of 
agriculture  in  the  State  College  of  Pennsylvania,  was  elected  to  a  similar  position 
here,  his  term  of  service  to  begin  January  6, 1892. 

A  series  of  interesting  tables  showing  the  distribution  of  students 
among  the  different  courses  of  study  during  the  years  of  Dr.  Scott’s 
Presidency  follows : — 

In  1891,  out  of  a  total  of  656  students  in  attendance  81  are  women; 
of  these,  57  are  in  the  collegiate  and  special  courses,  and  24  in  the 
Preparatory.  A  School  of  Law,  was  opened  October  1st,  1891,  and 
fifty  Law  students  are  recorded  in  attendance. 

The  total  number  of  students  enrolled  from  1874,  to  1890, inclusive 


*  The  appointment  of  Professor  Coler,  recalls  the  promising  experimental  school 
of  the  Baltimore  and  Ohio  Railroad  Company,  at  the  Mt.  Clare  shops  near  Balti¬ 
more,  so  earnestly  advocated  by  Dr.  W.  T.  Barnard,  Assistant  to  the  President,  in 
the  admirable  report  made  by  him  to  President  Robert  Garrett,  in  the  autumn  of 
1886,  and  of  which  school  Professor  Coler,  became  the  Principal. 

This  technological  school,  adapted  to  the  special  training  of  apprentices  with  a 
view  to  the  creation  of  a  trained  corps  of  railroad  employees,  attracted  great  in¬ 
terest.  The  technological  schools  of  Europe  and  America  had  been  carefully  ex¬ 
amined  and  the  planning  of  the  courses  of  this  school  most  intelligently  undertaken. 
It  is  a  matter  of  regret  that  under  a  change  in  the  management  of  the  Road  this 
experiment  has  been  abandoned.  Dr.  Barnaid’s  report,  advocating  the  establish¬ 
ment  of  the  school,  is  an  able  contribution  to  the  literature  of  the  new  education 
and  is  well  worthy  the  careful  consideration  of  all  who  may  be  interested  in  the 
development  of  methods  of  technical  training  adapted  to  special  industries.  The 
investigations  and  experience  of  Professor  Coler, during  his  connection  with  this 
undertaking,  would  seem  peculiarly  to  fit  him  for  similar  educational  work.  I.  E.  C. 


4G0  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


is  5,213.  The  record  from  1881  to  1890,  shows  a  steady  annual  in¬ 
crease  in  the  proportion  of  “collegiate,”  to  “preparatory”  students. 
In  1881,  there  were  242  “Preparatory,”  to  114  “collegiate.”  In  1890, 
there  were  181  “Preparatory”  to  312  Collegiate. 

The  following  list  of  degrees  conferred  during  a  series  of  years 
shows  how  few,  relatively,  continue  till  the  end  of  the  courses. 

The  whole  number  of  degrees  conferred  in  course  since  the  founding  of  the  Uni¬ 
versity  is  two  hundred  and  forty-three,  of  which  two  hundred  and  thirty-three  were 
graduate,  and  ten  were  post-graduate.  They  are  arranged  by  year  and  title  in  the 
following  table: 


00 

CO 

Ci 

T— < 

© 

CO 

CO 

1 

| 

CO 

88 

tH 

CO 

CO 

i 

CO 

CO 

CO 

T-i 

s 

88 

CO 

as 

00 

s 

00 

H 

Oi 

CO 

Bachelor  of  arts . 

1 

1 

6 

o 

2 

1 

5 

4 

6 

8 

6 

i 

7 

2 

Bachelor  of  philosophy . . . 

2 

2 

2 

1 

1 

2 

6 

7 

5 

8 

Bachelor  of  science  .  ... 

5 

5 

1 

2 

5 

3 

2 

4 

2 

4 

4 

9 

o 

10 

Bachelor  of  agriculture. . . 

1 

1 

2 

3 

1 

1 

] 

3 

3 

4 

1 

2 

1 

1 

2 

4 

1 

2 

1 

2 

4 

2 

3 

2 

1 

1 

2 

3 

4 

2 

4 

2 

Graduate  in  pharmacy  . . . 

3 

2 

3 

6 

Doctor  of  veterinary 

1 

1 

4 

1 

i 

1 

1 

1 

1 

2 

1 

1 

*  *  '  *  *  *  *  * 

The  courses  of  study  have  undergone  a  large  number  of  modifications,  some  of 
them  of  considerable  magnitude,  and  one  new  course  has  been  adopted.  The  lat¬ 
ter  is  a  course  leading  to  the  degree  of  batchelor  of  philosophy,  but  differing  from 
the  other  course  leading  to  that  degree  in  offering  a  much  larger  opportunity  for 
the  study  of  modern  languages. 

******* 

The  tendency  of  all  successful  institutions  of  learning  to  grow  in 
various  directions,  is  illustrated  by  the  following  statements  : 

The  development  of  the  several  departments  has  added  strength  on  every  side. 
The  amount  expended  for  equipment  in  some  departments  will  indicate  the  ad¬ 
vancement  made  within  the  year.  In  agricultural  chemistry  the  amount  expended 
was  eight  hundred  dollars  ;  in  general  chemistry,  about  fourteen  hundred  dollars  ; 
in  zoology  and  entomology,  nearly  sixteen  hundred  dollars  ;  and  in  physics,  about 
twenty-five  hundred  dollars,  with  orders  outstanding  to  the  amount  of  two  thou¬ 
sand  dollars. 

INCREASE  IN  NUMBER  OF  STUDENTS  OUTSTRIPS  THE  FACILITIES. 

The  healthful  growth  in  the  attendance  of  students  and  this  steady  improvement 
in  the  equipment  are  very  gratifying.  The  present  facts  show  that  the  university 
is  meeting  the  demand  both  for  thorough  instruction  in  special  subjects  and  for  a 
broad  and  liberal  culture.  But  the  picture  has  a  reverse  side.  The  wants  of  the 
institution  have  by  no  means  been  satisfied.  Indeed,  new  and  greater  wants  spring 
up  faster  than  the  old  can  be  met.  The  massing  of  students  in  the  engineering 
courses,  especially  the  course  in  electrical  engineering,  has  created  a  great  pressure 
on  the  room,  the  resources  and  the  teachers  of  some  of  the  laboratories  and  of  the 
department  of  drawing.  The  number  of  students  in  the  mechanical  laboratory  is 
forty-five  while  there  are  separate  working  places  for  but  thirty-six.  In  the 
laboratory  of  agricultural  and  engineering  chemistry  there  are  one  hundred  and 


461 


president  Scott’s  report  (i89i). 

twenty-six  students,  while  there  are  but  fifty-four  desks.  In  the  physical  labora¬ 
tory  there  are  forty-eight  students,  which  is  an  increase  of  twelve,  and  the  num¬ 
ber  next  term  will  be  still  larger.  The  number  preparing  to  enter  it  next  year,  es¬ 
timated  from  the  announced  choice  of  courses  by  students  now  here,  is  eighty.  In 
the  electrical  laboratory  there  are  seven  students,  au  increase  of  four  ;  and  the 
probable  number  for  next  year  is  eighteen.  In  the  department  of  drawing  there 
are  two  hundred  and  twenty  students,  an  increase  in  one  year  of  one  hundred  and 
four,  or  about  ninety  per  cent.  The  development  of  the  departments  should  keep 
pace  with  the  number  of  students,  and  this  will  require  more  space,  more  appli¬ 
ances  and  more  teachers. 

THE  MODERN  METHODS  OF  TRAINING  DEMAND  A  GREAT  INCREASE  OF  FACILITIES. 

New  necessities  have  arisen  also  from  the  rapid  creation  of  new  departments. 
More  class  rooms  are  needed  to  accommodate  the  instructors,  and  the  expansion  of 
the  work  requires  more  materials  and  more  instruments.  But  when  we  look  beyond 
ourselves  and  compare  our  own  preparation  for  the  work  we  have  undertaken  with 
that  of  other  institutions  and  with  the  general  progress  in  educational  methods  and 
appliances,  the  demand  for  the  utmost  development  of  our  resources  is  strongly 
emphasized.  Every  kind  of  collegiate  and  university  instruction  has  taken  new 
forms.  It  is  less  mechanical  and  less  restricted.  The  single  text-book  no  longer 
serves  as  the  full  equipment  of  student  or  teacher.  But  it  has  become  indispensable 
to  have  the  use  of  many  books  for  collateral  reading,  for  reference  and  for  research, 
and  the  use  of  many  tools,  instruments  and  machines,  for  experiment  and  for  prac¬ 
tice.  And  even  the  best  equipment  will  soon  become  inadequate.  The  acutest  and 
most  highly  trained  minds  are  constantly  directed  to  the  improvement  of  books  and 
apparatus.  The  best  authority  of  this  year  may  be  obsolete  next  year,  and  the  best 
instruments  of  the  present  may  be  antiquated  and  useless  in  the  immediate  future. 
The  great  wealth  and  enterprise  of  some  of  the  colleges  and  universities  of  the 
country  have  given  them  a  phenomenal  growth.  Their  libraries  immediately  ac¬ 
quire  every  notable  book  in  science  or  literature.  Their  laboratories  immediately 
procure  every  improved  appliance.  To  hold  our  own  in  the  race,  to  do  our  part  in 
furnishing  the  world  with  men  educated  according  to  the  spirit  and  demand  of  the 
times,  we  must  continue  to  meet  new  needs  as  they  arise  with  as  liberal  a  hand  as 
our  means  will  allow. 

NEW  BUILDINGS  REQUIRED. 

The  buildings  already  begun  will  do  something  to  supply  the  existing  necessity 
for  room.  But  they  will  come  far  short  of  meeting  the  whole  requirement.  Your 
attention  has  frequently  been  called  to  the  inadequate  provision  for  the  military 
department.  The  situation  grows  worse  every  year.  The  battalion  was  never  so 
large  as  at  present,  and  the  in-door  space  that  it  can  use  in  bad  weather  was  never 
so  small.  The  drill  hall  so  often  asked  for  should  be  built  as  soon  as  the  state  of  the 
funds  will  permit.  Besides  this,  there  should  be  a  hall  large  enough  to  accommo¬ 
date  about  twelve  hundred  persons,  for  the  daily  assembly  of  the  students  and  for 
public  lectures.  The  room  at  present  in  use  will  not  seat  more  than  two-thirds  of 
the  members  of  the  university.  It  has  been  necessary  to  divide  the  students  into 
two  sections  for  chapel  exercises,  and  on  the  occasion  of  any  general  meeting,  such 
as  a  lecture,  the  anniversary  of  one  of  the  literary  societies,  a  literary  contest,  univer¬ 
sity  or  commencement  day,  a  large  proportion  of  those  who  should  be  present  are 
unavoidably  excluded.  The  present  room  would  still  have  important  uses,  but  as 
soon  as  possible  a  new  hall  should  be  provided  either  by  an  addition  to  the  present 
main  building  or  by  the  erection  of  a  separate  building  designed  wholly  or  partly 
for  the  purpose. 

******* 

The  erection  of  the  building  for  manual  training  will  provide  for  all  of  the  element- 


4G2  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


ary  work  now  done  in  the  mechanical  building,  and  thus  create  an  opportunity  for 
developing  the  work  of  mechanical  engineering  in  its  liigher  departments.  This 
development  is  one  which,  as  it  seems  to  me,  the  interests  of  the  university  impera¬ 
tively  demand.  The  mechanical  departments  of  many  of  the  institutions  of  this 
class  greatly  surpass  our  own  in  their  equipment  and  in  their  practice.  Not  only 
the  best  known  institutions  of  the  east,  but  others  west  and  south,  have  extensive 
outfits  for  mechanical  testing.  This  is  a  field  of  growing  importance,  and  mechani¬ 
cal  engineers  who  have  not  been  well  trained  in  it  will  have  but  a  slender  chance  in 
the  contest  with  those  who  have  been  more  fortunate  or  more  wise.  On  this  sub¬ 
ject  I  ask  your  attention  to  the  forcible  statement  in  the  report  of  the  professor  of 
mechanical  engineering. 

******* 

THE  AGRICULTURAL  DEPARTMENT  SHOULD  BE  INCREASED. 

The  removal  of  the  agricultural  experiment  station  from  the  land  of  the  univer¬ 
sity  is  a  matter  of  regret,  for  it  is  desirable  that  there  should  be  a  close  union  of  the 
work  of  the  two  institutions.  But  the  loss  will  be  in  a  large  degree  compensated  by 
the  additional  opportunity  which  the  agricultural  department  of  the  university  will 
have  for  experimentation  and  practical  instruction.  The  event  thus  falls  in  with 
the  general  movement  of  the  university.  While  the  other  departments  are  increas¬ 
ing  their  appliances  and  broadening  their  work,  the  school  of  agriculture  should  be 
kept  abreast  with  the  foremost,  and  in  order  to  do  this  land  must  be  placed  at  its 
disposal,  and  money  must  be  expended  to  provide  the  stock  and  implements  neces¬ 
sary  for  the  most  effective  instructional  use  of  the  land.  I  am  sure  that  the  Board 
is  disposed  to  bo  liberal  here  and  will  not  be  satisfied  till  the  department  has  been 
brought  to  a  state  of  the  highest  efficiency. 

A  SYMMETRICAL  DEVELOPMENT  DESIRABLE. 

As  the  university  enters  upon  its  larger  career,  the  occasion  suggests  the  'wisdom 
of  defining  as  clearly  as  possible  the  lines  of  its  future  policy,  and  of  adjusting  its 
functions  to  its  probable  conditions.  Without  a  well  digested  plan  there  is  danger 
that  temporary  reasons  will  sometimes  prevail  to  the  sacrifice  of  permanent  well¬ 
being,  and  that  instead  of  a  regular  and  symmetrical  growth,  every  new  develop¬ 
ment  arising  naturally  from  the  system  and  in  turn  imparting  new  strength  and 
vigor  to  that  from  which  it  sprang,  there  will  be  attached  here  and  there  an  incon¬ 
gruous  department  or  school  that  will  only  consume  means  and  energy  and  impair 
the  operations  of  other  departments.  To  unify  and  expand  the  present  work  and 
to  make  only  such  additions  as  will  be  homogeneous  with  it  and  will  contribute  to 
the  completion  of  the  general  plan,  may  well  commend  itself  as  a  subject  of  the 
very  highest  importance. 

WHY  THE  PREPARATORY  DEPARTMENT  SHOULD  BE  DISCONTINUED. 

The  logic  of  circumstances  is  demonstrating  the  importance  of  discontinuing  that 
part  of  our  present  work  which  is  adequately  done,  both  in  method  and  amount,  in 
other  schools  within  the  state.  With  high  schools  in  every  town  and  with  numer¬ 
ous  academies  and  normal  schools,  it  seems  hardly  justifiable  for  the  university  to 
furnish  instruction  in  the  studies  preparatory  tothegeneral  and  engineering  courses. 
At  present  such  instruction  is  furnished  to  about  one  hundred  and  ninety  students. 
At  their  age  most  of  them  would  be  under  the  immediate  care  of  their  parents ; 
the  room  they  occupy  is  greatly  needed  by  the  students  of  collegiate  rank;  and 
the  money  expended  in  teaching  them  would  add  much  to  the  efficiency  of  the 
higher  departments.  Besides  all  these  points  of  advantage,  the  change  would  pro¬ 
mote  the  dignity  and  standing  of  the  university. 

I  do  not  propose  that  we  should  abridge  the  present  opportunity  offered  by  the 


463 


PRESIDENT  SCOTT’S  REPORT  (l89l). 

short  courses  in  agriculture  and  mining.  But  the  demands  of  these  courses  could 
be  met  with  one-fourth  the  number  of  classes  and  sections  that  are  now  necessary. 
******* 

The  chief  gain  would  be  the  concentration  of  means  and  of  the  energies  of  the 
teachers  on  the  higher  work,  leaving  to  the  public  schools  the  work  that  they  were 
designed  to  perform  and  that  legitimately  belongs  to  them  and  not  to  the  univer¬ 
sity.  The  work  that  legitimately  belongs  to  the  university  is  more  than  its  present 
endowment  will  enable  it  to  do.  The  call  for  funds  to  equip  and  enlarge  the  depart¬ 
ments  which  are  recognized  as  of  paramount  importance  continually  admonishes 
us  against  expenditure  for  objects  that  are  foreign  to  the  true  work  of  the  univer¬ 
sity. 

If  a  self:supporting  preparatory  school  whose  teachers  and  courses  of  study 
should  be  subject  to  the  approval  of  the  trustees  were  organized  at  some  distance 
from  the  university,  the  main  objections  to  the  present  arrangement  would  be  obvi¬ 
ated,  wliile  the  advantage  of  a  more  direct  personal  management  would  be  secured. 

SUPERIOR,  TECHNICAL  AND  SCIENTIFIC  EDUCATION  DEMANDED  BY  THE  PRESENT 

AGE. 

All  agree  that  scientific  and  technical  instruction  has  a  primary  claim  to  recog¬ 
nition  in  any  policy  that  may  be  adopted  for  the  university.  The  physical  and 
natural  sciences  and  their  applications  in  the  industries  of  life  are  assigned  a  lead¬ 
ing  place  by  the  law  to  which  the  institution  owes  its  origin  and  the  laws  by  which 
its  endowment  has  been  enlarged.  This  province  has  a  special  claim  also  in  its  own 
right.  The  tendency  of  the  times,  seen  in  the  rapid  growth  of  manufacturing,  the 
opening  of  new  forms  of  industry,  the  extension  of  railroads,  the  multiplication  of 
engineering  structures  of  every  kind  and  magnitude,  the  increasing  need  of  scien¬ 
tific  knowledge  and  skill  in  agriculture,  and  the  spirit  and  attitude  of  the  general  - 
intelligence,  call  for  men  familiar  with  the  knowledge  and  trained  in  the  methods 
that  will  be  of  service  to  society  in  what  are  called  the  practical  pursuits.  It  is  a 
province  also  which  most  of  the  older  institutions  of  learning  have  not  occupied 
and  which  many  of  them  do  not  choose  or  are  not  able  to  occupy.  The  scientific  and 
technical  college  requires  a  far  greater  income  than  is  needed  for  the  work  of  that 
class  of  colleges — it  must  have  a  much  more  extensive  equipment  in  buildings, 
laboratories,  libraries  and  teachers,  and  must  therefore  have  a  much  more  liberal 
support.  Here  is  a  broad  territory  which  the  policy  of  the  university  clearly  ought 
to  include. 

THE  UNIVERSITY  OF  THE  FUTURE. 

While  the  lowest  grade  of  work  now  done  by  the  university  ought  to  be  cut  off, 
there  is  at  the  other  extreme  an  open  and  limitless  field.  Knowledge  is  daily  in¬ 
creasing  and  the  pressure  of  new  or  extended  studies  for  recognition  in  the  courses 
of  instruction  is  enormous.  By  the  addition  of  elective  studies  some  of  the  courses 
already  present  twice  as  much  grouud  as  the  student  can  occupy  within  the  time 
required  for  a  degree ;  but  the  universities  of  the  future  will  be  those  that  build 
another  story  at  the  top  of  the  present  system,  and  establish  libraries,  plant  labora¬ 
tories,  and  employ  teachers  for  a  range  of  study  that  lies  beyond  the  boundaries  of 
the  present  college  course.  Ohio  should  have  such  a  university.  Here  the  student 
of  science,  both  theoretical  and  practical,  of  history,  literature,  philology  or  phi¬ 
losophy  should'be  carried  forward  both  by  instruction  and  by  research  to  the  utmost 
limit  of  the  latest  knowledge.  Here,  also,  the  light  of  creative  genius  should  some¬ 
times  shine  forth  and  in  the  progress  of  time  the  glory  of  new  knowledge  should 
gather  upon  the  brow  of  the  university.  All  this  should  be  provided  as  time  ad¬ 
vances  by  extended  post-graduate  courses  in  every  department  of  knowledge. 

We  owe  much  to  the  generosity  of  the  state.  Her  recent  bounty  claims  hearty 


464  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


gratitude.  Indeed,  when  we  reflect  on  the  object  for  which  these  appropriations 
have  been  made  and  on  the  nature  of  the  results  that  are  all  but  certain  to  flow 
from  them,  it  seems  impossible  to  over-estimate  their  value.  Neither  would  it  be 
easy  to  exaggerate  the  responsibility  that  rests  on  those,  whose  duty  it  is  to  apply 
this  great  benefaction  to  the  purposes  for  which  it  was  given.  And  yet,  great  as 
is  the  benefit  received,  it  will  but  meagerly  fulfill  the  demand.  The  work  needing 
to  be  done  spreads  before  us  far  beyond  our  power  to  accomplish. 


OTHER  STATES  ARE  RIVALLING  OHIO. 


What  has  been  done  by  Ohio,  munificent  though  it  sennas,  is  surpassed  by  some 
of  her  sister  states.  Younger  and  poorer  states  are  giving  more.  With  such  insti¬ 
tutions  as  Cornell  University,  having  an  annual  income  of  three  hundred  thousand 
dollars,  and  the  University  of  Michigan,  annually  expending  an  equal  sum;  with 
such  endowments  as  that  of  Harvard  University  in  the  east,  amounting  to  more 
than  seven  millions  of  dollars,  and  that  of  the  Leland  Stanford  University  in  the 
west,  reaching  twenty  millions,  the  humble  revenue  of  a  hundred  and  fifty  thousand 
dollars  which  the  Ohio  State  University  can  boast,  seems  a  very  modest  if  not  a 
pitiful  sum.  Let  us  not  forget  to  be  grateful,  or  to  estimate  at  its  full  value  the 
benefaction  of  the  state ;  but  neither  let  us  err  by  conceding  that  the  state  has  done 
all  that  needs  to  be  done  or  all  that  she  ought  to  do. 

Here  and  there  are  signs  that  private  benefaction  will  not  long  be  wanting.  The 
will  of  the  late  Hon.  Henry  F.  Page,  of  Circleville,  bequeathing  all  his  estate  to 
the  university,  subject  to  the  life  estate  of  his  wife  and  daughter,  is  a  noble  monu¬ 
ment  to  his  name.  The  estate  is  estimated  to  be  worth  one  lnmdred  and  fifty  thous¬ 
and  dollars.  We  can  not  but  hope  that  so  worthy  an  example  will  be  followed  by 
many  men  of  wealth.  Others  have  under  consideration  donations  which,  if  they 
are  made,  will  greatly  enhance  the  usefulness  of  the  institution.  May  the  day  soon 
come  when  every  rich  man  in  Ohio  will  feel  it  his  duty  to  give  enduring  usefulness 
to  a  part  of  his  fortune  by  adding  it  to  the  endowment  of  the  university. 

The  new  eminence  to  which  the  university  has  risen,  we  may  well  believe,  will 
lead  to  a  continued  and  rapid  growth  in  wealth  and  numbers.  It  remains  for  those 
who  are  charged  with  the  administration  of  its  affairs  to  strive  to  develop  here, 
such  a  university  as  will  fulfill  the  need  of  the  tune  and  meet  the  just  expectation' 
of  the  people  of  the  state. 

Respectfully  yours, 


W.  H.  Scott, 
President. 


The  following  statistics  from  the  report  of  the  Professor  of  Draw¬ 
ing,  show  the  attention  given  to  drawing  during  the  year. 


Report  on  Drawing. 


To  the  President  of  the  University : 

Dear  Sir  :  I  respectfully  submit  the  following  report  of  the  department  of 
Drawing  for  the  year  ending  June  24,  1891 : 

The  number  of  students  enrolled  in  the  several  classes  was  as  follows  : 


Fall  term — 

Freehand  drawing,  Freshman .  29 

“  Sophomore .  28 

Projection  “  “  . . .  53 

Special  drawing .  3 


Total  for  the  term  .  113 


REPORTS  ON  DRAWING  AND  MECHANICAL  ENGINEERING.  465 


Winter  term — 

Freehand  drawing,  Freshman .  23 

“  Sophomore .  30 

Descriptive  geometry,  45 

Mechanical  drawing  (short  mining  course) .  4 

Special  drawing .  3 


Total  for  the  term .  105 

Spring  term — 

Freehand  drawing,  Freshman .  26 

“  Sophomore .  31 

Lettering,  Freshman .  54 

Shades,  shadows  and  perspective,  Sophomore .  37 

Photography,  Junior .  16 

Special  drawing .  6 


Total  for  the  term .  170 


Total  for  the  year .  388 

The  total  enrollment  for  the  preceding  year  was  277,  thus  showing  an  increase 
in  the  total  enrollment  of  111. 


A  course  in  photography  has  been  introduced  and  facilities  for  it 
provided. 


******* 

If  the  number  of  students  increases  as  rapidly  as  in  the  past  year,  it  will  be  with 
difficulty  that  the  work  can  be  carried  on  with  our  present  accommodations.  The 
department  has  reached  that  point  in  its  growth  where  larger  and  better  arranged 
quarters  are  imperative.  It  is  a  fact  that  the  department  has  never  been  in  pos¬ 
session  of  quarters  in  which  the  work  could  be  carried  on  to  the  best  advantage, 
and  I  hope  that,  in  some  of  the  new  buildings  to  be  erected  in  the  near  future, 
rooms  will  be  provided  for  this  department,  designed,  lighted  and  arranged  to  suit 
the  work. 

Before  closing  this  report,  I  wish  to  express  my  thanks  to  Professor  Brown  for 
kindly  allowing  me  the  use  of  his  recitation  room,  many  times  to  his  own  discom¬ 
fort. 


Very  respectfully, 


Jos.  N.  Bradford, 
Assistant  Professor  of  Drawing. 


Ohio  State  University,  July  1,  1891. 

The  full  report  of  the  Professor  in  charge  of  the  Department  of 
Mechanical  Engineering  follows : 


Report  on  Mechanical  Engineering. 


To  tlic  President  of  the  University : 

Dear  Sir  :  I  present  the  following  report  of  the  department  of  Mechanical  En¬ 
gineering,  for  the  year  ending  June  24,  1891 : 

The  number  of  students  enrolled  in  classes  was  as  follows  : 

First  Term — 

Thermodynamics .  2 

Analytical  mechanics .  18 

Design  drawing  and  invention .  8 

Mechanism..  .  7 

Mechanical  laboratory .  41 

Total .  76 

ART — VOL  4 - 30 


466  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Second  Term — 

Analytical  mechanics . 16 

Mechanism .  8 

Prime  movers . 2 

Mechanical  laboratory .  48 

Total .  74 


Third  Term- 

Strength  of  materials .  16 

Mechanism .  7 

Machinery  and  millwork .  2 

Technical  drawing .  8 

Mechanical  laboratory .  44 

Total .  61 


Compared  with  last  year’s  report,  all  classes  mark  a  very  considerable  increase  in 
the  number  of  students  attending,  with  the  exception  of  thermodynamics,  prime 
movers,  and  machinery  and  millwork,  which  follow  as  dependencies,  in  the  order 
named  as  one  class  through  the  year. 


INCREASED  ACCOMMODATION  FOR  CLASSES  NEEDED. 


On  account  of  this  increase,  much  difficulty  has  been  experienced  recently  in 
providing  for  the  classes,  on  account  of  lack  of  room  and  facilities  in  the  mechani¬ 
cal  building.  There  being  only  one  lecture  room  in  the  building,  two  classes  have 
often  been  in  attendance,  unavoidably,  at  the  same  time;  first,  for  want  of  room, 
and  second,  for  want  of  teaching  force.  This  plan,  though  possible  for  classes  in 
drawing  and  other  subjects  where  no  larger  than  those  of  the  past  year,  is  at  the 
same  time  ill-advised,  and  can  not  be  carried  on  when  the  classes  become  still 
larger;  and  the  present  rate  of  increase  will  soon  make  more  room  a  positive  neces¬ 
sity,  as  well  as  more  teachers  to  meet  and  do  justice  to  those  classes  in  the  several 
rooms.  For  instance,  during  the  past  year  the  class  in  machinery  and  millwork 
and  that  in  technical  drawing  have  met  simultaneously  in  the  one  room  of  the 
building.  Considerable  disturbance  of  the  one  class  by  the  other,  in  such  case  is 
unavoidable. 

And  these  hampering  circumstances  will  be  further  augmented  by  the  fact  that 
to  remain  on  a  par  with  mechanical  schools  around  us,  we  must  soon  extend  the 
higher  mechanical  laboratory  practice,  or  experimental  engineering  beyond  what 
we  now  have,  to  include  a  fair  course  of  the  testing  of  boilers,  of  engines,  of  lubri¬ 
cants,  of  pumps,  of  flow  of  fluids,  of  condensers,  of  injectors,  etc.  One  step  in  the 
direction  of  meeting  this  want  is  already  made  in  the  new  course  where  higher 
mechanical  laboratory  is  specified. 

The  present  high  importance  of  these  questions  is  evident  in  the  fact  that  inquiries 
have  come  to  us  as  to  the  extent  to  which  we  are  equipped  for  tliis  instruction,  and 
the  fact  that  the  American  Society  of  Mechanical  Engineering  has  laid  down  rules 
for  conducting  some  of  these  tests. 

This  sort  of  instruction  entails  its  due  amount  of  labor  for  the  teacher,  raising  the 
demand  for  an  assistant  still  beyond  that  occasioned  by  larger  classes  and  more 
class  rooms. 

I  therefore  respectfully  ask  early  attention  to  these  matters,  regarding  them  as  of 
importance  equaling  that  of  the  department  itself,  viz: 

1st.  The  securing  of  additional  room  for  class  work. 

2d.  The  procuring  of  appliances  and  establishment  of  an  experimental  engineer¬ 
ing  testing  laboratory. 

3d.  The  employment  of  an  assistant  in  the  department  qualified  for  the  work  in¬ 
dicated. 


467 


professor  robinson’s  report  (i89i). 

To  meet  these  demands  I  would  respectfully  suggest  that  until  a  new  mechanical 
building  can  be  put  up,  an  addition  be  put  on  the  east  side  of  the  present  mechani¬ 
cal  building,  providing  more  rooms  for  class  work,  and  for  museum  purposes. 
Also,  for  the  experimental  engineering  work,  I  suggest  that  the  machine  room  and 
the  north  wing  of  the  present  building  be  given  to  that  as  soon  as  the  manual  train¬ 
ing  building  and  school  can  be  established,  when  these  rooms  may  be  relieved  of 
their  present  elementary  practice  work  by  transfer  into  the  manual  training  build  • 
ing,  which  transfer  I  will  mention  again. 

The  procuring  of  appliances  for  this  experimental  engineering  will  involve  con¬ 
siderable  expense ;  probably  about  $10,000  to  make  the  laboratory  what  it  should 
be,  including  a  first  class  steam  engine  fitted  with  condenser,  reheater,  steam  dryer; 
dynamometers;  a  compound  engine  with  same  or  like  accessories;  a  gas  and  an  air 
engine;  an  injector;  a  steam  tester  and  colorimeter;  water  tanks  with  weighing 
scales  and  thermometers;  steam  pumps;  stand  pipe  for  hydraulic  experiments;  ap¬ 
paratus  for  flow  of  fluids;  and  others,  for  tests  that  will  suggest  themselves  from 
time  to  time,  as  well  as  an  improved  testing  machine. 

The  assistant  must  be  a  graduate,  because  to  be  capable  of  conducting  the  work 
of  the  testing  laboratory,  he  must  be  acquainted  with  the  higher  principles  of 
mechanical  engineering  ;  but  he  may  be  a  recent  graduate,  one  succeeding  another, 
each  serving  for  such  comparatively  short  term  of  years  as  a  moderete  salary  will 
warrant. 

Allow  me  to  remark  that  the  above  outlined  laboratory  for  experimental  testing 
is  not  a  visionary  scheme,  as  several  of  the  best  schools  of  the  country  already  pos¬ 
sess  similar  equipment,  and  there  is  ample  reason  why  Ohio  should  be  second  to 
none  in  its  resources  for  turning  out  mechanical  men  of  the  highest  qualification. 

PROPOSED  MANUAL  TRAINING  SCHOOL. 

When  the  manual  training  school  is  established ,  I  should  be  glad  to  turn  over  to 
it  all  the  elementary  practice  as  now  carried  on,  including  that  of  the  mechanical 
students  subject  to  the  condition  at  present  in  force  for  the  departments  of  agricul¬ 
ture,  mining  and  mechanical  engineering,  viz. :  That  the  instruction  be  varied  to 
fit  the  student,  according  to  requests  from  those  departments.  In  employing  a 
professor  tojtake  charge  of  that  school,  I  would  respectfully  request  that  a  like  con¬ 
dition  as  expressed  above  be  understood  and  accepted ;  when  all  the  present  work 
can  advisably  be  taken  into  that  school,  together  with  most  of  the  tools  and  appli¬ 
ances  for  elementary  mechanical  practice  that  are  now  or  may  be  in  the  mechanical 
building,  a  small  reserve  being  probably  advisable. 

When  the  present  mechanical  practice  rooms  are  thus  relieved,  the  same  rooms 
may  be  taken  for  the  experimental  testing  laboratory  described  above. 

SUGGESTIONS  OF  PRACTICAL  USES  FOR  NEW  MACHINERY. 

I  would  suggest  that  the  steam  machinery  for  testing  as  above  explained  may  be 
put  to  use  for  a  central  power  station  to  run  dynamos,  from  which  power  may  be 
transmitted  to  various  points  where  needed,  as  in  running  ventilating  fans,  pumps, 
lathes,  or  any  machinery  in  the  mechanical,  electrical,  chemical  or  manual  train¬ 
ing  departments. 

All  such  machinery  will  become  valuable  for  purposes  of  experimental  testing, 
and  thus  serve  to  augment  the  available  apparatus  of  the  experimental  testing 
laboratory. 

Should  the  present  new  boilers  be  removed  to  another  boiler  house,  I  would  ask 
permission  to  have  that  boiler  so  set  up  that  experiments  with  it  may  be  made  by 
students  in  the  way  of  boiler  tests.  For  this  there  should  be  means  for  weighing 
of  fuel  and  feed  water;  of  making  temperature  tests  of  fire  and  chimney,  and  for 
testing  the  dryness  of  steam. 


468  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


I  would  respectfully  urge  the  earliest  practicable  introduction  of  the  above  out¬ 
lined  changes. 

Very  respectfully  yours, 


S.  W.  Robinson. 


The  latest  catalogue  *  at  hand  confirms  the  statement  of  the  Trus¬ 
tees  Report  as  to  the  present  prosperous  condition  of  the  University. 
It  begins  with  a  showing  of  the  relations  between 

The  University  and  The  State. 

******* 

In  accordance  with  this  act  (the  U.  S.  Land  Grant  Law  of  1862)  the  Ohio  State 
University  was  founded  by  the  State  as  a  public  institution  of  learning.  The  gov¬ 
erning  body  of  the  institution  is  a  Board  of  Trustees,  appointed  by  the  Governor  of 
the  State  for  terms  of  seven  years,  as  provided  in  the  law  organizing  the  University. 
The  original  endowment  has  been  supplemented,  and  the  objects  of  the  University 
promoted  by  a  permanent  annual  grant  from  the  United  States,  under  an  act  of 
1890,  by  special  appropriations  of  the  General  Assembly,  and  lastly,  in  1891,  by  a 
permanent  annual  grant  from  the  State.  In  accordance  with  the  spirit  of  the  law 
under  which  it  is  organized,  the  University  aims  to  furnish  ample  facilities  for  lib¬ 
eral  education  in  the  arts  and  sciences,  and  for  thorough  technical  and  professional 
study  of  agriculture,  engineering  in  its  various  departments,  veterinary  medicine, 
pharmacy  and  law.  Through  the  aid  which  has  been  received  from  the  United 
States  and  from  the  State,  it  is  enabled  to  offer  its  privileges,  with  a  slight  charge 
for  incidental  expenses,  to  all  persons,  of  either  sex,  who  are  qualified  for  admission. 

ORGANIZATION  OP  THE  UNIVERSITY. 

The  University  comprises  the  Collegiate  Department,  the  Law  School,  and  a  Pre¬ 
paratory  Department.  The  Law  School  has  a  special  Faculty,  distinct  from  the 
University  Faculty. 

The  Collegiate  Department  embraces  the  following  Schools:  Arts  and  Philosophy, 
Science,  Agriculture,  Engineering,  Pharmacy  and  Veterinary  Medicine.  Each 
school  is  under  the  direction  of  a  standing  committee  of  the  Faculty,  having  power 
to  act  in  all  matters  pertaining  to  the  work  of  students  in  the  school,  in  the  transfer 
of  students  from  one  school  to  another,  and  in  matters  of  minor  discipline. 

LOCATION  AND  MATERIAL  EQUIPMENT  OF  THE  UNIVERSITY. 

The  Oliio  State  University  is  situated  within  the  corporate  limits  of  the  city  of 
Columbus,  two  miles  north  of  the  Union  depot  and  about  three  miles  from  the 
State  Capitol.  The  University  grounds  consist  of  three  hundred  and  thirty  acres, 
bounded  east  and  west  by  High  street  and  the  Olentangy  river,  respectively.  The 
western  portion,  of  about  two  hundred  acres,  is  devoted  to  agricultural  and  horti¬ 
cultural  purposes,  and  is  now  under  the  management  of  the  State  Agricultural 
Experiment  Station.  The  eastern  portion  is  occupied  by  the  principal  University 
buildings,  campus,  athletic  and  drill  grounds,  a  park-like  meadow  and  a  few  acres 
of  primitive  forest. 

The  grounds  are  laid  out  with  care,  are  ornamented  with  trees,  shrubs,  and  flower 
beds,  and  are  so  managed  as  to  illustrate  the  instruction  in  botany,  horticulture, 
landscape  gardening,  and  floriculture. 

There  are  ten  buildings,  which  are  each  described.  “University 


*  Catalogue  of  the  Ohio  State  University  for  1891-92.  Second  Edition.  Colum¬ 
bus,  Ohio.  Published  by  the  University.  1892.  Pp.  133. 


OHIO  STATE  UNIVERSITY  CATALOGUE,  (l891-’92).  409 

Hall,”  “  a  four  story  brick  building  235  feet  in  length,  by  109  wide, 
was  the  first,  and  for  a  long  time,  the  only  building  devoted  to 
instruction.”  The  Mechanical  Building  was  erected  in  1878.  The 
Botanical  Building  in  1883.  The  Electrical  Laboratory  in  1889. 
The  Chemical  Building  in  1890.  “  Orton  Hall,”  to  have  the  geolog¬ 

ical  collection  in  1892. 

THE  MANUAL  TRAINING  BUILDING. 

Hayes  Hall. — This  large  building,  to  be  devoted  to  instruction  and  work  in  man¬ 
ual  training,  is  now  in  process  of  erection.  The  walls  will  be  built  of  pressed  brick 
with  trimmings  of  brown  stone.  The  entire  length  of  the  building  will  be  one 
hundred  and  sixty-eight  and  the  depth  one  hundred  and  forty-six  feet.  The  cen¬ 
tral  portion  will  be  three  stories  high  and  the  wings  each  two  stories  high.  On  the 
first  floor  will  be  a  reception  room,  an  office,  a  reading  room,  two  recitation  rooms, 
rooms  for  instruction  in  cooking,  a  shop  for  iron  work,  a  forge  room  and  a  foun¬ 
dry.  The  second  floor  will  contain  a  mechanical,  museum,  recitation  and  private 
rooms,  a  room  for  instruction  in  sewing,  and  a  shop  for  wood  work.  The  third 
story  will  be  used  for  instruction  in  drawing,  modeling,  wood-carving  and  pho¬ 
tography. 

There  are  three  other  buildings,  viz:  a  “Veterinary  Hospital,” 
and  two  “Dormitories.” 

Thb  Library. 

The  Library  contains  about  12,000  volumes,  exclusive  of  pamphlets.  Several 
special  collections  of  books,  which  are  incorporated  in  it,  add  to  its  interest  and 
value. 

*****  *  * 

The  library  is  of  recent  formation  ;  and  being  designed  especially  for  the  use  of 
the  several  departments  of  instruction  in  the  University,  in  all  purchases  their  most 
urgent  needs  have  been  constantly  kept  in  mind,  and  none  but  books  of  recent 
issue  or  older  works  of  permanent  value  selected.  The  collection,  therefore,  in¬ 
cludes  little  that  is  obsolete,  curious  or  merely  entertaining.  Annual  additions  are 
made  to  all  the  departments  represented  in  the  Library.  During  the  past  year 
nearly  four  thousand  dollars  has  been  expended  for  books  and  periodicals.  About 
ninety  periodicals  are  regularly  received. 

******* 

The  Library  is  a  circulating  one  for  both  officers  and  students.  In  the  reading 
room  all  students  have  free  access  to  a  collection  of  cyclopaedias,  dictionaries  and 
works  of  reference  in  the  various  departments  of  study;  graduate  and  senior  under¬ 
graduate  students  are  usually  admitted  to  the  alcoves.  The  management  of  the 
Library  is  vested  in  a  body  known  as  the  Library  Council,  which  consists  of  six 
members,  as  follows:  The  President  of  the  University  and  the  Librarian,  ex-offieiis, 
and  four  professors  elected  by  the  Faculty  for  a  term  of  two  years  each. 

The  State  Library,  in  the  State  House,  containing  about  sixty-two  thousand  vol¬ 
umes,  is  accessible  to  students  and  forms  a  valuable  auxiliary  to  the  University. 

The  Public  Library  of  Columbus  may  also  be  used  by  students. 

For  the  students  in  the  Law  School,  the  State  Law  Library,  in  the  State  House,  is 
of  the  greatest  value.  It  is  the  largest  and  most  complete  law  library  in  the  State, 
and  consists  of  about  fifteen  thousand  volumes.  It  contains  complete  sets  of  the 
English,  Scotch,  Irish,  Canadian,  United  States  and  State  reports,  statutes  and 
digests,  and  the  important  legal  text  books  and  periodicals. 


470  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

The  Museums.— The  Geological  Museum. 

The  geological  museum  of  the  University  has  been  collected  and  arranged  with 
reference  to  instruction  rather  than  display.  The  basis  of  it  is  a  large  and  compre¬ 
hensive  collection  of  the  rocks,  fossil  and  economic  minerals  of  Ohio. 

There  are  also  Zoological  and  Botanical  Museums. 

The  Manual  Training  School. 

The  Board  of  Trustees,  pursuant  to  the  recent  act  of  the  General  Assembly,  is 
making  liberal  provision  for  a  school  of  manual  training.  Plans  and  specifications 
for  a  new  building  for  this  branch  of  industrial  education  have  been  adopted  and 
the  building  is  now  in  process  of  erection.  It  is  expected  that  it  will  be  ready  for 
occupancy  in  December,  1892.  When  completed  the  building  will  be  furnished 
with  the  most  improved  equipment,  and  an  extended  and  thorough  course  of  in¬ 
struction  will  be  adopted. 

Military  training  is  given  under  direction  of  an  officer  of  the  reg¬ 
ular  army  detailed  for  that  service. 

The  expenses  of  a  student  in  the  Collegiate  Department  for  a  year  may  be  esti¬ 
mated  as  follows : 


Low. 

Moderate. 

Liberal. 

Incidental  fees . . . 

$15.00 

$15. 00 
15.00 
25.00 
37.00 

$15.00 

54.00 

40.00 

75.00 

Books  and"  Stationery . 

15.00 
4.50 
10.00 
70.- 00 
20.00 

Room . ' . 

110.00 

22.50 

150.00 

25.00 

134.50 

224.50 

359.00 

The  second  and  third  estimates  for  room  include  light,  fuel  and  care.  The  third 
one  is  for  a  room  occupied  by  a  single  student. 

The  requirements  for  laboratory  fees  and  books,  depend  upon  the  course  of  study 
pursued.  The  estimates  do  not  include  clothing  (except  uniform)  or  traveling 
expenses. 

The  collegiate  work  of  the  University  is  divided  into  six  schools. 
These  are  "‘Arts  and  Philosophy ; ”  “Science;”  “Agriculture;” 
“Engineering;”  “Pharmacy  ;”  “Veterinary  Medicine.” 

Each  school  is  under  the  direction  of  a  standing  committee  of  the  Faculty,  hav¬ 
ing  power  to  act  in  all  matters  pertaining  to  the  studies  of  students  in  the  school,  in 
the  transfer  of  students  from  one  school  to  another,  and  in  matters  of  minor 
discipline. 

The  regular  courses  leading  to  degrees  are  of  four  years;  except 
those  in  Pharmacy,  and  Veterinary  Medicine,  which  have  only  a 
three  years  course.  There  are,  also,  “  short  courses”  in  Agriculture, 
and  in  Mining,  not  leading  to  Degrees. 

The  general  conditions  of  admission  are  as  follows: 

ADMISSION. 

The  University  is  open  to  both  sexes.  There  is,  however,  no  special  course  for 
women,  or  special  study,  elective  or  otherwise,  such  as  music  or  painting  ;  but  in 


OHIO  STATE  UNIVERSITY - COURSES  OF  INSTRUCTION. 


471 


the  latter  the  Assistant  in  Drawing  will  receive  private  pupils.  Neither  is  there  a 
hall  for  the  residence  of  women.  They  are  assisted  in  finding  boarding  places  in 
respectable  families  ;  but  the  Faculty  is  not  so  situated  as  to  exercise  supervision 
over  their  conduct  out  of  college  horns.  Parents  who  send  their  daughters  to  the 
University  should  therefore  be  well  satisfied  as  to  their  discretion,  or  else  should 
place  them  under  the  care  and  control  of  the  family  with  which  they  board. 

#  #  If  If  If  If  If 

Candidates  for  admission  to  the  Course  in  Arts,  Philosophy,  Science  or  Agricul¬ 
ture  must  be  at  least  sixteen  years  of  age ;  candidates  for  admission  to  any  of  the 
Courses  in  Engineering  must  be  seventeen  years  of  age. 

If  *  If  #  If  I*  # 

Rules  and  Regulations. 


AMOUNT  OF  WORK. 

No  student  is  permitted  to  take  less  than  fifteen  or  more  than  eighteen  hours  a 
week  of  class-room  work,  except  by  special  permission  of  the  committee  of  the 
School  in  which  he  is  enrolled  ;  and  no  student  will  be  permitted  to  take  more  than 
the  regular  work  of  the  class  to  which  he  belongs,  who  has  not  passed  all  of  his 
work  for  the  preceding  term. 

ELECTIVE  STUDIES. 

All  elections  of  work  in  continuous  studies,  when  once  made,  are  understood  to  be 
made  for  the  entire  collegiate  year. 

The  right  is  reserved  to  withdraw  the  offer  of  any  elective  study  when  it  is  not 
chosen  by  at  least  four  persons. 

*  If  If  #  If  If  If 

Courses  of  Instruction. 


The  instruction  given  in  the  Collegiate  Department  of  the  University  embraces  a 
wide  range  of  subjects.  Detailed  information  concerning  the  Courses  offered  in 
any  subject  will  be  found  under  the  proper  head,  in  accordance  with  the  following 
classification : 


Agriculture. 

Agricultural  Chemistry. 

Astronomy. 

Botany. 

Civil  Engineering. 

Drawing. 

Electrical  Engineering.  (See  Physics 
and  Electrical  Engineering.) 

English  and  Rhetoric. 

French.  (See  Romance  Languages.) 
General  Chemistry. 

Geology. 

German. 

Greek. 

History. 

Horticulture. 

*  *  *  * 


Italian.  (See  Romance  Languages.) 
Latin. 

Mathematics. 

Mechanical  Engineering. 

Metallurgy. 

Mine  Engineering. 

Military  Science  and  Tactics. 
Pharmacy. 

Philosophy. 

Physics  and  Electrical  Engineering.  > 
Physiology. 

Political  Science. 

Romance  Languages. 

Spanish.  (See  Romance  Languages). 
Veterinary  Medicine. 

Zoology  and  Entomology. 

*  *  * 


These  courses  follow  in  the  catalogue  in  detail.  The  courses  in 
“Drawing,”  and  in  “Mechanical  Engineering  ”  are  here  given: 
There  is  a  course  in  “Electrical  Engineering.” 


472  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


DETAILS  OF  COURSES  IN  DRAWING. 

1.  Freehand  Drawing — Individual  attention  given.  Outline  drawing  from  copy 
and  wooden  models.  Charcoal  and  crayon  drawing  from  copy  and  plaster  casts. 

First,  Second  and  Third  Terms. — Once  a  week.  Two  hours’  drawing. 

Mr.  Taylor. 

Required  in  the  first  and  second  terms  of  the  Freshman  year  of  the  Courses  in 
Engineering,  and  the  first  term  of  the  Short  Mining  Course.  Elective  in  Sophomore 
year  of  the  Arts,  Philosophy  and  Science  Courses. 

2.  Lettering — Lectures  and  practice. 

Third  Term. — Twice  a  week  (four  hours’  practice). 

Lectures. — Care  and  manipulation  of  draughting  instruments.  Proper  construc¬ 
tion  of  letters.  Proper  construction  of  titles. 

Practice. — Nine  plates  of  letters  and  figures. 

Assistant  Professor  Bradford. 

Required  in  the  Freshman  year  of  the  Courses  in  Engineering  and  in  the  second 
year  of  the  Short  Mining  Course. 

3.  Mechanical  Drawing — Lectures,  recitations  and  practice. 

First  Term. — Three  times  a  week.  Text-book:  Faunce’s  “Mechanical  Drawing.” 
One  hour  lecture  and  recitation.  Four  hours’  practice  in  drawing  sixteen  plates. 

Second  Term. — Five  times  a  week  in  the  Civil  Engineering  Course.  Three  times 
a  week  in  the  other  Engineering  Courses.  Text-book:  Church’s  “Descriptive 
Geometry.”  Two  hours’  lecture  and  recitation.  Six  hours’  practice  and  fifty  plates 
in  the  Civil  Engineering  Course.  Two  hours’  practice  and  twenty  plates  in  the 
other  Engineering  Courses. 

Third  Term. — Three  times  a  week.  Text-book  :  Church’s  “Shades,  Shadows  and 
Prospective. ”  One  hour  lecture  and  recitation.  Four  hours’ practice  in  drawing 
fourteen  plates,  using  the  technical  colors  to  represent  different  materials. 

Assistant  Professor  Bradford. 

Required  in  the  Sophomore  year  of  the  Engineering  Courses  and  in  the  first  term, 
second  year,  of  the  Short  Mining  Course. 

4.  Practical  Draughting  and  Blue-Printing— Lectures  and  practice. 

Second  Term. — Three  times  a  week  (six  hours’  drawing). 

Assistant  Professor  Bradford. 

Required  in  the  second  year  of  the  Short  Mining  Course. 

5.  Technical  Drawing — Machine  Designing  and  Drawing.  Lectures  and  prac¬ 
tice. 

First  Term. — Three  times  a  week  (six  hours’  practice).  Lectures  on  machine  de¬ 
signing.  Practice.  Designing  machine  parts,  and  drawing  and  blue-printing 
them  ready  for  construction,  showing  form  and  dimensions. 

Assistant  Professor  Bradford. 

Required  in  the  Junior  year  of  the  Courses  in  Mechanical  and  Electrical  Engineer¬ 
ing. 

6.  Technical  Drawing. 

Third  Term. — Five  times  a  week.  Lectures  on  rules  and  methods  for  detail 
drawing,  and  practice  in  making  same  favorably  to  present  the  form,  dimensions, 
etc. ,  to  the  workman  in  practice.  Line  shading  of  drawings. 

Professor  Robinson. 

Required  in  the  Junior  year  of  the  Course  of  Mechanical  Engineering. 

7.  Photography — Lectures  and  practice. 

First  Term. — Twice  a  week  (four  hours’  practice). 

Lectures. — Optics  of  photography ;  chemistry  of  photography  ;  exposing  and 
developing ;  printing  ;  orthocbromatic  photography  ;  lantern  slides ;  applications 
of  photography. 


COURSES  IN  MECHANICAL  ENGINEERING. 


473 


Practice. — Out-door  photography ;  interior  photography  ;  flash-light  photography ; 
copying;  lantern  slides;  printing;  instantaneous  photography;  applications. 

Third  Term. — Same  work  as  first  term. 

Assistant  Professor  Bradford. 

Required  in  the  Senior  year,  first  term,  of  the  Course  in  Mining  Engineering,  in 
the  third  term,  Senior  year,  of  the  Course  in  Mechanical  Engineering,  and  in  the 
third  term,  Junior  year,  of  the  Course  in  Civil  Engineering. 

EQUIPMENT. 

The  facilities  provided  for  the  illustration  and  practical  training  in  the  above 
Courses  are :  For  Freehand  Drawing :  Flat  and  shaded  copies,  wooden  models, 
plaster  casts,  and  easels  and  tables  to  work  on.  For  Mechanical  Drawing :  A  set 
of  the  celebrated  Schroder  models,  O.  S.  U.  improved  drawing  tables  to  work  on, 
and  a  collection  of  shop  drawings.  For  Photography:  A  well  arranged,  ventilated, 
and  equipped  dark  room,  printing  outfits,  enlarging,  reducing  and  copying  camera, 
four  view  cameras,  lenses  of  long  and  short  focus,  flash  lamp  and  a  Prosch  triple^ 
shutter  for  instantaneous  work.  For  Pen  Drawing  :  A  well  selected  line  of  work 
from  eminent  artists.  The  library  contains  a  choice  collection  of  books  pertaining 
to  the  work  of  the  department. 

DETAILS  OF  COURSES  IN  MECHANICAL  ENGINEERING. 

1.  Elementary  Mechanical  Laboratory. 

Three  Terms. — From  three  to  five  times  a  week.  Exercises  preparatory  to  pat¬ 
tern  making  in  wood.  Exercises  in  smith  work,  including  the  elementary  opera¬ 
tions  of  the  blacksmith,  such  as  drawing,  upsetting,  bending,  punching,  welding; 
in  moulding  and  casting,  including  sand  moulds,  cores  and  casting  in  iron  and 
brass;  in  chipping  and  filing,  in  which  a  good  number  of  f  orms  are  executed  by 
cutting  and  filing  at  the  bench ;  in  hand  turning  in  iron  and  brass  in  the  hand 
lathe  ;  in  engine  lathe  work,  in  turning  and  fitting  ;  in  drilling  and  boring. 

Professor  Robinson,  Mr.  Haines  and  Mr.  Combs. 

Required  iri  the  Courses  in  Mechanical  and  Electrical  Engineering,  and  portions 
of  it  in  the  Courses  in  Agriculture  and  Mining  Engineering. 

2.  Advanced  Mechanical  Laboratory. 

Three  Terms. — From  three  to  five  times  a  week. 

An  advance  1  course  in  advanced  metal  work,  including  grinding  and  measuring 
as  in  producing  accurate  standard  plugs  and  rings ;  oil  testing ;  dynamometric 
measurement ;  use  of  steam  engine  indicator ;  testing  of  materials  ot’  engineering  ; 
efficiency  of  boilers  and  engines  ;  experiments  in  flow  of  fluids 

Professor  Robinson. 

Required  in  the  Course  in  Mechanical  Engineering. 

3.  Mechanism. 

First  Term. — Twice  a  week,  and, 

Second  Term. — Five  times  a  week.  Lectures  on  the  principles  of  elementary 
combinations  of  mechanism. 

Third  Term. — Three  times  a  week.  Accurate  laying  out  of  a  movement,  design¬ 
ing  and  constructing  of  same  in  material. 

Professor  Robinson,  Mr.  Haines. 

Required  in  the  Junior  year  of  the  Course  in  Mechanical  Engineering  ;  the  first 
and  second  terms  required  in  the  Course  of  Electrical  Engineering. 

4.  Invention,  Designing  and  Drawing. 

First  Term. — Three  times  a  week.  Lectures  on  machine  designs  and  original 
designing  of  machine  parts,  and  on  invention  of  machines,  and  a  course  of  five  or 
more  original  inventions,  and  parts  fully  designed  and  drawn  ready  for  construc¬ 
tion. 


Professor  Robinson,  Assistant  Professor  Bradford. 


474  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Required  in  the  Senior  year  of  the  course  in  Mechanical  Engineering. 

5.  Intention  and  Designing. 

Third  Term. — Five  times  a  week.  A  second  course  of  invention,  designing  of 
some  machine,  and  detailing  and  drawing  of  same  complete,  as  in  office  work 
practice.  A  subject  is  chosen  which  involves  the  necessity  of  calculations  as 
based  on  most  of  the  principles  previously  taught  in  the  course. 

Professor  Robinson. 

Required  in  the  Senior  year  of  the  Course  in  Mechanical  Engineering. 

6.  Analytical  Mechanics. 

First  and  Second  Terms. — Five  times  a  week.  Lectures  accompanied  by  Bow¬ 
ser's  Mechanics,  including  statics  and  kinetics. 

Professor  Robinson. 

Required  in  the  Junior  year  of  the  Courses  in  Engineering. 

7.  Strength  of  Materials. 

Third  Term. — Five  times  a  week. 

1st.  Lectures,  and  Wood’s  book  on  Elastic  Resistance  to  tension,  compression, 
flexure,  torsion. 

2d.  Lectures  and  text-book  on  Ultimate  Resistance  to  Rupture  by  tension,  com¬ 
pression,  flexure,  torsion. 

3d.  Lectures  on  allowed  maximum-stress  in  structures,  and  the  various  modes 
of  determining  it,  including  Factor  of  Safety.  Absolute  Modulus  of  Safety, 
Rational  Limit  of  Safety,  and  Wohler’s  Laws. 

4th.  Two  weeks  of  the  term.  Lectures  on  hydraulics  ;  on  flow  of  water  through 
orifices,  weirs,  pipes,  streams,  and  the  gauging  of  streams.  Adaptation  of  for¬ 
mulas  to  flow  of  gases  at  constant  density. 

Professor  Robinson. 

Required  in  the  Junior  year  of  the  Courses  in  Engineering. 

8.  Thermodynamics. 

First  Term. — Five  times  a  week.  Lectures  on  the  action  of  heat.  General  equa¬ 
tions,  isothermal,  adiabatic,  and  isodiabatic  lines.  Indicator  diagrams  of  perfect 
engines.  Rankine’s  and  Wood’s  “Thermo-dynamics”  serves  as  accompaniment. 

Professor  Robinson. 

Required  in  the  Senior  year  of  the  Mechanical  Engineering  and  Electrical  En¬ 
gineering  Courses. 

9.  Prime  Movers. 

Second  Term. — Five  times  a  week. 

1st.  Lectures  on  heat  engines,  including  hot  air,  steam,  and  gas  engines. 

2d.  Water  motors,  including  impulse  wheels,  turbines,  breast  and  overshot  wheels, 
water  engines,  wind  wheels.  Rankine’s  “Prime  Movers”  and  Wood’s  “  Ther¬ 
modynamics”  in  accompaniment. 

3d.  Lectures  on  valve  gears,  governors,  fly-wheels  and  fluctuation  of  speed, 
counterbalancing,  quiet  running  and  economy. 

Professor  Robinson. 

Required  in  the  Mechanical  and  Electrical  Engineering  Courses. 

10.  Machinery  and  Millwork. 

Third  Term. — Five  times  a  week. 

Lectures  on  efficiency  of  elementary  combinations  of  machinery,  strength, 
endurance,  friction,  shock,  adaptation  of  materials ;  fly-wheels  for  machines ; 
transmission  of  power  and  machinery  for  the  same.  Rankine’s  “  Machinery  and 
Millwork”  in  accompaniment. 

Professor  Robinson. 

Required  in  the  Mechanical  and  Electrical  Engineering  Courses. 

EQUIPMENT. 

The  Mechanical  Building  contains  : 

1st.  One  room  equipped  with  hand  tools,  work -benches,  tool  cases  and  material 
for  wood  work  for  eight  persons  at  one  time. 


SCHOOLS - OF  SCIENCE,  AND  OF  AGRICULTURE. 


475 


2d.  One  room  with  a  cupola  for  melting  iron,  a  brass  furnace,  a  moulding  floor 
with  sand,  flasks,  ladles,  etc.,  where  castings  in  iron  and  brass  are  made  and  used 
in  the  laboratory  practice.  Eight  persons  can  find  places  here  at  one  time. 

3d.  One  room  for  forging,  containing  four  forges,  anvils  and  equipment,  with 
power  blast. 

4th.  One  room  with  machinery  and  tools  for  iron  work,  with  twenty-eight  tool 
cases  and  room  for  twenty -eight  persons  at  a  time.  There  are  seventeen  vises,  and 
corresponding  bench  room,  four  engine  lathes,  four  hand  lathes,  one  drill  press,  one 
planer,  one  universal  milling  machine,  one  shaper,  one  universal  grinding  machine, 
one  surface  grinding  machine,  and  two  tool  grinders. 

5th.  One  room  containing  a  Thurston  oil  tester,  a  Rielile  testing  machine,  a  dyna¬ 
mometer,  a  Westinghouse  compressed  air  apparatus,  a  Leffel  turbine,  and  a  cabinet  of 
models  of  mechanical  movements,  a  collection  of  standard  “plugs  and  rings,”  snap 
gauges,  screw  gauges,  mandrel  reamers,  three  measuring  machines,  twist  drills  and 
screw  tools,  and  samples  of  manufactured  articles. 

The  engine  furnishing  power  to  the  Mechanical  Building  is  fitted  up  for  indicator 
work,  as  also  the  engine  in  the  Electrical  Building,  and  the  ventilating  engine  in 
the  Chemical  Building.  In  the  boiler  house  are  a  Babcock  and  Wilcox  boiler  of 
200-horse  power  and  a  tubular  boiler  of  thirty-liorse  power,  either  of  which  serves 
for  experiments  on  boilers. 

The  number  of  hours  required  each  week  in  the  different  studies 
during  the  four  years,  in  the  several  college  courses,  are  given 
under  each  school ;  preceded  by  a  general  statement  of  the  school. 
The  general  statements  of  the  schools  germane  to  this  Report  follow. 

The  School  of  Science. 

STANDING  COMMITTEE. 

President  Scott,  Chairman  ;  Professor  Bohannan,  Secretary  ;  Professors  Orton, 

Thomas,  Kellicott.  Bleile,  and  Associate  Professors  Chalmers  and  Denney. 

COURSE  IN  SCIENCE. 

The  aim  in  this  Course  is  to  give  the  student  not  merely  a  good  general  knowl¬ 
edge  of  the  various  sciences,  but  that  special  and  thorough  training  in  some  one  of 
them,  which  results  from  prolonged  study  and  laboratory  work.  To  this  end  each 
student  is  required  during  the  last  half  of  the  Course  to  specialize  his  work  and  to  de¬ 
vote  at  least  one-third  of  his  time  to  one  among  the  several  fields  in  science  open  to 
his  choice.  At  the  same  time  the  Course  is  so  arranged  as  to  permit  him  free  election, 

for  a  considerable  part  of  his  work,  from  other  scientific  and  non-scientific  studies. 
******* 

The  School  of  Agriculture. 

STANDING  COMMITTEE. 

President  Scott,  Chairman  ;  Professor  Lazenby,  Secretary ;  Professors  Towns- 
hend,  Robinson,  Weber,  Detmers,  Kellicott,  Bleile,  and  Kellerman. 

This  School  embraces  two  courses :  1st,  the  Course  leading  to  the  degree  of 
Bachelor  of  Agriculture ;  2d,  the  Short  Course  in  Agriculture,  intended  for  those 
students  who  can  spend  but  one  or  two  years  at  the  University. 

The  aim  of  the  School  is  to  give  to  young  men  a  general  education,  and  to  fit 
them  specially,  first,  for  the  pursuit  of  agriculture  and  horticulture  in  a  rational 
manner ;  second,  to  fill  positions  as  agriculturalists,  horticulturalists  botanists  and 
agricultural  chemists.  To  this  end  the  University  has  provided  and  is  constantly 
adding  such  instructional  force  and  material  equipment  as  are  needed  to  give  the 
most  thorough  and  complete  training  in  the  subjects  coming  within  the  scope  of 
these  important  branches  of  industry. 


476  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

The  School  of  Engineering. 

STANDING  COMMITTEE. 

President  Scott,  Chairman ;  Professor  Brown,  Secretary,  Professors  Robinson, 
Lord,  Thomas,  Bohannan,  and  Eggers. 

This  School  comprises  the  departments  represented  in  the  Courses  in  Civil,  Min¬ 
ing,  Mechanical  and  Electrical  Engineering,  and  in  the  Short  Course  in  Mining. 
******* 

COURSE  IN  MECHANICAL  ENGINEERING. 

This  Course  has  for  its  first  object  the  qualifying  of  men  for  the  mechanical  en¬ 
gineering  profession.  It  aims  to  embrace  preparation  for  such  lines  of  pursuit  as 
the  successful  management  of  machinery  in  manufacturing  establishments;  the 
superintendence  of  construction;  the  designing  and  laying  out  of  machinery  plants 
of  mills  and  factories;  the  invention  of  machines  for  particular  purposes,  and  the 
designing  and  drawing  of  the  same,  or  of  the  inventions  of  others,  preparatory  to 
construction;  the  making  of  calculations  or  exercising  sound  judgment  respecting 
strength,  shocks,  proportion,  endurance  and  suitability  of  material  for  specific  pur¬ 
poses,  as  steel  in  temper,  composition  metals,  woods,  etc. 

The  following  statement  shows  the  number  and  classification  of 
the  students  for  the  year. 


Summary  of  Students  for  1891-92. 

COLLEGIATE  DEPARTMENT. 

Graduate  Students .  7 

Undergraduate  Students — 

Four- Year  Courses: 

Seniors .  34 

Juniors .  39 

Sophomores . 65 

Freshmen .  133 

Special  Students .  40 — 311 

.Course  in  Pharmacy .  25 

Course  in  Veterinary  Medicine .  21 

Short  Course  in  Agriculture .  34 

Short  Course  in  Mining . '  25 — 423 

THE  SCHOOL  OF  LAW. 

Graduate  Students .  2 

Seniors .  28 

Juniors .  . . .  25 —  55 

PREPARATORY  DEPARTMENT. 

Second  Year .  93 

First  Year .  88 

Irregular .  6  187 


668 

Deduct  for  names  counted  twice . . .  4 

Total .  664 


There  are  connected  with  the  University  in  all  its  Departments, 
6G  “  Professors,  Instructors,  and  Officers”  besides  the  President. 

Rev.  William  H.  Scott,  m.  a.,  ll.  d.,  is  President  and  Professor 
of  Philosophy. 


CHAPTER  XIII. 


U  S  LAND  GRANT  COLLEGES  OF  AGRICULTURE  AND  THE  ME¬ 
CHANIC  ARTS — Continued. 

ANALYSIS  OF  CHAPTER. 

Page. 

Oregon.  The  State  Agricultural  College,  Formerly  Known  as  Cor¬ 
vallis  College,  Corvallis .  479 

A  denominational  institution  adopted  as  an  Agriculutral  College,  in 
1868,  and  designated  in  1870,  to  receive  the  income  of  the  U.  S.  Land 
Grant — Course  of  Study  arranged  by  Commissioners  appointed  by  the 
Legislature — A  Preparatory  Course  and  a  College  Course  of  four 
years — The  purpose  of  Congress  in  establishing  the  Land  Grant  Fund 
for  Colleges  stated  by  President  Strahan,  of  Board  of  Trustees,  in 
1876 — Catalogue  for  1881—82 — Report  of  1886 — President  Arnold  out¬ 
lines  a  scheme  for  a  practical  Education  based  on  Science — Report  of 
Board  of  Regents  for  1890 — The  Legislative  history  of  the  develop¬ 
ment  of  the  College — President  Arnold’s  report  for  1891,  to  U.  S.  Sec- 
reta:  ies  of  Interior,  and  of  Agriculture,  respectively — A  paper  of  great 
interest,  showing  the  development  and  present  status  of  the  College — 

The  sudden  death  of  President  Arnold,  referred  to — Report  of  Board 
of  Regents  for  1892 — The  selection  of  a  new  President  recorded — 

Many  extracts  from  first  report  made  by  President  Bloss — Clear 
statement  of  the  kind  of  institution  Congress  mtended — Statistics — 

Needs  of  the  College  stated — Increased  number  of  students — 255 
during  the  year  ending  June  30th,  1892 — Faculty  numbers  14  Pro¬ 
fessors  and  Instructors — John  M.  Bloss,  President. 

Pennsylvania  State  College,  formerly  known  as  The  Agricultural 

College  of  Pennsylvania .  501 

The  present  location  of  the  College — Buildings — Farm — Historical  state¬ 
ments — Opened  in  1859,  as  the  Farmers  High  School,  which  was  a 
Normal  Labor  College — In  1862,  named  by  the  Legislature  as  The 
Agricultural  College  of  Pennsylvania — In  1863,  designated  to  receive 
the  income  from  the  U.  S.  Land  Grant  Fund — In  1874,  the  name 
changed  to  that  of  the  Pennsyvania  State  College — Dr.  Evan  Pugh, 
was  first  President  of  the  School— Dr.  Pugh,  active  in  promoting  the 
passage  of  the  U.  S.  Land  Grant  act — Interesting  extracts  from  admir¬ 
able  report  in  1864,  by  Dr.  Pugh,  to  State  Board  of  Trustees  of  the 
College — Decease  of  Dr.  Pugh,  in  1864 — A  Preparatory  Department 
with  two  years  course — Report  of  Legislative  Committee  of  Investi¬ 
gation,  in  1883— The  methods  of  study  and  plans  of  the  College, 
approved — Professor  George  W.  Atherton,  called  from  Rutgers  Col¬ 
lege  to  assume  the  Presidency ,  in  1882 — Opening  of  the  new  Mechanics 
Art  Building,  in  1886 — Extracts  from  addresses  by  Governor  Beaver 
and  by  President  Atherton— Extracts  from  the  President’s  Annual 
Report  to  Legislature,  in  1887— Details  of  the  Course  in  Mechanic 
Arts— Extracts  from  Catalogue  of  1886-87  — Extracts  from  Catalogue 
of  1891 — An  attendance  of  209  students,  in  1890-91 — Faculty  comprises 
28  Professors  and  Instructors — George  W.  Atherton,  ll.  d.  ,  President. 

477 


478  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Page. 

Rhode  Island.  Brown  University,  Providence,  Department  of  Agri¬ 
culture  .  534 

Brown  University,  designated  by  Legislature,  to  receive  the  income  of 
the  National  Land  Grant — Department  organized  in  1863 — University 
to  educate  scholars  at  rate  of  $100  per  annum — How  appointments  are 
to  be  made  to  scholarships — Principal  of  Fund  $50,000 — Courses  of 
instruction  for  these  scholars,  arranged  in  the  existing  departments 
of  Practical  Science — Regular  course  in  Civil  Engineering  outlined — 
Drawing  an  essential  study  in  this  course — Dissatisfaction  expressed 
at  various  times  by  Legislature — A  State  Agricultural  School  estab¬ 
lished.  in  South  Kingston  in  1888 — Dr.  Washburn,  made  Principal  of 
this  school,  in  1889 — Extracts  from  his  report,  giving  plan  of  proposed 
training  in  this  school — Legislative  reports  in  1892— President  Andrews 
urges  in  report  of  1892,  that  the  University  undertake  more  post¬ 
graduate  work,  as  well  as  that  of  Orignal  Research — Manual  train¬ 
ing  given  in  Department  of  Physics — Abstracts  from  Catalogue  of 
1891— '92 — Details  of  courses  in  Drawing — General  view  of  instruc¬ 
tion  given  in  Agriculture  and  Mechanic  Arts — Nucleus  of  Museum 
of  Classical  Art — Summary  of  students — A  total  of  403,  in  attend¬ 
ance  during  1891-92 — Faculty  numbers  52 — Rev.  Elisha  Benjamin 
Andrews,  d.d.,  ll.d.,  President. 

South  Carolina  College  op  Agriculture  and  Mechanics,  at  Columbia, 

A  Branch  of  the  University  of  South  Carolina .  542 

Established  by  the  Legislature  in  1878 — The  act  quoted — Act  of  1879  in 
regard  to  Land  Grant  Fund,  quoted — College  opened  October,  1880 — 

Three  years  course — Drawing  taught  in  second,  and  third  years,  in 
course  of  Applied  Mathematics — Number  of  students  in  1880-’81,60 — 
Historical  statements  in  Catalogue  of  1890-91 — Details  of  organiza¬ 
tion — Details  of  courses  of  study  for  Degree  of  Bachelor  of  Science — 
Details  of  course  for  two  years  certificates— Details  of  courses  in 
Mechanical  Engineering — An  additional  year  to  the  B.  S.  course,  is 
required  for  degree  of  Master  of  Science — A  graduate  course  of  one 
year,  leads  to  degree  of  Mechanical  Engineer — Total  attendance  of 
students  in  1890-91, 182 — Faculty  and  Officers,  number  30 — JolmM. 
McBride,  PH.  D.,  LL..  D. ,  President. 

South  Carolina.  Agricultural  College  and  Mechanics  Institute,  at 
Orangeburg,  A  Branch  of  the  State  University.  Claflin  College, 

FORMERLY  CLAFLIN  UNIVERSITY .  551 

Historical  statement — A  farm  of  150  acres — Classical  course  of  four 
years — Agricultural  course  of  three  years — Normal  School  course  of 
three  years — Preparatory  college  course  of  three  years — Grammar 
school  course  of  two  years — Drawing  taught  in  Sophomore  year — A 
total  of  343  students,  in  1880-81 — Catalogue  of  1890-91 — Address  by 
Bishop  A.  G.  Haygood,  d.  d.  ,  referred  to — The  education  of  colored 
youth — Brief  history  of  Claflin  University — Teaching  in  free-hand 
drawing  and  in  painting — Department  of  Normal  Training — Practical 
training  in  a  large  number  of  trades  and  industries — Equipment  of 
the  School  Shops — Details  of  Industrial  Courses — Department  of  Agri¬ 
culture — Statistics  of  crops — Summary  of  pupils  in  all  the  depart¬ 
ments — A  total  attendance  in  1891,  of  964 — Rev.  L.  M.  Dunton,  a.  m., 
d.  D.,  President. 


OREGON - STATE  AGRICULTURAL  COLLEGE.  479 

The  State  Agricultural  College,  Formerly  Known  as  Cor¬ 
vallis  College,  Oregon. 

PRELIMINARY  WORDS. 

The  Legislature  of  Oregon,  which  meets  biennially,  and  would 
not  meet  again  till  too  late  to  comply  with  the  law,  accepted  at  once, 
by  act  of  October  9th,  1862,  the  conditions  imposed  by  the  Land 
Grant  Law  passed  by  Congress  in  1862.  Ninety  thousand  acres  of 
the  public  lands  were  given  to  Oregon  under  this  law. 

There  was  then  no  State  institution  prepared  to  give  the  required 
instruction  and,  therefore,  in  1868,  the  Legislature  designated  Cor¬ 
vallis  College,  a  school  established  some  years  before  by  the  Metho¬ 
dist  Church  South,  to  receive  the  income  from  the  Land  Grant 
Fund;  and,  as  the  lands  had  not  then  been  selected,  the  Legislature 
made  a  small  annual  appropriation  to  enable  this  College  to  open 
and  maintain  the  department  required. 

Partly  owing  to  complications  arising  from  this  partnership  be¬ 
tween  the  State  and  the  private  institution,  as  well  as  to  the  growing 
facilities  eventually  made  possible  by  the  enactment  of  the  law  known 
as  the  “Hatch  Act,”  in  1887,  establishing  Experiment  Stations  in  the 
several  States,  and  by  the  subsequent  passage  of  the  Supplementary 
“Morrill  Act,”  in  1890;  many  of  the  questions  relating  to  the  nature 
and  purpose  of  these  Land  Grant  Colleges,  are  freely  discussed  in  the 
various  official  reports,  made  from  time  to  time,  by  the  Board  of 
Regents,  and  by  the  President  of  the  College.  As  these  topics  are  of 
very  general  interest,  copious  extracts  have  been  taken  from  these 
reports. 

This  College  has  been  fortunate  in  its  Board  of  Regents  and  its 
Presidents,  who  each  seem  eager  to  develope  the  College  in  accord¬ 
ance  with  the  most  advanced  ideals  of  modern  Educators;  whose 
beliefs  and  theories  will  be  found  to  be  well  stated  and  ably  advocated. 

THE  STATE  AGRICULTURAL  COLLEGE. 

Corvallis  College,  situated  at  Corvallis  ,  Benton  County,  Oregon, 
adopted  as  an  Agricultural  College,  August  22nd,  1868,  was,  as  already 
stated,  designated  by  the  Legislature  in  1870,  as  “The  Agricultural 
College  of  the  State,”  to  be  the  recipient  of  the  income  of  the 
national  land  grant  to  the  State;  and  was  reorganized  under  this 
grant,  November  2nd,  1870. 

The  course  of  studies,  as  first  arranged  by  the  Legislative  Com¬ 
missioners,  provided  a  Preparatory  course,  and  a  College  course  of 
four  years  ;  the  latter  embodying  instruction  in  the  higher  English 
studies,  the  Natural  Sciences,  Mathematics,  Languages,  Agricul¬ 
ture  and  Military  Drill. 

Drawing,  only  appears  among  the  Mathematical  studies  of  Sopho¬ 
more  year  as  follows  :  “  Trigonometry,  (Plane  and  Spherical,)  Nav- 


480  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

igation,  Mensuration,  Surveying,  Field  Surveying,  Drawing,  Maps 
of  Farms,  etc.” 

4 

In  a  special  report  to  the  Governor  of  the  State,  made  in  1876  by 
R.  S.  Strahan,  then  President  of  the  Board  of  Regents  of  the  College, 
there  occur  the  following  comments  in  regard  to  the  purpose  of 
Congress,  in  passing  the  act  “providing  for  the  establishment  of 
Industrial  Colleges  in  the  several  States  of  the  Union.”  *  *  *  “  It 

will  be  seen  upon  inspection  that  liberal  and  practical  education  in 
the  several  pursuits  and  professions  of  life  ”  is  the  thing  to  be  pro¬ 
moted,  and  not  in  two  only,  (Agriculture  and  Mechanic  arts),  as 
some  do  ignorantly  talk,  for  it  cannot  be  meant  that  men  in  all  pro¬ 
fessions  and  pursuits  are  to  be  turned  away  from  their  several 
respective  pursuits  to  devote  themselves  to  agriculture  and  the 
mechanic  arts.  The  great  ideal  of  the  law  seems  to  be  this.  To 
bring  education  in  agricultural  science  and  in  the  mechanic  arts, 
upon  a  level  with  education  in  all  other  pursuits.  (I  may  here 
remark  by  parenthesis  that  our  Legislature,  in  adopting  a  course  of 
study  for  the  Agricultural  College,  well  understood  the  spirit  of  the 
law  of  Congress.)” 

If  the  worthy  President  is  correct  in  his  understanding  of  the  pur¬ 
pose  of  Congress  in  passing  that  law,  he  has  most  happily  stated  it; 
and  has,  also,  stated  the  whole  purpose  of  the  movement  among 
many  educators,  during  the  past  12  years,  in  promoting  the  intro¬ 
duction  of  industrial  drawing  in  all  the  public  schools  of  the  coun¬ 
try,  namely:  “to  bring  education  in  the  Mechanic  Arts  upon  a  level 
with  education  in  all  other  pursuits.” 

The  catalogue  of  1881-’82,  shows  the  course  of  study  distributed  in 
seven  schools  ;  namely  Physics ;  Mathematics  ;  Moral  Science ;  Lan¬ 
guages  ;  History  and  Literature  ;  Engineering  ;  Agriculture. 

In  regard  to  the  School  of  Engineering,  in  which  of  necessity  Draw¬ 
ing  is  a  far  more  important  study  than  in  any  of  the  other  schools, 
the  catalogue  of  1881-’82,  repeats  the  statement  of  all  the  previous 
catalogues.  “  School  of  Engineering.  This  Department  cannot  be 
fully  organized  yet,  for  want  of  funds.  Besides  what  of  this  course 
is  taught  in  the  Schools  of  Mathematics  and  Physics,  we  teach  Draw¬ 
ing  and  Descriptive  Geometry,  Shades  and  Shadows,  and  general 
principles  of  Civil  Engineering.  Text  Books — “Warren,” 
“Church,”  “Mahan.” 

Sixty  young  men  of  10  years  of  age,  and  over,  are  entitled  to  free 
tuition  as  State  pupils;  all  others  pay  moderate  tuition.  The  College 
receives  pupils  of  both  sexes.  The  catalogue  of  1881-’82,  shows  a  total 
of  150  pupils,  60  of  whom  are  girls.  No  record  showing  the  distri¬ 
bution  of  pupils  between  the  Preparatory  school  or  the  several 
College  classes,  is  given. 

In  the  “Fourteenth  Biennial  Report,”  made  to  the  Legislature 
under  date  of  December  20th,  1886,  President  Arnold,  transmitting 
his  report  through  the  Governor  of  the  State,  suggests  that  the  Legis- 


481 


REPORT  BY  PRESIDENT  ARNOLD  (l886). 

lature  memorialize  Congress  in  favor  of  the  “  Hatch  Bill /’to  estab¬ 
lish  Experiment  Stations ;  he,  also,  urges  the  claims  of  Technical 
Education;  and  quotes  freely  from  J.  S.  Russell,  of  England,  and 
the  late  Mr.  Stetson,  of  Massachusetts,  in  its  advocacy.  The  fol¬ 
lowing  summary  illustrates  his  ideal  of  the  institution  to  he  devel¬ 
oped. 

CONCEPTION  OF  A  PRACTICAL  EDUCATION,  BASED  ON  SCIENCE. 

A  practical  education  based  on  science  supposes  three  things — viz  : 

1.  A  certain  amount  of  instruction  in  science; 

2.  A  certain  amount  of  instruction  in  technological  studies  ; 

3.  A  certain  amount  of  instruction  in  practical  application  of  principles. 

For  example,  when  a  man  farms,  he  applies  principles  to  practice,  and  Agricul¬ 
tural  education  teaches  him  how  to  apply  these  principles  well.  Now  hi  this  case, 
scientific  education  enables  him  to  understand  the  principles  well ;  technical  edu¬ 
cation  teaches  him  to  apply  them  well ;  and  practical  education  applies  them. 
Hence,  if  one  school  must  teach  all  this,  and  in  addition  studies  in  a  Mechanical 
Department,  a  very  large  corps  of  teachers,  must  be  had  and  costly  outfit  must 
be  used.  Such  school  must  have  at  least  three  faculties — 

1.  A  Scientific  and  Literary  Faculty  ; 

2.  A  Faculty  for  Technical  Studies ; 

3.  A  Faculty  for  Teaching  the  Operations. 

The  law  organizing  the  Oregon  Agricultural  College  contemplates  an  institution 
upon  the  broad  basis  above  alluded  to. 

A  summary  of  a  four  years  course  of  the  “technical  studies  of 
Rational  Agriculture,”  is  also  given.  “Drawing”  enters  in  the  two 
final  years  of  the  course.  The  President  urges  the  need  of  a  larger 
teaching  force  and  of  increased  accommodations. — - 

A  report  to  the  President  by  F.  Berchtold,  teacher  of  modern 
languages  including  English,  and  Drawing,  states  that  the  “study  of  ” 
Freehand  Drawing  “was  introduced  two  years  ago,  and  is  of  great 
practical  use  to  the  farmer  as  well  as  to  the  mechanic.”  He  says 
the  class  of  thirty-eight  show  great  interest  and  are  doing  good  work. 
The  Professor  of  Mathematics  and  Engineering,  Professor  T.  P. 
Branch,  looks  forward  to  the  opening  of  courses  in  Mechanical 
Drawing,  and  in  Shop  work,  urging  their  importance  and  feasibility. 

As  appears  from  the  following  report  *  made  by  the  “  Board  of 
Regents  ”  to  the  Governor  of  the  State,  this  College,  which  heretofore 
had  been  a  denominational  college,  to  which  the  State  had  directed 
the  income  of  the  U.  S.  Land  Grant  Fund  to  be  given;  had,  at  last, 
become  a  State  Institution.  Owing  to  this  important  change  in  the 
character  and  the  relations  of  the  college,  this  report  is  here  very 
fully  quoted. 


*  Annual  Report  of  the  President  of  the  Board  of  Regents  of  the  State  Agricul¬ 
tural  College  to  the  Governor  of  Oregon  for  the  year  ending  June  30,  1890,  Legis¬ 
lative  Assembly,  sixteenth  regular  session,  1891.  Published  by  authority.  Salem 
Oregon :  Frank  C.  Baker,  State  Printer,  1891.  Pp.  34  &  2. 


ART — VOL  4 - 31 


482  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTU 


The  State  Agricultural  College. 

To  His  Excellency  Sylvester  Pennoyer,  Governor  of  Oregon : 

Sir  :  The  State  Agricultural  College  of  Oregon  recognizes  three  great  objects : 

First — Education  of  young  men  and  women  in  the  several  subjects  ordered  by 
the  act  of  congress  of  1862,  namely,  agriculture  and  the  mechanic  arts,  not  for¬ 
getting  the  other  usual  branches  of  a  liberal  education. 

Second — The  carrying  out  of  the  intentions  of  congress  in  establishing  the  experi¬ 
ment  station,  as  a  department  of  the  college  and  by  means  of  the  special  appro¬ 
priation  of  $15,000  annually,  under  the  Hatch  act,  approved  March  2,  1887. 

Third — The  extension  of  knowledge  of  improved  methods  of  agriculture  and  its 
allied  sciences,  and  of  horticulture  and  its  various  branches,  among  all  persons  in¬ 
terested  by  means  of  bulletins,  published  quarterly  from  the  experiment  station, 
and  by  farmers’  institutes  held  under  the  auspices  and  direction  of  the  college  in 
various  sections  of  the  State. 

This  report  falls  naturally,  therefore,  under  these  three  heads.  Dealing  then, 
first,  with  the  State  Agricultural  College  as  a  teaching  institution  in  agriculture  and 
the  mechanic  arts,  and  the  usual  branches  of  a  liberal  education,  I  must  preface  my 
description  of  the  college  as  it  is  to-day,  with  a  short  sketch  of  its  history. 

HISTORICAL  SUMMARY. 

The  Board  of  Regents  appointed  during  the  February  session  of  the  Legislature  of 
1885,  did  not  assume  the  control  and  government  of  the  college  until  July  2,  1888, 
when  the  new  building  erected  by  the  citizens  of  Benton  county  was  formally 
accepted  by  you,  sir,  as  Governor  of  Oregon.  Therefore,  only  two  years,  from 
July,  1888,  to  June  30,  1890,  cover  the  whole  history  of  the  college  under  State  con¬ 
trol — a  short  time  measured  by  months  and  weeks,  but  perhaps  long  enough  to 
enable  judgment  to  be  passed  on  the  plans  formed  by  the  State  Board  of  Regents 
and  the  measures  taken  by  them  to  carry  such  plans  into  effect. 

The  task  assumed  by  the  State  board  was  no  light  one. 

The  Methodist  Episcopal  Church  South  had,  first,  assumed  by  official  acts  recog¬ 
nized  by  the  Legislature  of  Oregon  and  adopted  by  the  act  of  February,  1885,  to 
relinquish  to  the  State  the  control  and  management  of  the  agricultural  college, 
and  had  then,  by  means  of  a  suit  in  equity  against  the  individual  members  of  the 
State  Board  of  Regents,  tried  to  nullify  their  acts  and  resume  control. 

All  parties,  save  and  except  the  representatives  of  the  Methodist  Episcopal 
Church  South,  accepted  in  good  faith  the  acts  of  the  Legislature  of  Oregon,  ap¬ 
proved  as  above  mentioned,  February  11,  1885,  and  confirmed  by  a  second  act  ap¬ 
proved  November  21,  1885.  The  citizens  of  Benton  aided  by  a  few  outside  friends, 
proceeded  to  complete  the  subscription  and  payment  of  sums  aggregating  about 
$25,000,  and  the  sums  so  raised  were  expended  by  the  building  association,  with 
the  advice  and  approbation  of  the  State  Board  of  Education,  as  provided  in  the  act 
of  February,  1885,  in  the  erection  and  equipment  of  the  new  college  building  on 
the  farm  designated  by  the  legislative  act  as  the  college  farm,  near  Corvallis. 

In  this  building — most  admirably  adapted  to  accommodate  for  teaching  purposes 
upwards  of  150  students — the  agricultural  college  of  Oregon,  at  last  controlled  and 
governed  by  the  State  of  Oregon,  through  the  Board  appointed  by  the  State,  opened 
its  session  on  September  12,  1888,  with  an  attendance  of  about  40  students,  closing 
that  year,  however,  with  91  on  the  rolls. 

THE  EDUCATIONAL  PLANS  OF  THE  COLLEGE  CAREFULLY  CONSIDERED. 

Much  preparatory  work  had  been  accomplished  by  the  Board  of  Regents,  who  had 
met  at  regular  intervals  from  the  time  of  their  first  appointment.  The  scheme  of 
studies  had  been  framed  by  a  special  committee  of  the  board,  of  which  Hon.  Geo. 
W.  McBride,  Secretary  of  State,  and  Hon.  E.  B.  McElroy,  Superintendent  of  Pub¬ 
lic  Instruction,  were  the  most  active  members,  and  was  only  adopted  after  a  most 


483 


REPORT  BY  BOARD  OF  REGENTS,  (l889-’9o). 

careful  scrutiny  and  long  consideration  by  the  full  board.  Prior  to  this,  plans  and 
methods  of  nearly  all  the  agricultural  colleges  in  the  United  States  had  been  thor¬ 
oughly  analyzed  and  compared,  and  the  course  of  study  and  management  of  the 
Oregon  college  is  based  on  the  results  so  laboriously  obtained.  The  aim  sought  to 
be  obtained  was  thoroughly  technical  education  in  “  Agriculture  and  the  Mechanic 
Arts,”  as  laid  down  in  the  original  act  of  Congress.  To  make  this  plan  effective, 
a  first-rate  staff  of  teachers  was  necessary,  imbued  with  a  united  and  harmonious 
spirit  of  interest  in  their  work  for  the  work’s  sake,  and  a  determination  that  the 
agricultural  college  of  Oregon  should  be  second  to  none  in  the  quality  of  the  teach¬ 
ing  and  the  educational  influence  on  the  youth  of  Oregon  there  taught. 

THE  EDUCATIONAL  FACULTY  SELECTED  WITH  GREAT  CARE. 

No  appointments  have  been  made  without  long  and  careful  inquiry  into  the 
character  and  attainments  of  the  applicants.  Such  appointments  are,  by  necessity 
of  the  case,  experiments,  and  it  cannot  be  wondered  at  that  in  a  staff  of  a  dozen 
men  the  board  have  considered  it  to  be  for  the  best  interests  of  the  institution  as  a 
whole  that  certain  changes  of  men  and  modifications  in  subjects  taught  should  be 
made  in  the  course  of  the  first  two  years  of  the  new  college? 

NEED  FOR  PROVIDING  FOR  THE  LIVING  EXPENSES  OF  THE  STUDENTS. 

Another  requisite  for  the  usefulness  of  the  school  was  that  the  charges  must  be  low 
enough  to  enable  the  farmers’  and  mechanics’  sons  and  daughters  to  attend  without 
too  heavy  a  drain  on  the  parental  purse,  or  better  still,  the  cost  must  be  set  at  a  figure 
not  too  high  to  be  covered  by  the  savings  of  that  most  worthy  class  of  students  who 
prize  the  college  opportunities  enough  to  earn  and  lay  by  hardly-earned  money  to 
get  there.  For  this  end  the  students  must  be  lodged  and  boarded  by  the  college,  ad¬ 
vantage  being  also  taken  of  the  produce  of  the  farm,  garden,  and  orchard  of  the 
college  to  reduce  the  cost  of  living  to  the  lowest  point.  But  there  were  no  buildings 
suitable  for  these  purposes.  The  liberality  of  the  legislature  of  Oregon  was  appealed 
to,  and  at  the  session  of  1889  they  responded  by  including  in  the  appropriation  in 
favor  of  the  State  Agricultural  college  then  passed  an  amount  which  served,  with 
the  strictest  economy,  to  build  and  furnish  a  student’s  hall  for  the  reception  of 
about  55.  Very  few  then  thought  that  by  the  end  of  1890  accommodations  for 
150  students  would  have  to  be  provided.  But  to  make  the  teaching  of  agriculture 
and  horticulture  effective  on  a  working  scale,  and  at  the  same  time  to  provide 
suitable  scope  for  the  experimental  work  called  for  by  the  Hatch  experiment 
station  act,  much  more  farming  land  was  necessary  than  was  furnished  by  the  35- 
acre  farm  referred  to  in  the  act  of  1885,  and  which  farm  had  been  purchased  by 
public  subscription  of  the  citizens  of  Benton  county  for  the  benefit  and  purposes  of 
the  State  Agricultural  college  many  years  ago. 

EXTRAORDINARY  GROWTH  OF  THE  INSTITUTION. 

For  this  purpose  also  the  legislature  of  1889  was  urged  to  make  an  appropriation. 
They  met  these  requirements  also  by  providing  the  funds  by  which  155  acres  of 
farming  land,  in  proximity  to  the  35-acre  farm  and  the  college  buildings,  were  pur¬ 
chased  for  $14,215.40  in  the  summer  of  1889,  and  a  handsome  octagonal  barn  was 
built  on  the  newly-purchased  farm  and  fitted  up  with  feeding  stalls,  silo,  root  house 
and  storage  room  for  hay  and  grain.  These  provisions  also  have  now  proved  in¬ 
adequate  for  the  increased  production  of  the  farm.  Technical  teaching  in  the 
mechanic  arts  demands  a  building  for  carrying  on  working  in  wood  and  metal, 
some  machines,  of  such  simple  kinds  as  are  in  common  use,  and  a  good  supply  of 
carpenters’  and  smiths’  tools  and  implements.  Funds  for  these  purposes  were  also 
found  out  of  the  $30,000  appropriated  by  the  legislature  of  1889  ;  a  convenient  two- 
storied  workshop,  with  draughting  room  and  recitation  room  attached,  was  built 


484  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


of  brick  and  partially  supplied  with  machinery  and  tools — sufficient,  at  any  rate, 
for  the  instruction  in  wood-working  of  a  considerable  number  of  students.  The 
expenditure  under  this  head  has  been  about  $7,441. 

INDUSTRIAL  TRAINING  OF  GIRLS,  ALSO,  TO  BE  PROVIDED  FOR. 

The  Oregon  State  Agricultural  college  receives  both  male  and  female  students. 
The  scheme  of  instruction  adopted  by  the  board  included,  for  the  special  benefit  of 
female  students,  classes  in  household  economy  and  hygiene.  If  the  boys  were  to  be 
practically  taught  howto  lay  out,  manage  and  work  a  farm,  garden,  or  orchard,  the 
girls  must  be  taught  the  household  duties  of  the  higher  social  life.  To  cook,  to  make 
and  repair  the  family  garments,  to  care  for  the  preservation  of  individual  and  of 
family  health,  to  tend  the  sick,  to  study  how  to  beautify  and  adorn  the  home — all 
these  duties  lie  within  this  most  useful  department.  Even  after  the  resolutions  to 
establish  this  chair  in  the  college  had  been  taken  it  was  a  long  while  before  the 
regents  could  satisfy  themselves  as  to  making  the  appointment.  Finally  Miss  Mar¬ 
garet  C.  Snell,  M.  D.,  of  Boston,  lately  of  the  Snell  Academy  of  Oakland,  was 
appointed,  and  the  board  have  since  seen  reason  to  congratulate  themselves,  and 
above  all,  the  lady  students  of  the  college,  on  the  selection  so  made.  A  visit  to  the 
class  room,  filled  with  class  after  class.of  girls  at  work  from  early  morning  until 
the  college  day  closes,  will  amply  repay  any  one  interested  in  the  higher  technical 
education  of  women  to-day. 

The  facilities  provided  for  thorough  training  in  Horticulure,  and 
its  kindred  sciences,  are  recited.  Professor  P.  L.  Washburn,  B. 
A.,  (Harvard),  was  appointed  in  charge  at  the  opening  of  the  college 
year  1889-’90. 

A  thorough  course  in  the  usual  English  studies  is  required  of  all 
students. 

MANUAL  LABOR  REQUIRED. 

One  of  the  features  which  distinguishes  the  course  here  from  that  of  any  other 
college  or  university  in  the  State  is,  that  one  hour’s  practical  labor  is  made  com¬ 
pulsory  daily  on  every  male  student.  The  nature  of  this  labor  varies  with  the  sea¬ 
son  of  the  year,  with  the  stage  of  the  college  course  of  any  one  .student,  and  with 
the  nature  of  the  college  course  itself,  whether  agricultural,  mechanical,  or  scien¬ 
tific.  Besides  this  one  hour  of  compulsory  labor,  a  certain  amount  of  money  is 
allowed  for  students’  labor  hi  the  agricultural  and  horticultural  departments,  to  be 
distributed  among  such  students  as  earn  it  by  voluntary  labor,  at  the  rate  of  15 
cents  per  hour. 

******* 
INCREASING  ATTENDANCE. 

The  chairman  of  the  executive  committee  was  enabled  to  report  to  the  board  in 
March,  1889,  that  104  students  were  in  attendance — a  gratifying  increase  on  the 
forty-three  of  September,  1888.  At  this  time  upwards  of  185  students  are  on  the 
rolls,  and  an  attendance  of  200  is  fully  expected  after  the  reopening  of  the  college 
from  the  Christmas  vacation. 

It  is  pleasant  to  note  two  changes  in  the  composition  of  the  classes  :  First,  the 
area  from  which  the  students  come  is  growing  wider  all  the  time,  and  the  students 
at  this  time,  as  a  whole,  are  older,  more  mature,  and  have  been  better  taught  pre¬ 
vious  to  their  entrance  in  the  college. 

In  a  list  of  Agricultural  colleges  of  the  United  States  for  1889  ( kindl  y  fur¬ 
nished  by  the  courtesy  of  Hon.  A.  W.  Harris,  acting  director  of  experiment  sta¬ 
tions,  Washington,  D.  C. ,)  Oregon  stood  sixth  from  the  foot  of  the  list  in  number 
of  students.  If  Oregon  had  been  represented  in  that  list  by  her  present  number  of 


OREGON — REPORT  BY  COMMITTEE  OF  LEGISLATURE.  485 


students  her  place  would  have  been  thirteenth  from  the  foot — a  considerable 
change  inside  of  two  years.  It  is  believed  that  the  Agricultural  college  of  Oregon 
has  at  this  time  more  students  in  proportion  to  the  population  of  the  State  than 
any  strictly  Agricultural  college  in  the  Union. 

A  comparison  between  the  number  of  teachers  and  the  students  in  the  several 
classes  in  the  Oregon  college,  with  similar  figures  gathered  from  the  catalogues  of 
a  number  of  the  leading  colleges,  places  Oregon  in  the  front  in  this  respect. 

THE  GREAT  VALUE  OF  THE  AID  GIVEN  BY  THE  U.  S.  GOVERNMENT,  IN  THE  PASSAGE 
OF  THE  “  NEW  MORRILL  ACT,”  RECOGNIZED. 

The  attendance  of  students  is  not  likely  to  fall  off  now  that  the  opportunities  for 
usefulness  are  increased  by  the  passage  of  the  new  Morrill  act,  approved  August 
30,  1890.  This  act  places  $15,000  at  the  disposal  of  the  regents  for  the  year  ending 
July,  1890,  and  a  sum  of  $16,000  for  the  current  year  1890-91,  with  annual  increases 
of  $1,000  until  the  limit  of  $25,000  is  reached.  The  first  $15,000  will  be  chiefly 
devoted  to  increasing  and  improving  the  equipment  of  the  college,  subsequent 
appropriations  to  the  current  annual  expenses.  This  course  has  been  suggested  by 
the  association  of  American  colleges  and  is  being  generally  followed. 

But  as  the  present  attendance  of  students  has  outgrown  the  present  buildings, 
both  for  teaching,  experimental  and  lodging  purposes,  the  Regents  are  at  a  loss  to 
know  how  any  increased  number  can  be  accommodated.  Congress  only  attaches 
one  condition  to  its  munificent  grant,  which  is  that  no  part  of  it  shall  be  spent  on 
buildings — such  expense  the  several  States  must  bear. 

Therefore  the  legislature  of  Oregon  must  be  appealed  to,  however  reluctant  the 
Board  of  Regents,  and  you,  sir,  as  Governor,  may  be  to  appear  before  our  law-mak¬ 
ers  to  urge  them  to  again  give  monies  to  this  college  which  they  generously  favored 
in  1889.  But  there  is  no  alternative. 

There  is  also  a  full  report  of  the  “Experiment  Station.” 

REPORT  OF  LEGISLATIVE  COMMITTEE. 

A  report  by  the  joint  committee  of  the  Legislature  follows.  This 
is  brief  but  very  strong  in  its  approval  of  the  management : 

We  find  that  the  increase  of  students  has  been  so  rapid  (the  number  present  dur¬ 
ing  the  first  year  being  93,  and  now  while  only  in  the  second  quarter  of  the  third 
year  there  are  200  registered)  it  is  necessary  that  additional  buildings  be  provided, 
or  the  Board  of  Regents  will  be  compelled  to  advertise  to  the  State  that  no  more 
students  can  be  received. 

We  believe  that  the  people  of  the  State  are  anxious  to  have  the  good  influence  of 
this  school  extended  to  the  greatest  number,  and  we  therefore  recommend  that  the 
necessary  buildings  be  provided  for  the  accommodation  of  the  increasing  number 
of  students  that  we  feel  sure  will  want  the  benefits  of  au  Agricultural  and  Mechani¬ 
cal  education. 

******* 

Perhaps  contrai-y  to  the  general  impression,  the  proper  equipment  of  one  of  these 
colleges  is  far  more  expensive,  being  at  least  ten  times  greater,  than  that  of  an 
ordinary  classical  institution.  A  college  of  agriculture  and  the  mechanic  arts  is 
not  a  cheap  affair,  and  the  sooner  we  awake  to  the  idea  that  it  will  and  ought  to 
cost  something  to  spread  the  knowledge  of  facts  and  principles  which  will  change 
the  drudgery  of  common  toil  to  the  dignity  and  delight  of  intellectual  and  ennob¬ 
ling  occupation,  the  better. 

Respectfully  submitted. 

E.  T.  Hatch,  E.  O.  McCoy, 

R.  M.  Veatch,  Judson  Weed, 

Senate  Committee.  J.  F.  Henry, 

House  Committee. 


486  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


This  intelligent  appreciation  of  the  needs  of  such  an  Institution, 
and  the  cordial  approval  of  its  management,  thus  expressed  by  the 
Legislative  Committee,  are  certainly  matters  for  congratulation. 

PRESIDENT  ARNOLD'S  REPORT  TO  THE  UNITED  STATES  AUTHORITIES. 

In  his  first  Annual  Report  to  the  United  States  authorities,  made 
for  the  year  ending  June  30th,  1891,  under  the  law  of  1890,  to  the 
Secretaries  of  the  Interior,  and  of  Agriculture,  respectively,  President 
Arnold,  acting  in  accordance  with  the  suggestions  of  the  Commis¬ 
sioner  of  Education,  gave  an  extended  statement;  showing  the  history 
of  the  institution,  its  progressive  development,  and  its  “  present  con¬ 
dition,  resources,  and  prospects.” 

He  says,  in  his  opening  words  : 

The  Agricultural  College  of  Oregon  has  had  during  most  of  its  existence  a  varied 
and  fluctuating  fortune.  For  fifteen  or  sixteen  years  after  its  first  organization  (for 
it  has  had  two  distinct  organizations)  it  was  under  the  control  of  a  private  church 
school,  and  the  dissatisfaction  in  the  public  mind  at  this  arrangement  kept  it  from 
the  prosperity  it  ought  to  have  enjoyed ;  the  most  strenuous  efforts  were  indeed 
required  to  keep  the  school  alive.  Since  its  new  organization  under  the  State  con¬ 
trol  it  has  received  new  life  and  is  now  a  growing  institution,  becoming  more  and 
more  efficient  as  a  means  of  educating  the  industrial  classes.  By  the  work  of  the 
College  itself  in  tuition,  bulletins,  and  farmers’  institutes,  the  people  are  becoming 
aroused  to  the  great  importance  Of  the  Agricultural  College,  both  as  a  social  and  as 
an  educating  power.  The  policy  of  the  school  is  fixed  in  harmony  with  the  Act  of 
Congress  of  1862,  and  may  be  expressed  by  saying  that  all  its  work  must  tend  to 
create  in  the  community  an  educated  class  of  farmers,  mechanics,  and  housekeepers. 
This  policy  the  authorities  are  carrying  out  along  two  lines  of  work — the  work  of 
educating  by  tuition  the  youth  who  attend  upon  instruction  in  the  College,  and  the 
work  of  educating  the  community  at  large  by  bulletins  and  farmers’  institutes. 

The  work  for  students  takes  three  forms,  first,  a  course  of  liberal  instruction  ; 
secondly,  a  course  of  technical  instruction :  and  thirdly,  a  course  of  practical  in¬ 
struction. 

The  work  for  the  community  requires,  first,  that  certain  problems  relating  to 
agriculture  be  investigated  ;  and  secondly,  that  the  results  of  such  investigation  be 
given  to  the  public.  This  is  done  by  bulletins  and  farmers’  institutes. 

President  Arnold  states,  further,  that  the  “ experiment  station” 
is  treated  as  a  part  of  the  college;  and  that  “  all  the  members  of  the 
station  staff  are,  also,  Professors  in  the  college.”  The  Board  of 
Regents,  to  insure  united  action,  placed  the  control  of  the  college 
and  the  station  in  the  hands  of  the  President  of  the  College.  He 
states  that  former  dissatisfaction  seems  to  be  passing  away  and  that 
the  Community  is  more  inclined  to  sustain  the  College.  The  author¬ 
ities  have  succeeded  in  their  efforts  to  make  its  advantages  accessible 
at  a  minimum  cost  to  the  students,  who  can  now  obtain  “  board, 
lodging,  lights,  and  heat  in  the  halls,  for  nine  dollars  per  month.” 
The  State  has  been  liberal  in  providing  buildings,  and  in  the  pur¬ 
chase  of  the  college  farm,  while  the  Board  of  Regents  have  given 
“cordial  cooperation  and  support.”  He  enters  at  length  into  a 


OREGON - REPORT  BY  PRESIDENT  ARNOLD  (l89l).  487 

statement  of  the  plans  of  work  of  the  Station,  which  promise  to  he 
of  value  to  the  farmei’S  of  the  State. 

In  the  “  history  ”  of  the  college,  the  President  recites  the  act  of  1862 
enacted  by  the  Legislature  in  accepting  the  U.  S.  Land  Grant.  In  1 868, 
commissioners  were  appointed  for  locating  the  lands.  As  there  were 
no  State  Colleges  in  the  State,  the  same  Legislature  designated  Cor¬ 
vallis  College,  in  Benton  County,  to  receive  the  income  from  the  lands 
when  the  fund  had  been  formed.  Until  such  time,  small  annual 
appropriations  were  made  by  the  Legislature  for  the  maintenance  of 
the  State  College  of  Agriculture.  “  In  1885,  the  church  relinquish¬ 
ed  (voluntarily)  its  claim  on  the  funds  of  the  Agricultural  Col¬ 
lege,”  and  the  State  resuming  control,  the  Legislature  passed  an  act 
directing  its  location,  and  providing  for  its  government.  President 
Arnold  quotes  at  length  from  sections  of  this  Act.  The  first  one  directs 
the  continuing  the  college  at  Corvallis,  provided  the  citizens  will  erect 
a  building  for  it  on  the  Agricultural  College  farm,  to  cost  not  less 
than  twenty  thousand  dollars.  A  Board  of  Regents  is  incorporated 
and  the  general  Government  of  the  College  vested  in  that  body. 
The  members  of  the  State  Board  of  Education,  and  “the  Master  of 
the  State  Grange  for  the  time  being  ”,  are  made  ex-officio  members 
of  this  Board.  Nine  other  members  are  to  be  appointed  by  the 
Governor;  not  more  than  five  of  whom  are  to  belong  to  the  same 
political  party.  The  course  of  instruction  is  to  be  prescribed  by  the 
Board,  and  must  be  “  in  accordance  with  the  objects  sought  by  Con¬ 
gress  in  the  establishment  of  State  Agricultural  Colleges,  namely  : 
instruction  in  agriculture  and  the  Mechanic  Arts.”  Free  scholar¬ 
ships  (“  one-third  of  which  may  be  females,”)  are  provided,  equal  in 
number  to  the  joint  number  of  senators  and  representatives  in  the 
Legislature,  with  an  additional  one  for  each  county. 

The  offer  of  the  Church  College  to  relinquish  its  claim  for  the 
control  and  management  of  the  Agricultural  College,  is  formally 
accepted.  The  statement  by  the  President,  which  follows,  is  of  in¬ 
terest  as  throwing  some  light  upon  the  underlying  causes  of  the  fact 
so  often  complained  of  by  those  claiming  to  speak  for  the  farmers  of 
the  country,  namely:  that  the  special  training  of  the  farmer  is  neg¬ 
lected  in  these  Land  Grant  Colleges 

He  says- 

While  the  church  held  the  school  from  1868-1888,  agricultural  science  was  regu¬ 
larly  taught  as  an  enforced  study  to  such  pupils  as  held  free  scholarships,  and  to 
such  others  as  might  desire  to  take  agricultural  studies;  but  I  may  remark  in  passing, 
that  during  my  connection  with  the  College  (from  1872  to  1888)  there  was  never  a 
single  instance  of  a  student  volunteering  to  take  agricultural  studies,  so  far  as  I  re¬ 
member.  There  was  not  then,  and  the  same  is  true  to-day,  a  generally  felt  need  of 
scientific  agricultural  education. 

Such  feeling  is  of  course  a  product  of  such  education  itself  and  hence  the  great 
importance  of  the  agricultural  Colleges;  the  desire  once  awakened,  there  will  be 
no  trouble  about  the  education.  Such  conscious  desire  as  does  exist,  exists  in  the 


488  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


minds  of  the  older  people,  and  not  to  any  appreciable  extent  in  that  of  the  young 
who  ultimately  settle  the  matter  of  their  education. 

While  the  church  controlled  the  school,  there  was  an  attempt  (and  the  same 
policy  continues  to-day)  to  popularize  the  College  by  taking  advantage  of  the 
grange  sentiment  and  by  an  attempt  to  bring  the  school  largely  under  the  influence 
of  farmers,  hence,  there  seems  to  exist  to-day  a  tacit  feeling  that  the  agricultural 
College  is  designed  especially  for  the  benefit  of  the  farmer,  and  that  it  is  their 
school,  emphatically,  that  it  is  their  special  business  to  foster  it,  manage  it,  and 
patronize  it.  Of  course  everybody  in  the  State  is  equally  interested  in  the  institu¬ 
tion,  and  should  be  made  to  know  so,  as  soon  as  possible. 

The  people  of  Benton  County  erected  the  building  as  was  required  and  the  Gov¬ 
ernor  having  accepted  it  in  1888,  the  Board  of  Regents  took  charge,  reorganized 
and  prescribed  courses  of  study  which,  after  some  revisions,  still  continue  in  force. 

THE  COURSES  OP  STUDY,  AS  PRESCRIBED  BY  THE  BOARD  OF  REGENTS. 

There  are  three  courses  of  study,  “Agriculture,”  “  Mechanics,”  and 
“  Household  Economy.” 

In  the  first  term  of  the  first  year  these  courses  are  alike,  and  com¬ 
prise  Algebra,  English,  History,  and  Bookkeeping,  except  that  in 
that  of  “Household  Economy”,  Sewing,  is  also  taken.  In  the  second 
term,  Algebra,  English,  History,  and  Drawing  are  taken  in  all  the 
courses;  with  Horticulture  added  in  the  courses  in  Agriculture 
and  Household  Economy,  and  Shop  Work  in  that  of  Mechanics. 
Algebra,  English,  Drawing,  and  Chemistry  are  taught  in  all  the 
courses  of  the  third  term  with  “Agriculture,”  “  Mechanical  Draw¬ 
ing,”  and  “  Sewing”  added  in  their  respective  courses. 

In  the  first  term  of  the  second  year,  Geometry,  and  Chemistry,  are 
the  common  studies — Agriculture,  and  Horticulture,  added  in  the 
course  of  Agriculture — Mechanical  Drawing,  and  Shop  Work,  in 
Mechanics — Preserving,  canning,  and  cooking  of  fruits  in  “Household 
Economy,”  with  “Language”  as  an  optional. 

In  the  second  term,  Geometry  is  taken  in  the  three  courses;  Chem¬ 
istry  in  the  first  two  ;  Modern  History  in  the  Girls’  Course;  Zoology 
in  Agriculture  and  Household  Economy ;  Mechanical  Drawing  in 
Mechanics  ;  and  Marketing,  and  Chemistry  of  Cooking,  in  the  Girls’ 
Course ;  with  Language  optional. 

In  the  third  term,  Trigonometry,  and  Chemistry,  in  first  two 
courses;  English,  in  all  three  ;  Zoology,  in  Agriculture,  and  House¬ 
hold  Economy;  Shop  work,  in  Mechanics ;  and  Dressmaking,  and 
Sewing,  in  the  Girls’  Course ;  with  Language,  optional. 

In  the  third  year,  the  courses  decidedly  differentiate. 

In  Agriculture,  1st  term:  Surveying  ■£,  Roadworking,  Botany,  Physiology,  Agri¬ 
culture.  2nd  term:  Physics,  Meterology,  Physiology  1,  Agriculture  i,  Plant  Physi¬ 
ology.  3rd  term:  Physics,  Entomology,  Botany,  Political  Economy. 

In  Mechanics,  1st  term:  Analytical  Mechanics,  Analytical  Geometry,  Elementary 
Mechanism,  Drawing,  Shop  Work.  2nd  term:  Analytical  Geometry,  Calculus  1, 
Physics,  Mechanism,  Machine  Design,  Shop  Work.  3rd  term:  Calculus,  Political 
Economy,  Physics,  Steam  Engine  and  Motors,  Drawings  and  Design. 

In  Household  Economy,  1st  term:  English  Literature,  Botany,  Language  (op- 


OREGON — COURSES  OF  STUDY. 


489 


tional),  Dress  Making  and  Millinery,  Physiology.  2nd  term:  Special  Hygiene, 
English  Literature,  Language  (optional),  Physiology  -J,  Physics  or  Meterology.  3rd 
term:  House  Furnishing  and  Kitchen  Gardening,  Political  Economy,  Language 
(optional),  (two  of  these)  Physics,  Botany,  Entomology. 

In  the  fourth  year  the  Courses  for  Degrees  of  B.  S. ,  B.  M.  E. ,  B.  L. ,  are  as  fol¬ 
lows:  Bachelor  of  Science  Course,  1st  term:  Analytical  Geometry,  Logic,  Physics, 
Language.  2nd  term:  Analytical  Geometry!,  Calculus  |,  Minerology,  Psychology, 
Language.  3rd  term:  Calculus,  Ethics  and  Constitutional  Law,  Geology,  Language. 

Bachelor  Mechanical  Engineering  Course,  1st  term:  Mechanics,  Logic.  2nd  term: 
Mechanics,  Psychology.  3rd  term:  Mechanics,  Ethics  and  Constitutional  Law. 

Bachelor  of  Literature  Course,  1st  term:  English  Literature,  Language.  Logic, 
Social  Etiquette.  2nd  term:  English  Literature,  Psychology,  Language,  Sanitary 
Science.  3rd  term:  English  Literature,  Ethics  and  Constitutional  Law,  Language, 
Care  of  the  Sick. 

The  Agricultural  Department. 

A  remark  common  to  the  departments  of  Agriculture,  Mechanics,  and  Household 
Economy  may  be  made  here.  Since  it  is  the  business  of  the  college  to  make  scien¬ 
tific  farmers,  mechanics,  and  householders,  it  is  necessary  to  give  three  kinds  of 
training:  1.  Training  in  general  science.  2.  Training  in  technical  priciples.  3. 
Training  in  the  practical  application  of  these  principles. 

As  students  come  to  us  wholly  unprepared  it  is  needful  to  give  them  instruction 
in  general  scientific  knowledge,  and  one  course  of  study  is  designed  by  its  quality, 
quantity,  and  order  of  arrangement  to  give  both  general  training  and  technical 
training,  also  the  practical  application  of  the  principles  is  provided  for  by  the  rules 
of  the  Board  of  Regents  that  requires  each  student,  male  and  female,  to  do  manual 
labor  at  least  one  hour  each  day. 

The  agricultural  course  extends  through  a  period  of  three  years.  The  first  year 
is  for  the  most  part  a  work  of  preparation  for  the  technical  studies  coming  in  the 
second  and  third  years.  *  *  *  Each  student  in  this  course  is  required  to  spend 
an  hour  a  day  for  one  term  of  the  first  year  in  the  shops  learning  how  to  work  in 
wood,  and  during  the  second  year  to  spend  the  same  amount  of  time  in  learning 
how  to  work  in  iron. 

The  completion  of  this  course  entitles  the  student  to  the  degree  of  Bachelor  of 
Scientific  Agriculture. 

Provision  is  made  by  a  fourth  year’s  course  of  study  in  more  advanced  science 
and  literature  for  conferring  the  degree  B.  S. ,  on  such  as  desire  it,  and  become  en¬ 
titled  to  it.  The  means  for  illustrating  the  principles  of  this  course  are  ample.  We 
have  a  farm  of  180  acres  furnished  with  all  the  needful  appliances,  barns,  stables, 
machinery,  tools,  teams,  stock,  silo,  and  other  things  used  on  a  well  regulated  farm. 

The  Mechanical  Department. 

The  work  of  this  department  is  analyogous  to  that  of  the  Agricultural  depart¬ 
ment,  but  differs  from  it  in  respect  to  time;  extending  through  four  years  instead  of 
three.  The  degree  attained  B.  M.  E.,  (Bachelor  of  Mechanical  Engineering.) 

Shop  work  in  this  course  takes  the  place  of  farm  work  in  the 
Agricultural.  The  student  studies  mechanical  drawing  and  takes 
shop  work  in  wood,  the  first  year;  in  iron,  the  second;  and  in 
mechanics,  the  third.  A  sufficiently  large  and  well  equipped  Mechan¬ 
ical  Building  is  provided;  with  Machines,  Blacksmith,  and  wood 
working  shops,  and  a  room  for  Drawing  and  one  for  teaching  type¬ 
setting  and  printing. 


490  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

DEPARTMENT  OF  HOUSEHOLD  ECONOMY. 

This  department  is  intended  to  fit  girls  for  the  duties  of  housekeeping.  The 
mistress  of  the  f  mily  has  to  dispense  what  the  master  provides,  and  it  is  believed 
that  this  department  is,  therefore,  the  complement  and  counterpart  of  the  Agricul¬ 
tural  department;  for  the  prosperity  of  the  family  depends  as  much  upon  the  intel¬ 
ligence  and  skill  of  the  food-divider  as  upon  those  of  the  food-provider.  Indus¬ 
trial  education  should  therefore  be  extended  to  girls  as  well  as  boys. 

The  girls  are  taught  sewing  the  first  year;  cooking  and  fruit  pre¬ 
serving  the  second;  and  dressmaking  and  millinery  the  third;  horti¬ 
culture,  floriculture,  and  kitchen  gardening,  as  legitimately  woman’s 
work,  are  taught;  also,  special  hygiene. 

Concurrently  with  these  studies  there  is  given  a  course  of  liberal  instruction 
nearly  identical  with  the  liberal  studies  of  the  Agricultural  course,  more  attention, 
however,  being  given  to  the  English  Literature.  The  course  extends  over  three 
years  and  leads  to  the  degree  of  bachelor  of  household  economy.  The  degree  B.  L. 
(Bachelor  of  Literature)  is  provided  for  by  a  four  years  course  of  more  advanced 
studies.  The  means  for  illustrating  instruction  in  this  department  are  ample  and 
range  from  a  cambric  needle  to  a  large  cooking  stove  and  several  small  ones. 

These  detailed  courses  are  followed  by  statements  of  the  work  in 
chemistry,  physics,  botany,  zoology,  physiology,  mathematics, 
history,  English,  etc.  Freehand  Drawing,  bookkeeping,  and  history 
are  required  of  all  students.  A  table  is  given  showing  the  amount 
of  hours  per  year  given  to  each  study  in  schoolroom.  There  are 
nearly  fifty  subjects  of  study  enumerated  in  this  table.  “All  stu¬ 
dents  are  required  to  drill  daily  in  the  school  of  the  soldier  and  of 
the  company.” 

The  terms  of  admission  to  the  College  are  that  the  pupil  be  fifteen  years  old  and 
be  able  to  pass  an  Examination  in  Arithmetic,  Elementary  English  Grammar,  Read¬ 
ing  and  Spelling — a  written  Examination  is  required.  A  preparatory  department 
is  connected  with  the  College,  there  being  no  special  preparatory  schools  in  the 
State.  The  State  furnishes  one  hundred  and  twenty -three  free  scholarships.  All 
other  pupils  pay  a  small  tuition  fee  of  fifteen  dollars  a  year. 

A  detailed  account  of  the  year’s  work  of  the  Experiment  Station 
follows. 

The  number  of  students  attending  the  College  for  the  year  ending 
June  30,  1891,  is  given  as  196,  72  of  whom  are  girls.  Seventy  three 
are  in  the  “Preparatory”  Classes,  of  whom  25  are  girls.  The  Faculty 
numbers  12  Professors  and  Instructors,  one  of  whom  is  a  lady. — B. 
L.  Arnold,  a.  M.,  President. 

The  exigency  caused  by  the  sudden  death  of  President  Arnold, 
and  the  consequent  calling  of  a  new  President  to  take  the  future 
direction  of  this  new  departure  of  the  college,  gives  especial  interest 
both  to  the  attitude  of  the  Board  of  Regents,  in  regard  to  this  devel¬ 
opment;  and  to  the  ideal  which  the  President  will  seek  to  embody. 
It  is,  for  this  reason,  that  these  two  reports  are  so  largely  quoted  from, 
and  that  that  of  President  Bloss  is  given  almost  in  full. — 

Whatever  is  true  in  relation  to  these  new  forms  of  training,  which 


491 


OREGON - REPORT  OF  REGENTS  (l892). 

being  here  about  to  be  introduced  are  naturally  fully  discussed,  is 
as  true  for  similar  institutions  in  all  parts  of  our  country;  and, 
therefore,  is  of  general  interest. 

The  latest  Annual  Report  of  the  Regents  *  begins  as  follows  : 

To  His  Excellency,  Sylvester  Pennoyer,  Governor  of  Oregon : — 

Sir  : — It  becomes  once  more  my  duty,  as  President  of  the  Board  of  Regents  of  the 
State  Agricultural  College,  to  present  a  report  of  the  condition  and  working  of  this 
institution  to  you  as  representing  the  State  of  Oregon.  Two  years  ago  I  had  a 
similar  duty  to  perform.  In  the  report  then  presented,  hopes  were  expressed  that 
time  would  demonstrate  the  soundness  of  the  plans  of  government  and  control 
adopted  by  this  Board.  The  proof  was  to  consist  in  an  increasing  number  of 
students,  supplied  from  those  special  classes  of  our  citizens  chiefly  interested  in 
Agriculture  and  the  Mechanical  Arts,  in  the  visible  improvement  of  the  students  of 
both  sexes  in  their  studies,  deportment,  and  character,  and  in  the  increased  in¬ 
fluence  of  the  College  and  Experiment  Station  on  the  people  of  the  State. 

The  report  of  President  Bloss,  appended  to  this  report,  gives,  in  the  opinion  of 
tins  Board,  satisfactory  evidence  of  the  widely  extending  influence  for  good  now 
being  exerted  throughout  Oregon  by  the  State  Agricultural  College.  The  institu¬ 
tion  has  lost  whatever  was  local  and  restricted  in  its  roll  of  students,  who  are  now 
sent  to  us  from  all  parts  of  the  State.  The  bulletins  sent  out  from  the  Experiment 
Station  at  frequent  intervals  have  now  a  circulation  of  nearly  five  thousand  copies. 
The  farmers’  institutes  under  the  direction  of  the  College  are  welcomed  everywhere. 
The  attendance  at  these  pleasant  meetings  constantly  increases,  and  lively  interest 
is  always  shown  in  the  papers  and  debates  on  the  many  and  diverse  topics  affect¬ 
ing  the  farming  community. 

*  *  *  *  *  *  * 

The  year  1891,  was  one  of  steady  growth  and  development  under  the  Presidency 
of  the  late  Prof.  B.  L.  Arnold.  To  the  liigh  character  and  thorough  scholarship  of 
this  gentleman  the  College  owes  much.  His  rule  was  just,  kind,  courteous ;  his 
habits  those  of  constant  industry  and  conscientiousness.  The  extent  and  depth  of 
his  influence  over  his  students  were  only  demonstrated  by  his  unexpected  death  in 
January,  1892. 

THE  IMPORTANT  RELATIONS  HELD  BY  THE  PRESIDENT  OF  A  COLLEGE  TO  THE  INSTI¬ 
TUTION. 

The  Board  of  Regents  felt  to  the  full  their  responsibility  in  the  choice  of  a  suc¬ 
cessor.  They  recognized  that  as  is  the  President,  so  will  be  the  college  which  he 
governs.  Not  only  are  high  personal  character  and  wide  and  deep  knowledge  es¬ 
sential,  but  the  President  must  be  a  ruler  of  men — full  of  tact,  and  experienced  in 
the  difficult  art  of  government.  In  the  case  of  the  Agricultural  College,  moreover, 
especial  technical  knowledge  is  demanded.  The  direction  of  the  Experimental 
Station  calls  for  a  man  in  sympathy  with  the  special  needs  of  the  farmers  in  the 
transition  state  marked  by  the  development  of  the  orchard,  fruit  farm,  and  general 
farm,  yielding  many  products  from  the  wide  wheat  farms  and  stock  ranches  of  the 
past  decade.  The  Board  took  steps  to  make  the  impending  selection  very  widely 
known.  Their  success  was  proved  by  the  receipt  of  nearly  forty  applications  from 
all  parts  of  the  Union.  A  careful  scrutiny  reduced  the  number  of  selected  candi¬ 
dates  to  five.  Still  closer  examination  of  the  qualification  of  the  selected  candi- 

*Annual  Report  of  the  President  of  the  Board  of  Regents  of  the  State  Agricul¬ 
tural  College  to  the  Governor  of  Oregon  for  the  year  ending  June  30,  1892.  Legis¬ 
lative  Assembly,  Seventeenth  Regular  Session,  1893.  Published  by  authority. 
Salem,  Oregon :  Frank  C.  Baker,  State  Printer,  1893.  Pp.  44. 


492 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


dates  was  followed  by  the  choice  of  Professor  John  M.  Bloss,  then  of  the  Topeka 
Schools,  an  educator  of  long  and  varied  experience,  who  had  filled  most  important 
positions  for  many  years  both  in  Indiana  and  in  Kansas,  and  who  brought  with 
him  to  Oregon  both  the  cordial  good  wishes  and  the  genuine  regrets  of  all  his  former 
associates.  The  new  President  took  charge  of  the  College  and  Station  in  May  last, 
very  near  the  close  of  the  college  year. 

The  Board  felt  it  to  be  very  desirable  that  the  new  President  should  have  all  the 
time  possible  before  the  opening  of  the  next  college  year  to  know  and  be  known  in 
all  parts  of  the  State,  and  to  use  such  methods  as  he  might  approve  for  attracting 
students  to  the  college.  It  is  right  at  this  point  to  notice  the  fact  that  the  Board 
placed  on  Professor  J.  D.  Letcher,  as  the  senior  professor,  the  temporary  charge  of 
the  college  in  the  sudden  necessity  consequent  on  Professor  Arnold’s  death.  The 
responsibility  was  at  once  assumed  by  Professor  Letcher,  although  at  that  time  he 
was  suffering  from  depressing  sickness,  in  which  a  less  conscientious  man  might 
have  readily  found  an  excuse.  The  facts  of  growth  and  development  which  will 
be  found  to  be  detailed  in  President  Bloss’  report,  appear  to  the  Board  to  justify  to 
the  full  the  selection  they  made.  I  desire  to  emphasize  our  conviction  that  not  in 
numbers  alone,  but  rather  in  the  raised  tone,  character,  and  attainments  of  the  stu¬ 
dents,  is  to  be  found  the  proof  that  the  President  is  the  right  man  in  the  right  place. 

The  announcement  is  made  that  the  Supreme  Court  of  the  State, 
has  confirmed  the  State  of  Oregon  in  its  unshared  and  undisputed 
control  of  the  College  and  its  possessions.” 

While  it  is  a  matter  of  great  regret  to  the  Board  to  have  to  appeal  once  again  for 
further  funds  for  building  and  furnishing  purposes,  yet  the  argument  now  comes 
with  added  force  that  it  is  the  undoubted  growth  and  development  of  the  institu¬ 
tion  which  demands  it.  To  appeals  for  a  stationary  or  retrograding  school,  a  Leg¬ 
islature  might  turn  a  deaf  ear.  For  this  College,  only  now  entering  upon  a  full  ca¬ 
reer  of  usefulness  to  the  State  and  fed  and  maintained  with  yearly  increasing  funds 
by  the  munificence  of  the  General  Government,  it  seems  to  me  that  it  would  be 
hard  to  refuse  any  moderate  and  well  considered  amount  needed  for  new  buildings 
in  which  to  utilize,  for  the  benefit  of  the  State,  the  Government  appropriations. 
The  full  details  of  the  sum  which  this  Board  desires  to  expend  for  the  benefit  and 
extension  of  the  College  are  found  in  the  report  of  President  Bloss  on  the  last  page 
thereof.  To  these  details  I  desire  to  call  special  and  favorable  attention. 

THE  LEGISLATURE  TOLD  OF  THE  NEED  FOR  MORE  BUILDINGS. 

One  thing  is  sure  :  It  is  impossible  for  any  institution  to  remain  stationary.  To 
endeavor  to  stand  still  is  to  retrograde.  That  is  the  exact  condition  of  the  State 
Agricultural  College  to-day.  Its  rooms  are  full  to  overflowing.  The  work-shops 
of  the  mechanical  department  cannot  give  room,  nor  does  the  present  equipment 
in  tools  suffice  for  even  the  students  we  now  have.  There  is  not  room  in  its  chemi¬ 
cal,  zoological,  and  botanical  laboratories  for  the  student-work  there  on  which  their 
improvement  depends,  under  the  intelligent  and  modern  method  applied  to  them 
to-day.  The  horticultural  department  is  without  even  any  lecture  or  teaching-room 
at  all,  and  badly  needs  other  facilities.  The  agricultural  department  now  overflows 
the  barn  and  shed-room  it  has,  and  is  unable,  without  further  funds,  to  tile-drain 
and  otherwise  develop  the  farm,  which  is  to  be  the  best  of  object  lessons  to  the 
farmers  of  Oregon  as  well  as  to  the  students.  The  department  of  photography  is 
put  away  in  a  slip  of  a  room,  without  the  possibility  of  a  skylight  by  means  of 
which  to  print.  The  number  of  students  has  overgrown  the  desk  and  table-room 
which  was  thought  adequate  two  years  ago.  The  chief  increase  in  numbers  is  in 
the  college  classes  proper,  not  in  the  preparatory  department,  which  comes  into 
comparison  with  the  public  schools.  Even  if  the  preparatory  department  were 


FIRST  REPORT  BY  PRESIDENT  BLOSS  (l892).  493 

cut  off  altogether,  the  application  for  building  and  furnishing  funds  would  still 
have  to  be  presented.  But,  this  same  preparatory  department  serves  to  open  the 
doors  of  the  College  to  some  of  the  most  eager  and  struggling  students. 

*  ****** 

With  this  account  of  the  wide  and  most  useful  future  now  open  before  this  Col¬ 
lege  and  Station,  the  Board  must  leave  the  matter  to  the  wisdom  and  liberality  of 
the  Legislature  of  Oregon. 

W.  S.  Ladd, 

President  of  the  Board  of  Regents. 

Corvallis,  January  4,  1893. 

FIRST  REPORT  BY  THE  NEW  PRESIDENT  OF  THE  COLLEGE. 

Corvallis,  Oregon,  December  31,  1892. 

Hon.  William  S.  Ladd ,  President  of  the  Board  of  Regents,  State  Agricultural 

College : 

My  Dear  Sir:  I  herewith  transmit  to  you,  and  through  you  to  the  Board  of 
Regents,  the  following  report  on  the  purposes  and  needs  of  the  State  Agricultural 
College,  together  with  statistics  showing  its  enrollment  for  the  past  two  years. 
The  report  also  contains  a  summary  of  the  work  of  this  station  for  the  time  men¬ 
tioned,  and  is  placed  over  the  signature  of  the  several  professors  and  instructors. 

PURPOSES  OF  THE  SCHOOL. 

The  State  Agricultural  College  of  Oregon  has  been  organized  under  the  National 
law  for  the  establishment  of  such  schools.  It  includes  within  its  curriculum  all 
those  branches  of  study  and  lines  of  discipline  contemplated  in  that  Act.  The  fol¬ 
lowing  is  a  brief  outline  of  its  purposes  and  a  statement  of  what  has  been  done  to 
carry  out  these  purposes. 

Neither  the  State  nor  the  Nation  can  afford  to  establish  and  to  sustain  a  system 
of  education  which  does  not  have  for  its  basal  thought  the  making  of  better  citizens 
of  those  who  come  directly  under  its  influences.  Better  citizenship  does  not  depend 
wholly,  nor  even  primarily  upon  intellectual  culture,  because  loyalty  to  both  the 
State  and  the  Nation,  loyalty  to  duty,  honesty  of  purpose,  unflinching  fidelity,  per¬ 
sonal  purity,  and  willingness  to  submit  to  legal  restraints,  are  each  elements  essen¬ 
tial  to  the  perpetuity  of  the  State  and  the  Nation.  Hence  an  effort  has  been  made 
in  this  institution  to  cultivate,  by  direct  instruction  in  ethics,  all  the  nobler  traits  of 
mind  and  heart,  as  well  as  to  surround  the  student  as  far  as  possible  by  all  those 
influences  which  lead  to  higher  ideals  of  duty  and  respect  of  self. 

It  has  been  the  purpose  of  the  Faculty  and  the  President  of  this  institution  to 
combine  ethical  teaching  with  the  instruction  in  all  the  branches  taught.  Hence 
it  is  believed  that  every  reasonable  effort  is  being  made  to  prepare  the  youth  of  this 
institution  for  better  citizenship,  thus  justifying  the  State  and  Nation  in  their 
beneficence. 

The  intellectual  culture  contemplated  in  this  College  does  not  vary  in  quality 
from  that  obtained  in  other  educational  institutions  in  the  State,  nor  should  it. 

THE  TERM  “EDUCATION”  DEFINED. 

Education  involves  information,  yet  it  is  not  information.  Education  awakens 
the  faculties  of  the  mind  to  energetic  action,  but  this  is  not  education ;  it  is  only  a 
means.  Education  involves  the  training  of  the  faculties  of  the  mind,  and  the  ren¬ 
dering  of  these  intellectual  faculties  submissive  to  the  control  of  the  will.  It  is  the 
result  of  all  these  processes  of  training  that  terminates  in  education.  Such  training 
may  be  secured  while  pursuing  the  work  laid  out  in  the  curriculum  of  the  Agricul¬ 
tural  College,  as  well  as  in  the  private  college,  the  normal  school,  or  the  university. 


494  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


THE  AGRICULTURAL  COLLEGE  IS,  BY  THE  NECESSITY  OP  ITS  CREATION,  A  POLY¬ 
TECHNIC  SCHOOL. 

i 

By  the  law  of  its  organization  the  Agricultural  college  has  a  special  field  of  work 
assigned  to  it — a  field  which  is  covered  only  in  the  minor  details  by  the  work  of  any 
other  State  or  private  institution.  When  organized  to  fulfill  its  highest  mission,  it 
is  a  polytechnic  school,  where  the  scientific  principles  underlying  the  great  business 
industries — agriculture,  mechanic  arts,  and  household  economy — are  taught  in  con- 
j  unction  with  military  discipline  and  military  science.  Agriculture  is  here  used  in  its 
broadest  sense,  and  embraces  all  appertaining  to  the  art  of  good  husbandry,  including 
horticulture,  veterinary  science,  and  all  that  relates  to  the  proper  rearing  of  animals 
and  plants  and  their  preservation  from  disease.  Mechanical  industries  include  all 
the  forms  of  work  in  wood  and  metals,  as  well  as  the  manufacture  of  machinery 
for  the  application  or  transmission  of  power.  This  is  a  broad  field,  and  a  proper 
investigation  of  these  subjects  as  sciences  and  as  arts,  makes  it  necessary  to  study 
thoroughly  several  other  branches  of  learning.  The  study  of  English  must  be  pur¬ 
sued  ;  first,  that  the  constructive  imagination  of  the  student  may  be  cultivated ; 
second,  that  he  may  be  able  to  comprehend  the  literature  of  the  subjects  studied ; 
and,  third,  that  he  may  be  enabled  to  express  accurately  and  intelligently  the  results 
of  his  researches,  and  thus  become  a  valued  member  of  society.  For  these  reasons 
the  study  of  English  and  training  in  the  art  of  expressing  thought  has  been  made 
obligatory  upon  all  students.  An  understanding  of  the  science  of  agriculture  in¬ 
cludes  a  knowledge  of  the  proper  preparation  of  soils  for  the  reception  of  a  crop. 
Hence  the  student  must  understand  how  to  secure  the  best  mechanical  condition  of 
the  soil,  not  only  to  cause  the  immediate  disintegration  of  the  tough  and  baked 
clayey  soils  by  direct  physical  means,  but  he  should  understand  how  tile-drainage 
renders  such  soils  permanently  friable.  The  latter  involves  a  knowledge  of  engi¬ 
neering  and  a  study  of  the  philosophy  of  tile-drainage  and  irrigation  as  well.  To 
insure  the  best  returns  from  the  farm,  the  chemical  properties  of  the  soil  must  be 
known,  as  well  as  the  chemical  constituents  of  its  products.  To  improve  the  im¬ 
poverished  soil,  a  knowledge  of  the  needed  fertilizer  must  be  known.  To  feed 
stock  successfully,  the  chemistry  of  food  plants  must  be  ascertained,  and  properly 
adapted  to  their  needs.  Thus  if  ten  bushels  of  wheat  contain  only  enough  lime  to 
make  the  shells  of  five  dozen  eggs,  it  alone  would  be  an  unprofi table  food  for  poul¬ 
try.  If  one  hundred  pounds  of  clover  hay  has  more  lime  in  it  than  one  hundred 
bushels  of  wheat,  it  might  be  used  as  a  valuable  food  where  lime  is  needed.  Hence 
agriculture  necessarily  involves  a  thorough  knowledge  of  inorganic  and  organic 
chemistry.  For  this  reason,  the  course  in  chemistry  has  been  extended,  and  the 
pupils  are  required  to  do  a  large  amount  of  work  in  the  chemical  laboratory.  In 
tills  respect  our  plant,  although  limited  in  room,  is  made  to  accomodate  about 
thirty  students.  Agriculture  also  involves  a  knowledge  of  the  breeds  of  stock,  as 
well  as  the  means  of  securing  the  most  rapid  growth  and  the  prevention  of  disease. 
Hence  a  knowledge  of  comparative  anatomy  and  veterinary  science  is  essential. 
But  food  plants  are  liable  to  be  injured  or  destroyed  by  disease,  or  they  may  become 
the  prey  of  insects.  Hence  the  agriculturist  and  the  horticulturist  must  have  a 
knowledge  of  entomology  and  insecticides.  Here  again  opens  up  a  wide  field  for 
the  investigation  of  the  true  scientist  and  agriculturist.  The  microscope  and  a 
knowledge  of  microscopy  now  become  essential.  This  field  is  one  that  is  ever  widen¬ 
ing  with  the  growth  of  science,  and  is  as  yet  comparatively  untouched.  Observers 
are  needed  upon  every  farm  in  order  to  overcome  the  ravages  committed  upon  the 
growing  crops.  Every  student  of  agriculture  and  household  economy  is  required 
to  study  entomology  in  the  laboratory,  in  order  that  a  thorough  acquaintance  with 
the  known  pests  to  agriculture  and  horticulture  may  be  acquired. 


OREGON - REPORT  BY  PRESIDENT  BLOSS. 


495 


HOW  LABORATORIES  AID  SCIENTIFIC  INVESTIGATION. 

Our  laboratories  in  chemistry,  physics,  and  along  biological  lines  are  small,  not 
giving  sufficient  room  for  the  students  now  engaged;  they  are,  while  the  best  in  the 
Northwest,  incomplete  as  compared  with  that  of  the  best  institutions.  The  rapid 
growth  of  the  school  shows  that  more  room  and  a  larger  and  more  complete  equip¬ 
ment  is  needed  to  meet  the  demands  of  our  work.  Laboratory  work  is  essential  to 
the  successful  study  of  all  subjects,  and  it  is  the  only  method  which  can  inspire  the 
student  to  become  a  real  investigator.  Upon  the  number  of  educated  investigators 
is  dependent  the  rapid  development  and  the  material  prosperity  of  the  State.  Hor¬ 
ticulture,  when  studied  from  a  scientific  point  of  view,  is  not  only  ennobling  to  the 
mind,  but  is  a  subject  of  greatest  profit  to  the  State.  With  this  subject,  as  with 
certain  fields  in  agriculture,  the  science  of  botany  is  intimately  related,  and  be¬ 
comes  in  its  proper  study  an  important  factor.  The  study  of  plant  life,  methods  of 
growth,  the  means  and  the  manner  of  decay,  the  plan  of  cell  formation,  the  philos¬ 
ophy  of  circulation,  the  methods  of  repair,  the  processes  of  fertilization,  are  all 
inspiring  subjects  to  the  earnest  student,  and  open  up  to  him  broad  fields  rich  in 
thought.  The  philosophy  of  budding,  grafting,  transplanting,  and  methods  of  prop¬ 
agation  have  a  high  educative  as  well  as  esthetic  value.  The  laboratory  process 
is  carried  on  in  the  study  of  this  subject;  hence  all  the  pupils  who  study  agricul¬ 
ture  and  household  economy  are  required  to  learn  the  art  of  budding,  grafting, 
methods  of  pruning,  and  caring  for  flowers,  for  testing  the  values  of  vegetable  prod¬ 
ucts  and  modes  of  culture.  Here,  as  will  be  found  in  other  departments,  we  have 
reached  the  limits  of  our  quarters.  There  is  not  room  for  the  proper  instruction 
and  work  in  our  ever-growing  classes. 

WHAT  THE  THOROUGH  STUDY  OF  MECHANICS  COMPRISES. 

The  mechanical  department  covers  a  wide  range  of  work  and  investigation.  Here 
is  laid  the  foundation  upon  which  the  work  of  the  artist  and  the  artisan  and  of  those 
who  conduct  the  great  business  industries  must  rest.  This  training  consists  of  a 
college  course  of  four  years,  and  includes  a  thorough  and  more  extended  knowledge 
in  physics  and  in  mathematics  than  the  other  courses.  Here  is  brought  into  use  the 
students’  knowledge  of  free-hand  drawing.  Here  their  knowledge  of  physics  and 
calculus  is  applied  in  studying  the  machine  and  the  laws  producing  motor  powers. 
Here  mechanical  drawing  is  taught  and  applied  in  preparing  the  drawings  from 
which  work  in  wood  and  metal  is  fashioned.  In  this  course,  not  only  the  study  of 
the  philosophy  underlying  mechanics  is  mastered,  but  the  student  is  required  to 
spend  one  hour  each  day  at  work  in  the  shops.  The  first  year  is  devoted  to  work 
in  wood,  in  which  the  use  of  all  the  tools  used  in  carpentry  is  brought  into  requisi¬ 
tion,  and  all  the  forms  of  work  in  framing  and  carpentry  are  reproduced  from  blue 
prints  of  drawings  which  the  pupils  have  been  required  to  construct.  The  second 
year  is  devoted  to  work  in  the  blacksmith  shop.  Here  every  form  into  which  iron 
is  wrought  and  every  process  with  which  the  skilled  smith  must  be  acquainted,  is 
repeated.  The  testing  of  all  such  work  as  to  exactness  of  size  and  accuracy  of  form 
has  as  much  educational  value  as  the  correct  solution  of  a  problem  in  algebra  or 
geometry.  The  third  year  is  devoted  to  vise  and  machine  work.  The  fourth  year 
is  devoted  to  the  manufacture  of  tools,  and  to  the  higher  forms  of  work  in  the  ma¬ 
chine-shop.  Some  useful  machinery,  including  a  fifteen-light  dynamo,  is  now  un¬ 
der  construction  by  this  class. 

HOW  THIS  KNOWLEDGE  MAY  BE  APPLIED  IN  THE  PRACTICAL  LIFE  OF  THE  FARMER. 

When  the  student  has  completed  this  course  of  instruction,  if  he  devotes  his 
attention  to  farming,  he  is  prepared,  with  the  outlay  of  about  forty  dollars,  to 
repair  and  to  keep  in  order  the  machinery  of  the  farm.  He  learns  how  to  care 


496  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


for  and  to  manage  machinery.  This  to-day  is  one  of  the  most  important  prob¬ 
lems  to  every  farmer,  and  is  no  less  useful  than  a  knowledge  of  the  sciences  of 
agriculture.  Especially  is  this  true  as  to  the  value  of  the  services  of  the  farm 
laborer.  In  the  mechanical  department  is  laid  the  foundation  for  the  thorough 
mastery  of  all  great  mechanical  industries.  Here  are  educated  men  who  may 
readily  become  skilled  in  any  of  the  great  mechanical  pursuits.  Here  are  prepared 
men  not  only  to  be  artisans,  but  to  become  managers  of  great  business  indus¬ 
tries.  They  do  not  simply  learn  a  trade  as  an  apprentice,  but  they  learn  the  philos¬ 
ophy  of  what  they  do  as  it  never  was  taught  to  the  apprentice  in  the  most  palmy 
days  of  apprenticeship.  It  is  well  known  that  the  days  of  apprenticeship  are  past. 
Two  things  stand  in  its  way:  First,  Labor  Unions  practically  control  the  employ¬ 
ment  of  apprentices  by  limiting  the  number;  second,  by  the  division  of  labor  in  all 
the  great  manufacturing  industries,  there  is  no  necessity  nor  desire  to  teach  all  the 
parts  of  any  great  industry;  it  is  more  remunerative  to  the  manager  to  hold  the 
laborer  to  that  kind  of  work  which  he  can  perform  with  the  greatest  skill.  Hence 
the  study  of  mechanical  industries  is  essential  to  the  State. 

IMPORTANCE  OF  SCIENTIFIC  TRAINING  IN  THE  MANAGEMENT  OF  THE  HOUSEHOLD. 

The  department  of  household  economy  and  hygiene  is  an  important  factor  in  our 
college  work.  Here  the  young  women  spend  an  hour  each  day  in  studying  the  art 
and  philosophy  of  household  economies.  Sewing,  millinery,  dress-making  and 
fitting,  and  the  chemistry  of  cooking,  are  among  the  subjects  practically  taught; 
while  social  etiquette  and  the  laws  of  hygiene  and  the  care  of  the  sick  are  not 
neglected.  The  training  in  this  department  is  exceedingly  valuable,  because  neat¬ 
ness  and  correctness  are  required  in  all  its  steps.  To  the  State,  no  more  important 
work  can  be  done  than  to  cultivate  those  habits  which  should  prevail  in  every 
household.  Economic  habits,  cultured  taste,  and  nobility  of  character  are  the 
elements  which  go  far  to  make  and  to  keep  the  home  happy.  The  happy  home  is 
the  prosperous  home.  Upon  such  homes  rest  the  perpetuity  of  the  Republic. 

USEFULLNESS  OF  A  KNOWLEDGE  OF  PHOTOGRAPT. 

Two  other  departments  have  been  added  since  the  last  report  was  made  to  the 
Legislature;  photography  and  photo-gravure,  and  printing.  In  each,  much  interest 
has  been  manifested,  and  the  classes  are  larger  than  our  accommodations  warrant. 
Photography  is  important  to  the  student  for  its  educational  value  in  applying  his 
knowledge  of  chemistry  and  physics,  while  for  its  esthetic  culture  it  is  invaluable. 
Photography  is  no  longer  to  be  regarded  as  a  secret  art,  nor  is  a  knowledge  which 
is  so  valuable,  and  a  means  which  adds  so  much  to  human  happiness  and  pleasure, 
to  be  overlooked  in  a  course  of  study.  Aside  from  its  educational  value,  it  is  almost 
a  necessity  in  the  scientific  work  of  the  station. 

TYPE  SETTING  IS  OF  EDUCATIVE  VALUE. 

Many  young  men  are  practically  unfitted,  by  nature  or  by  accident,  for  work 
either  on  the  farm  or  in  the  mechanical  pursuits.  For  tliis  class  it  was  believed 
that  printing  would  be  a  valuable  line  of  work.  It  has  not  been  restricted  to  that 
class,  however.  Young  men  and  young  women  both  have  been  admitted  to  this 
class  of  work.  This  is  not  only  valuable  as  a  trade,  but  it  has  within  it  a  great 
educative  value.  The  training  in  spelling,  composition,  punctuation,  and  in  all  the 
other  lines  of  English  is  exceedingly  valuable.  The  first  class  in  printing  was 
organized  this  year,  and  its  progress  has  been  very  commendable. 

LABORATORY  PROCESSES. 

That  we  learn  to  do  by  doing  has  become  an  axiom  in  educational  literature.  In 
the  Agricultural  College,  practically,  all  the  work  is  tested  by  the  laboratory  process. 


OREGON - REPORT  BY  PRESIDENT  BLOSS. 


497 


In  physics,  chemistry,  mechanics,  drawing  (freehand  and  mechanical),  botany, 
zoology,  physiology,  surveying  and  engineering,  English,  household  economy,  and 
in  all  the  agricultural  and  mechanical,  and  horticultural  processes  this  method  is 
fully  carried  out. 

The  President,  then  recites  the  value  of  military  drill  in  the  course, 
and  states  that  Capt.  C.  H.  Warren,  of  the  U.  S.  Army,  who  had 
charge  of  this,  had  resigned  and  a  new  officer  has  been  applied  for 
to  the  U.  S.  authorities. 

REQUIRED  LABOR. 

In  this  institution,  which  is  in  one  sense  an  industrial  school,  each  student  is  re¬ 
quired  to  devote  one  hour  each  day  to  labor.  The  kind  of  labor  depends  upon  the 
course  which  the  student  is  pursuing.  If  he  is  in  the  agricultural  course,  then  it 
includes  all  the  kinds  of  labor  which  is  done  upon  the  farm  or  garden,  thus  putting 
into  practice  that  which  has  been  taught  in  the  classes.  He  is  required  to  make 
surveys  for  tile  drainage  as  well  as  to  take  lessons  in  laying  the  tile  ;  he  sows  the 
seed,  notes  the  growth  and  development  of  the  plants,  and  the  fruitage ;  he  is 
taught  to  graft,  to  bud,  and  to  cultivate  the  tree  or  plant  properly,  as  well  as  to  prune 
and  train  it ;  and  during  the  winter  term  he  learns  the  art  of  carpentry  and  black- 
smithing.  If  he  is  in  the  mechanical  course,  he  learns  the  art  and  the  philosophy 
of  making  all  the  forms  of  work  in  wood  and  metal,  as  was  indicated  above.  If 
the  student  is  pursuing  the  course  in  household  economy,  she  is  taught  the  art  and 
science  of  sewing,  dressmaking  and  fitting,  canning,  preserving  and  cooking.  In 
addition  to  this,  she  is  required  to  do  work  in  household  gardening,  including  graft¬ 
ing,  budding,  and  flora-culture.  If  printing  be  the  industry,  then  type-setting, 
proof-reading,  press- work,  etc.,  constitutes  the  labor. 

Thus  it  will  be  seen  that  the  work  required  of  the  student  is  along  the  line  and  in 
pursuance  of  the  course  which  he  has  undertaken. 

HOW  THIS  LABOR  BECOMES  OF  VALUE  TO  THE  STUDENT. 

The  reason  for  requiring  work  are  the  following 

First — Because  it  is  the  best  means  of  testing  the  work  of  the  class  room. 

Second — Because  of  the  educative  value  which  comes  from  enforced  accuracy 
and  neatness. 

Third — Because  the  knowledge  thus  gained  enables  the  student  to  acquire  any 
trade  or  vocation  readily  when  he  leaves  the  school. 

Fourth — Because  it  stimulates  within  the  student  self-reliance  and  a  respect  for 
physical  labor.  The  student  who  looks  upon  physical  labor  as  beneath  his  dignity, 
or  who  would  show  disrespect  for  the  laborer  because  he  is  a  laborer,  is  wholly  un¬ 
fitted  for  training  in  this  institution. 

Fifth — Because  physical  labor,  and  the  practical  knowledge  of  how  to  perform 
it,  inspires  the  student  with  higher  ideals  of  life  and  best  fits  him  on  graduation  to 
compete  with  skilled  labor. 

Sixth — Because  it  enables  him  to  become  a  more  useful  member  of  society. 


ART — VOL  4 - 32 


498  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


STATISTICS. 

The  following  tables  of  stastistics  show  the  enrollment  of  the  school  during  the 
year  1891-2,  and  the  first  term  of  1892-3: 


Number  of  males  enrolled. . 
Number  of  females  enrolled 

Total  enrolled . 


Classified  by  departments. 


College  department . 

Preparatory  department 

Total . 


Classified  by  years  of  work. 


Preparatory  department 

First  year . 

Second  year . 

Third  year  . 

Fourth  year . 

Post  graduates . 

Total'  . 


Classified  by  courses  of  study. 

Preparatory  department,  agricultural  and  household  economy 

Agricultural  course . 

Mechanical  course . 

Household  economy . 

Literary  course . 

Scientific  course . 

Post  graduate  course . 

Total . 


No.  en¬ 
rolled  for 
the  year 
1891-2. 

No.  en¬ 
rolled  for 
the  first 
term 
1892-3. 

130 

161 

78 

94 

208 

255 

122 

181 

86 

71 

208 

255 

86 

74 

63 

121 

28 

36 

19 

14 

9 

8 

3 

2 

208 

255 

86 

74 

29 

39 

33 

60 

48 

66 

6 

3 

5 

3 

2 

208 

255 

*  *  *  *  *  *  # 

NEEDS  OF  THE  STATE  AGRICULTURAL  COLLEGE. 

An  institution  of  learning,  like  any  other  undertaking,  if  successful,  must  be  the 
outgrowth  of  some  real  necessity;  and  the  lines  of  its  growth  must  be  in  harmony 
with  its  environment.  That  the  State  Agricultural  College  has  grown,  and  that  it 
is  in  harmony  with  its  environments,  cannot  be  doubted  after  a  careful  investigation 
of  its  history,  as  exhibited  by  the  statistics  contained  in  this  report.  The  reorgani¬ 
zation  of  this  college  in  1888  marks  a  mile-stone  in  its  history.  It  then  began  to 
assume  its  proper  sphere,  and  to  come  into  harmony  with  the  purpose  of  its  existence. 

The  plans  adopted  in  its  organization  demanded  tune  for  their  development.  It 
was  necessary  that  the  class  should  commence  at  the  very  beginning,  and  pass  step 
by  step  through  all  the  processes  to  an  agricultural  and  industrial  education  before 
the  method  adopted  could  be  fully  tested  and  the  necessary  adjustments  made.  The 
period  of  readjustment  from  a  literary  and  classical  school  to  an  agricultural,  me¬ 
chanical,  and  industrial  school  has  been  almost  completed.  In  June  next,  the  first 
students  will  graduate  from  the  mechanical  course.  The  reorganization  referred 
to  above  was  an  internal  reorganization,  the  rearranging  of  courses  of  study,  the 
organization  of  new  departments,  and  the  gradual  introduction  of  industrial  work. 
This  not  only  demanded  time  for  its  execution,  but  required  the  greatest  care  to 
prevent  violent  reactions  while  changing  from  an  institution  of  one  character  to 
that  of  another.  That  period  is,  however,  wholly  passed. 


OREGON - REPORT  BY  PRESIDENT  BLOSS. 


499 


NEW  BUILDINGS  NEEDED  FOR  THE  COLLEGE  AND  FOR  THE  EXPERIMENT  STATION. 

In  addition  to  this  change  in  the  character  of  work  to  be  done,  a  still  greater 
problem  has  constantly  presented  itself — the  organization  of  what  may  be  termed 
the  externals  of  the  college.  Buildings  adapted  to  the  new  purposes  of  the  institu¬ 
tion  must  be  erected,  laboratories  must  be  fitted  up,  cabinets,  collected,  machinery 
provided  for  carrying  on  the  industrial  work,  green-houses  constructed  and  the 
contents  gathered,  silos  built,  stock  for  experimenting  secured,  plants,  shrubs,  trees, 
grasses,  and  grains  provided  before  any  work  in  experimentation  could  be  under¬ 
taken.  This  work  of  organizing  the  several  departments  went  on  simultaneously 
with  the  reconstruction  of  the  internal  work  of  the  institution.  It  requires  many 
buildings  and  much  expensive  apparatus  to  carry  into  effective  operation  such  a 
school.  The  National  Government  practically  furnishes  the  means  for  carrying  on 
the  internal  work  of  the  school,  and  has  wisely  left  it  to  the  State  to  furnish  the 
plant  and  the  means  for  their  application.  Only  a  very  small  part  of  the  magnifi¬ 
cent  endowment  which  comes  from  the  General  Government  can  be  used  for  the 
erection  of  buildings,  the  fitting  up  of  laboratories,  and  securing  the  apparatus 
necessary  for  the  school.  These  equipments  the  State  has  furnished  in  the  past  as 
rapidly  possibly  as  the  needs  of  the  school  required ;  but  the  institution  has  out¬ 
grown  its  earlier  necessities,  and  now  rightly  makes  far  greater  demands  upon  the 
State.  The  period  of  experiment  is  passed,  and  there  is  now  every  evidence  that 
the  school  is  needed  and  demanded  by  the  people.  That  it  is  in  happy  relationship 
with  its  environments  is  evidenced  in  its  growth  since  1888,  as  will  be  seen  by  the 
following  table : 

STATISTICS  OF  ATTENDANCE  FOR  FIVE  YEARS. 


Year. 

Preparatory. 

First  year. 

Second  year. 

Third  year. 

Fourth  year. 

Post  graduate. 

Total. 

1888-89 . 

86 

33 

14 

14 

0 

0 

99 

1889-00  . 

67 

55 

17 

6 

0 

6 

151 

1890-91 . 

76 

83 

24 

15 

0 

3 

201 

1891-92 . 

86 

63 

28 

19 

9 

3 

208 

1892  to  January,  1893 . 

74 

121 

36 

14 

8 

O 

255 

The  above  shows  a  constant  growth  all  through  this  period  of  reconstruction  and 
readaption.  From  ninty-nine  students  in  1888,  it  has  now  reached  two  hundred 
and  fifty-five,  again  of  almost  260  % ;  while  it  will  also  be  observed  that  the  College 
Department  has  increased  almost  300$,  and  the  preparatory  only  200  %.  These 
are  evidences  of  a  healthful  growth  ;  and  as  the  character  and  purposes  of  the  school 
become  better  known  throughout  the  State,  its  growth  will  not  be  less  marked. 
In  1888, the  College  had  representatives  from  only  eight  counties;  in  1891,  from 
fifteen  counties ;  and,  at  present,  twenty-five  of  the  thirty-one  counties  are  repre¬ 
sented. 

The  transition  of  this  College  from  the  condition  of  a  small  denom¬ 
inational  college  favored  with  the  annual  income  arising  from  the 
U.  S.  Land  Grant,  to  that  of  a  recognized  State  Institution,  wholly 
under  the  direct  control  of  the  State,  and  looking  to  the  State  for  the 
means  of  its  development ;  in  addition  to  the  U.  S.  Grants, — has  been 
so  recent,  and  is,  in  point  of  fact,  so  revolutionary,  as  to  afford  a 
very  interesting  study. 

This  is,  doubtless,  one  of  the  indirect  results  of  the  passing  of  the 


500  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

Hatch  act  establishing  “Agricultural  Experiment  Stations”  in  the 
several  States;  which,  when  utilized  by  uniting  the  Land  Grant  Fund 
and  the  Hatch  Act  Fund,  and  placing  the  two  institutions  in  close 
relations,  under  a  single  executive,  makes  possible  the  building  up  of 
one  strong  institution,  which  it  is  worth  while  for  the  State  to 
encourage  and  support.  It  results  that,  owing  to  these  triple 
sources  of  income  to  be  expended  under  the  supervision  of  the  State, 
the  enlargement  of  the  educational  plant,  in  buildings  and  apparatus, 
and  the  consequent  increase  of  the  teaching  force,  can  be  undertaken 
on  a  scale  worthy  the  highest  educational  Institutions  of  the  State. 

The  255  students  in  attendance  are  divided  among  the  departments 


as  follows: 

Agricultural  department .  39 

Mechanical  department .  69 

Household  economy .  66 

Bachelor  of  Science .  7 

Preparatory  department .  74 

Total . % .  255 


The  President,  proceeds  to  state  in  detail  the  needs  of  the  several 
buildings  and  departments.  That  of  the  Mechanical  department  as 
follows : 

The  mechanical  department  is  now  more  than  crowded  with  students  in  the  me¬ 
chanical  course,  and  is  wholly  inadequate  to  meet  the  demands  for  training  the 
agricultural  students  in  the  arts  of  woodwork  and  blacksmithing  during  the  winter 
term.  This  is  too  essential  a  part  of  our  work  to  be  neglected.  The  building  ought 
to  be  greatly  enlarged,  and  the  machinery  duplicated.  This  department  cannot 
afford  to  be  crippled  in  its  usefulness.  Now  but  little  attention  can  be  given  to 
electrical  engineering  ;  yet  this  is  of  the  utmost  importance  to  the  State.  Electrical 
plants  are  being  everywhere  established  throughout  the  State.  It  is  only  a  question 
whether  Oregon  shall  import  electrical  engineers  from  abroad  to  develop  and  to 
utilize  the  power  of  her  water-course,  now  almost  wholly  unused,  or  whether  the 
Oregon  boy  shall  be  given  a  chance.  It  is  only  a  question  of  time  when  our  rivers 
will  furnish  not  only  all  the  light  for  our  cities  and  towns,  but  the  motor-power  of 
all  our  great  industries.  This  department  should  be  established  at  once,  in  order  to 
keep  pace  with  our  sister  States  and  the  progress  of  civilization. 

He  asks,  for  additions  to  buildings  and  to  departments,  an  appro¬ 
priation  of  $49,900.00  in  all. 


For  the  Experiment  Station .  $20, 000 

For  the  Mechanical  department .  15, 000 

For  the  Horticultural  department .  1, 850 

For  the  Agricultural  department .  6, 000 

For  the  College . .  7 , 050 


As  already  stated  the  total  attendance  of  students  is  255;  of  these 
94  are  girls. 

The  Faculty  numbers  14  Professors,  Instructors,  etc.,  John  M. 
Bloss,  is  the  President. 


THE  PENNSYLVANIA  STATE  COLLEGE.  501 

The  Pennsylvania  State  College,  Formerly  Known  as  The 
Agricultural  College  of  Pennsylvania. 

situation. 

The  Pennsylvania  State  College  “is  situated  in  the  village  of  State  College, 
Centre  county,  nearly  twelve  miles  southwest  of  Bellefonte,  and  about  equi-dis- 
tant  from  the  extreme  parts  of  the  State.  Its  position,  in  the  midst  of  a  broad, 
rolling  valley,  with  Muncy  mountain  on  the  north,  Tussev  mountain  on  the  south, 
and  Nittany  on  the  east,  secures  a  varied  and  beautiful  landscape  and  a  healthful 
climate. 

A  special  act  forbids  the  sale  of  intoxicating  drinks  within  two  miles  of  the  Col¬ 
lege,  and  all  its  surroundings  are  exceptionally  free  from  demoralizing  influences, 
and  from  temptations  to  extravagance. 

The  Building. — The  main  College  building  is  a  plain  and  substantial  structure 
of  magnesian  limestone,  standing  on  a  pleasant  elevation,  and  is  two  hundred  and 
forty  feet  in  length,  eighty  feet  in  average  breadth,  and  five  stories  in  height,  ex¬ 
clusive  of  attic  and  basement.  It  contains  the  public  rooms — such  as  chapel, 
library,  armory,  cabinets,  laboratories,  society  halls,  and  class-rooms — and  a  large 
number  of  dormitories.  The  building  is  heated  throughout  with  steam,  one  or 
more  upright  radiators  being  placed  in  every  room,  hall,  and  passage-way,  and  is 
furnished  on  every  story  with  an  inexhaustible  supply  of  pure  water  frouran  artesian 
well.  The  sewerage  system  is  well  devised  and  frequently  inspected,  and  the 
unusual  exemption  of  our  students  from  every  form  of  sickness  justifies  the  state¬ 
ment  that  the  sanitary  condition  of  the  building  is  very  nearly  perfect. 

Campus  and  Farm. — The  tract  of  land  on  which  the  building  stands  contains 
nearly  three  hundred  acres.  Of  this,  about  fifty  acres  in  the  immediate  vicinity  of 
the  building  constitute  the  campus,  and  furnish  recreation  grounds,  sites  for  the 
professors’  houses,  and  other  needful  buildings,  &c.  The  campus  contains,  at 
present,  several  of  these  residences  of  professors,  and  is  tastefully  laid  out  and 
adorned  with  trees,  shrubbery,  flower-gardens,  and  walks. 

The  College  farm  consists  of  two  hundred  and  forty  acres,  forty  of  which  are 
woodland.  The  remainder,  except  so  much  as  is  occupied  by  farm-buildings, 
orchard,  and  vineyard,  is  worked  under  a  system  of  rotation  of  crops,  in  five 
divisions  of  thirty  to  forty  acres  each.  The  soil  is  limestone,  with  a  large  admix¬ 
ture  of  flint,  and  is  admirably  adapted  to  the  production  of  the  various  grains  and 
grasses  grown  in  this  region.  The  farm-buildings  include  dwelling-houses,  a 
large  and  excellent  over-shot  barn — with  double  threshing-floor,  threshing-house, 
corn-cribs,  root-house,  and  stabling — a  hog-pen,  a  slaughter-house,  a  tool-house, 
&c.  An  orchard  of  about  fourteen  acres — chiefly  of  apples — and  a  vineyard  of  five 
hundred  vines  are  in  good  bearing  condition. 

The  greater  part  of  the  labor  upon  the  farm,  orchard,  vineyard,  and  campus  is  done 
by  paid  laborers,  but  the  professors  in  charge  of  instruction  in  Agriculture  and 
Horticulture  make  use  of  all  parts  of  the  College  grounds  for  then  purposes,  and 
require  of  each  student  under  their  charge  as  much  labor  in  each  place  as  they 
deem  needful  for  proper  practical  training.  [Catalogue  for  1886-7.] 

Historical  Statements. 

This  Institution,  was  first  founded  as  the  “Farmers  High  School 
of  Pennsylvania,”  under  the  patronage  of  the  State  Agricultural 
Society,  and  the  County  Agricultural  Societies,  whose  delegates 
elected  its  Board  of  Trustees. 

It  was  chartered  by  the  Legislature,  and  approved  by  the  Governor, 


502  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


as  early  as  April  13th,  1 854.  A  subsequent  act  of  Incorporation,  nam¬ 
ing  the' Trustees  and  more  definite  in  its  provisions  than  the  above 
act  which  it  repealed,  was  approved  February  22nd,  1855;  though 
the  school  was  not  opened  for  pupils  till  February,  1859. 

It  was  designated  as  a  Manual  Labor  College,  each  student  work¬ 
ing  three  hours  a  day.  The  course  of  study  was  to  be  as  thorough 
as  that  of  other  colleges,  but  was  not  to  include  the  classical  lan¬ 
guages.  A  large  farm  of  400  acres  and  money  for  building,  etc., 
was  contributed  by  the  agricultural  societies,  and  by  individual 
friends  of  the  enterprise.  However,  after  an  expenditure  of  $120,000, 
the  school  was  in  danger  of  collapse  from  want  of  sufficient  funds  to 
complete  the  buildings.  A  successful  appeal  having  been  made  to 
the  Legislature  for  State  aid,  the  school  was  authorized  May  1st, 
1862,  to  take  the  name  of  The  Agricultural  College  of  Pennsylvania. 
On  April  1st,  1863,  the  Legislature  designated  it  to  receive  the  income 
of  the  National  Land  Grant  for  Agricultural  and  Mechanical  Col¬ 
leges.  Subsequently,  on  the  26th  day  of  January  1874,  in  response 
to  the  petition  of  the  Trustees,  the  name  of  the  College  was  again, 
changed  to  that  of  the  Pennsylvania  State  College.  The  general 
scope  of  the  purposes  of  the  Institution  having  been  of  necessity 
greatly  enlarged  in  obedience  to  the  liberal  provisions  in  the  the  Land 
Grant  Bill,  for  the  comprehensive  education  which  that  law  requires 
to  be  given  in  the  new  “Colleges  of  Agriculture  and  The  Mechanic 
Arts.” 

A  Notable  Report  by  The  First  President  of  the  Insti¬ 
tution. 

The  late  Dr.  Evan  Pugh,  ph.  d.,  f.  c.  S.,  a  gentleman  of  distin¬ 
guished  reputation  who  had  given  much  attention  to  the  subject  of 
scientific  Agriculture  and  Industrial  Education,  having  passed  some 
six  years  in  Europe,  where  he  carefully  examined  the  existing  in¬ 
stitutions,  was  chosen  as  principal  of  the  school;  a  position  he  retained 
till  his  sudden  and  lamented  decease,  in  April,  1864. — Subsequent  to 
the  passage  of  the  National  Land  Grant  law,  a  report  by  Dr.  Pugh,* 
upon  Industrial  Colleges,  was  addressed  to  the  Board  of  Trustees  of 
the  institution,  convened  at  the  State  Capitol,  in  January,  1864.  This 
Report,  evidently  designed  for  use  in  convincing  the  Legislature  of 
the  propriety  of  designating  the  State  College  as  the  beneficiary  of 
the  National  Land  Grant,  was  an  able  paper.  An  interesting  his- 

*  A  Report  upon  a  plan  for  the  organization  of  Colleges  for  Agriculture  and  the 
Mechanic  Arts,  with  especial  reference  to  the  organization  of  the  Agricultural 
College  of  Pennsylvania. 

In  view  of  the  endowment  of  this  institution  by  the  land  scrip  fund,  donated  by 
Congress  to  the  State  of  Pennsylvania. 

Addressed  to  the  Board  of  Trustees  of  the  Agricultural  College  of  Pennsylvania, 
Convened  at  Harrisburg,  Jan  6,  1864.  By  Dr.  E.  Pugh,  President  of  the  Faculty. 
Harrisburg,  Singerly  &  Myers.  Printers,  Pp.  35.  1864. 


A  STRIKING  REPORT  BY  THE  LATE  DR.  PUGH. 


503 


torical  fact  appears  in  the  claim,  emphatically  made,  that,  to  the 
long  continued  efforts  of  the  Trustees,  and  friends  of  the  Pennsylva¬ 
nia  State  College,  was  due  the  inception  and  final  passage  of  the  law 
of  Congress.* 

In  this  report,  after  showing  by  means  of  several  statistical  tables 
the  number  of  professors,  the  pecuniary  resources,  and  annual  expen¬ 
ditures  of  the  leading  colleges  in  the  United  States ;  he  proceeds 
to  set  forth,  on  a  similar  basis,  the  pecuniary  and  other  needs  of  a 
scientific  college  of  the  first  rank,  such  as  should  be  established.  The 
comprehensive  breadth  of  the  views  expressed  in  regard  to  the  prov¬ 
ince  of  education  in  its  bearing  on  the  application  of  Science  to 
Industry,  being  no  less  true  in  relation  to  the  application  of  Art  to 
Industry,  the  following  passages  are  here  quoted. 

RESOURCES  REQUIRED  TO  SUSTAIN  AGRICULTURAL  AND  INDUSTRIAL  COLLEGES. 

Having  briefly  examined  the  resources  expended  in  sustaining  the  literary  Col¬ 
leges  of  our  country,  we  are  prepared  to  consider  what  may  be  required  to  found 
and  sustain  Industrial  Colleges. 

The  first  question  that  arises,  in  this  consideration,  relates  to  whether  it  is  desir¬ 
able  that  Industrial  Colleges  should  be  elevated  to  the  highest  possible  educational 
standard,  with  the  greatest  range  of  scientific  and  practical  subjects,  within  the 
scope  of  their  teaching,  in  the  class  room  ;  or  whether  they  should  be  Institutions  of 
an  inferior  grade,  with  contracted  limits  to  the  variety  and  extent  of  the  subjects 
taught  in  them.  This  question  has  already  been  settled  in  this  State,  by  the  action 
of  the  State  Legislature,  in  conjunction  with  the  citizens  of  the  State,  in  appropri¬ 
ating  and  subscribing  money  to  found  the  Agricultural  College  of  Pennsylvania, 
upon  a  basis  capable  of  being  successfully  carried  out,  only  upon  a  large  scale,  with 
an  efficient  course  of  instruction.  But  as  the  extent  and  character  of  the  course  of 
instruction  might  still  seem  open  to  discussion,  the  attention  of  the  Board  is  respect¬ 
fully  invited  to  its  consideration. 

THE  COMPREHENSIVE  CHARACTER  OF  THE  EDUCATION  DEMANDED. 

First. — A  complete  system  of  industrial  education  must  afford  the  means  of  mak¬ 
ing  known  to  students  all  that  can  be  known  of  the  Principles  and  Laws,  accord¬ 
ing  to  which  the  industrial  operations  of  life  are  regulated.  If  the  system  does 
not  do  this,  it  fails  to  afford  the  student  all  that  he  may  wish  to  know,  and  obliges 
him  to  look  beyond  it,  to  other  systems,  to  complete  his  education,  in  the  very 
sphere  to  which  the  Industrial  College  is  especially  devoted.  If  he  must  look  beyond 
it  for  the  highest  kinds  of  knowledge  it  claims  to  teach,  he  will  lose  his  respect  for 
it,  and  ultimately  seek  elementary  instruction  in  the  same  source  to  which  he  is 
obliged  to  go  for  his  profounder  studies,  and  thus  industrial  education  is  left  to 
obtuse  minds,  without  aspiration  for  thoroughness,  and  the  whole  system  falls  to 
the  ground  disgraced. 

Again. — By  no  system  of  education  can  elementary  principles  be  perfectly  taught 
without  there  being  somewhere  in  the  system  a  clear  understanding  of  all  that  is 
known  in  the  advanced  studies  of  these  principles.  The  purely  practical  Mathe¬ 
matics  of  elementary  instruction  would  be  a  contemptible  part  of  education,  were 

*  See  pages,  1 1-30  and  33-34  of  Dr.  Pughs’  Report.  See,  also,  account  of  the  efforts 
made  by  Rev.  Dr.  Amos  Brown,  and  by  Dr.  Pugh,  to  secure  the  passage  of  the  act 
by  Congress,  in  Appendix  Z  of  this  Report. 


504  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


it  not  that  they  rest  upon  sublime  truths  that  are  demonstrated  and  understood  in 
the  higher  grades  of  mathematical  study. 

Second. — A  system  of  education  which  embraces  all  that  can  be  known  of  the 
Principles  and  Laws,  according  to  which  the  industrial  operations  of  life  are  regu¬ 
lated,  must  be  a  very  extensive  system.  This  follows  from  the  fact  that  the  indus¬ 
trial  operations  of  life  embrace  the  entire  range  of  human  industry,  and  almost  the 
entire  range  of  human  thought.  The  fundamental  difference  between  man  as  a 
savage  and  man  as  an  enlightened  being,  consists  in  the  difference  in  the  extent  of 
liis  industrial  operations.  The  characteristic  peculiarities  of  the  present  age,  by 
which  it  is  distinguished  from  preceding  ages,  consists  in  its  more  extended  indus¬ 
trial  operations.  The  Principles  and  Laws  which  lie  at  the  basis  of  all  industrial 
operations,  must,  therefore,  be  at  the  basis  of  human  progress,  and  the  study  of 
them  as  important  and  as  extensive  as  is  human  progress  itself. 

Third. — This  extensive  system  of  industrial  education  must  be  of  a  scientific 
character.  The  industrial  operations  of  life  are  carried  on  through  the  instrumen¬ 
tality  of  Matter  and  the  laws  which  govern  it.  They  extend  to  Matter  in  all  con¬ 
ceivable  forms,  and  in  all  known  places,  and  for  the  systematic  and  intelligent 
consideration  of  Matter  under  all  these  circumstances,  we  must  call  to  our  aid  the 
entire  range  of  the  Natural  and  Physical  Sciences. 

Fourth. — A  system  of  scientific  education,  embracing  the  entire  range  of  the 
Natural  and  Physical  Sciences,  can  only  be  carried  out  efficiently  upon  a  large  and 
liberal  plan,  supported  by  endowments  equal  to  those  of  the  best  educational  Col¬ 
leges  in  the  country.  This  is  proven,  no  less,  by  a  consideration  of  the  subjects  to 
be  taught,  than  by  the  fact  that  no  American  College,  however  well  endowed,  has 
yet  succeeded  in  establishing  a  complete  system  of  scientific  education,  and  even 
the  European  Universities,  with  which  the  President  of  Harvard  College  says  that 
University  dare  not  court  comparison,  do  not  pretend  yet  to  have,  at  any  one  of 
them,  a  complete  course  of  scientific  instruction. 

LIBERAL  ENDOWMENTS  BY  THE  STATE  AMPLY  JUSTIFIED. 

Such  then  will  be  the  magnitude  of  the  demands  of  industrial  education  in  Indus¬ 
trial  Colleges.  We  cannot  expect  to  meet  them  in  the  present  generation,  but  with 
their  colossal  proportions  before  us,  let  no  man  say  that  endowments,  equal  to  half 
of  those  of  our  best  literary  Colleges,  are  too  much  for  our  industrial  Colleges.  But 
rather  let  their  endowments  be  doubled  and  trebled,  that  America  may  become  in 
industrial  education,  as  she  already  is  in  the  industrial  operations  of  civil  and  mili¬ 
tary  life,  the  first  country  in  the  world — that  the  nations  of  Europe  may  be  taught 
in  our  industrial  Colleges,  as  they  now  are  taught  by  the  industrial  operations  of 
stupendous  military  system. 

One  other  consideration — while  the  expenses  of  an  industrial  system  of  education 
are  thus  great,  those  for  whom  that  education  is  designed  are  generally  persons  of 
small  income.  The  education  they  receive  is  calculated  to  benefit  society  in  gen¬ 
eral  more  especially  than  themselves  in  particular.  It  does  not,  as  a  professional 
education  often  does,  elevate  them  from  an  humble  position  in  life  to  lucrative 
posts,  in  which  they  can  retail  out  to  the  community  the  knowledge  they  have 
acquired;  but  enables  them  more  effectually  to  perform  the  several  duties  of  their 
industrial  operations,  and  thus  leads  to  an  ultimate  improvement  of  all  those  means 
by  which,  as  before  remarked,  civilized  man  is  distinguished  from  the  savage; 
hence  not  only  the  necessity,  but  the  justice  to  the  industrial  classes,  of  endowing 
industrial  colleges. 

In  Dr.  Pugh’s  plan  for  the  organization  of  this  scientific  college, 
he  shows  that  he  was  fully  awake  to  the  importance  of  a  knowledge 
of  Drawing,  and  to  the  evil  results  arising  from  the  neglect  of  this 
study,  in  the  American  system  of  Education. 


REPORT  BY  DR.  PUGH,  FIRST  PRESIDENT  OF  COLLEGE.  505 


The  following  is  his  statement  as  to  the  requisites  to  be  possessed 
by  the  instructors  under  whom  technical  drawing  will  fall.  In  his 
survey  of  the  29  Professors,  assistant  professors,  and  other  officers 
he  enumerates,  he  places  these  instructors  first,  as  follows: 

Professors  and  Assistants  Required. 

1st.  A  Professor  of  pure  Mathematics  and  the  higher  Mechanics  and  Astronomy.— 
A  man  capable  of  reading  the  works  of  Newton,  Laplace  and  Pierce  on  Mathe¬ 
matics  and  Mechanics,  and  who  could  teach  Descriptive  Geometry,  Perspective  and 
Drawing.  A  serious  fault  with  American  teachers  of  mathematics,  is  an  inability 
to  give  geometrical  and  stereometrical  shape  to  their  mathematical  ideas,  a  conse¬ 
quence  of  their  knowledge  of  drawing  not  having  kept  pace  with  their  study  of 
mathematical  analysis,  and  this  again  is  the  result  of  the  great  neglect  of  drawing 
throughout  our  whole  educational  system,  from  the  common  school  to  the  univer¬ 
sity.  Every  Professor  of  pure  or  applied  mathematics  in  an  industrial  college, 
should  be  free  from  this  source  of  inefficiency.  This  Professor  should  have  one 
assistant,  to  take  charge  of  the  elementary  classes. 

2d.  Professor  of  Civil  Engineering  and  Applied  Mathematics. — A  man  familiar 
with  all  the  details  of  Civil  Engineering,  Architecture,  mechanical  Drawing, 
Topography,  map-making,  &c. ,  so  that  he  could  not  only  teach  the  students  the 
mathematical  demonstrations  of  the  class-room,  but  could  make  them  good  practi¬ 
cal  engineers,  capable  of  delineating  with  accuracy  the  topography  of  a  Country, 
the  route  of  a  Railroad,  or  the  construction  of  an  Edifice.  He  should  have  one 
assistant,  who  should  be  a  good  draftsman,  and  who  could  show  the  student  how 
to  work  up  the  details  of  a  survey.  *  *  * 

President  Pugh,  proceeds  with  a  like  description  of  the  requisite 
qualifications  of  the  other  needed  professors,  and  gives  an  elaborate 
statement  of  the  proposed  courses  of  instruction. 

The  college  buildings,  as  already  shown  by  the  extract  from  the 
catalogue  of  1886-’87,  given  at  the  beginningof  this  account,  are  sur¬ 
rounded  by  ample  grounds  reserved  as  a  campus  from  the  original 
400  acres. 

The  endowment  consists  of  a  state  fund  of  $500,000,  on  which  the 
state  pays  G  per  cent  interest.  This  represents  the  amount  accruing 
to  the  state  from  the  sale  of  lands  under  the  United  States  land  grant 
law.  The  actual  amount  received  from  the  sale  of  land  scrip,  was 
$439,186.80;  which  the  state  increased  to  $500,000. 

There  were,  until  1887,  three  experimental  farms  of  100  acres  each. 
From  the  catalogue  of  1881-82,  it  appears  that  there  are  two  gen¬ 
eral  and  four  technical  courses.  A  general  science  course  and  a 
general  classical  course;  the  two  first  years  of  each  of  these  courses 
are  so  arranged  that  a  student  can  enter  either  of  the  Technical 
courses  in  Junior  Year. 

The  Technical  courses  are  of  two  years  each;  and  are  in  Agricul¬ 
ture;  Natural  History;  Chemistry  and  Physics;  and  Civil  Engineer¬ 
ing. 

A  certain  portion  of  time  is  set  apart  for  exercise  in  technical 
training  such  as  Military  Drill,  actual  surveying  in  the  field,  etc., 


506  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


these  are  called  “Practicums,”  some  of  them  are  only  taken  in 
special  courses,  others  are  common  to  all  the  courses;  among  the 
latter  is  “Drawing,  free-hand  and  Mechanical; — needed  by  individ¬ 
uals  in  all  employments  and  professions.”  On  the  general  subject 
of  this  practicum  in  Drawing  the  catalogue  of  1880-’81  says : 

Drawing. — The  practical  course  in  this  branch  is  not  demanded  chiefly  for  the 
higher  purposes  of  art,  nor,  as  in  some  manufacturing  districts  of  England  and 
France,  for  the  production  of  elaborate  models  and  designs,  to  be  subsequently 
applied  by  the  silversmith,  or  the  carver  in  wood,  by  the  printer  of  paper-hangings, 
or  the  weaver.  The  ability  to  produce  these  designs  is  not  recognized  as  one  of  the 
every-day  needs  of  our  citizens,  and  so  it  must  for  the  present  be  gained  at  some 
special  school  of  art.  As,  however,  almost  every  one  needs,  at  some  time,  to  execute 
an  intelligible  draught  of  some  object,  our  course  seeks  to  enable  every  pupil  to  do 
this.  The  course  consists  of  two  parts:  Free  hand-drawing  from  copies  in  flat  out¬ 
line,  which,  while  giving  freedom  of  movement  and  speed  of  execution,  trains  the 
eye  to  recognize  beautiful  forms,  and  the  hand  to  produce  them;  and  mechanical 
drawing,  which  secures  precision. 

A  Preparatory  Department  with  courses  of  two  years,  is  connected 
with  the  College.  Pupils  are  here  prepared  to  enter  the  College 
courses  in  sciences  and  the  classics.  In  both  of  these  preparatory 
courses,  and  in  each  term  of  each  year,  great  attention  is  given  to 
drawing. 

This  has  become  a  prominent  feature  in  the  work  of  the  Depart¬ 
ment,  and  is  of  very  practical  importance  to  the  pupil.  It  prepares 
him  for  successful  work,  should  he  select  a  technical  course,  and  is 
eminently  useful  in  any  vocation  of  life.  “Warren’s  Industrial 
Science  Drawing”  is  used.  Part  1.  the  first,  and  Part  2,  the  second 
year. 

In  the  College,  drawing  is  taught  in  both  courses  in  each  term  of 
Freshman  year. 

In  the  department  of  Civil  Engineering  “during  the  Junior  and 
Senior  years,  the  course  comprises  mechanical  and  engineering  draw¬ 
ing,  copying  from  the  flat  and  from  models,  topographical  sketches 
and  maps,  isometric  and  plane  projections,  plotting  surveys  and  tri¬ 
angulations,  lettering,  map  drawing,  coloring  and  shading.” — The 
catalogue  for  1882-83,  shows  a  total  attendance  of  148 ;  of  these  55 
are  in  first  year,  and  30  in  second  year  of  the  Preparatory  Depart¬ 
ment,  and  47  in  the  four  College  classes  ;  the  residue  are  under  the 
head  of  Special  Students,  and  Resident  Graduates. — 

Certain  criticisms  having  been  expressed  concerning  the  manage¬ 
ment  of  the  College,  and  the  charge, — a  somewhat  common  one  against 
this  class  of  institutions  of  higher  learning, — having  been  made  that 
it  failed  to  turn  out  practical  farmers;  the  Trustees  addressed  a  me¬ 
morial  to  the  Legislature,  requesting  the  appointment  by  that  body 
of  a  Committee,  to  thoroughly  “investigate  the  affairs  of  the  said 
College.” 

Such  a  committee  was  therefore  appointed,  which  in  due  time 


REPORT  BY  COMMITTEE  OF  LEGISLATURE. 


507 


reported  to  the  Legislature.  From  this  report,*  which  was  in  all 
respects  most  gratifying  to  the  friends  of  the  college,  the  following 
extracts,  showing  the  condition  of  the  Institution,  are  quoted. — 

The  resolution  was  approved  by  Governor  Hoyt,  April  28th.  1881. 


The  Committee  Organise. 

At  the  first  meeting  of  the  committee,  an  organization  was  affected  by  the  elec¬ 
tion  of  Hon.  C.  T.  Alexander,  chairman,  and  the  Hon.  George  W.  Hall,  secretary. 
In  order  to  facilitate  the  inquiries  of  the  committee,  the  duty  of  taking  testimony 
was  intrusted  to  a  sub-committee,  consisting  of  Messrs.  Mylin  and  Newmyer,  with 
Alexander,  chairman  of  the  general  committee  of  the  Senate,  and  Messrs.  Roberts 
and  Hall  of  the  House  of  Representatives. 

The  said  committee,  having  pursued  their  investigations,  have  made  to  us  the 
accompanying  report,  which  meets  with  our  concurrence  and  indorsements.  We 
herewith  present  the  same  as  part  of  our  report,  with  an  appendix  embracing  the 
acts  of  Congress  and  acts  of  the  Legislature  relating  to  the  State  College. 

EYAN  HOLBEN,  C.  T.  ALEXANDER, 

WM.  B.  ROBERTS,  Chairman. 

ALFRED  SLACK,  GEO.  W.  HALL,  Secretary. 

JAMES  MILHAM,  AMOS  H.  MYLIN, 

A.  WILSON  NORRIS,  JNO.  C.  NEWMYER. 


Report  by  Sub  Committee. 

To  the  general  committee  authorized  to  investigate  the  affairs  of  the  Pennsylvania 

State  College: 

The  sub-committee  created  by  the  general  committee  appointed  under  the  con¬ 
current  resolution  of  the  Legislature  to  investigate  the  affairs  of  the  Pennsylvania 
State  College,  approved  April  28,  anno  Domini  1881,  respectfully  report : 

This  sub-committee  held  numerous  sessions  at  Harrisburg,  West  Grove,  Chester 
county,  at  Philadelphia,  at  the  State  College,  at  the  experimental  farm  in  Indiana 
county,  and  at  Bellefonte. 

They  sought  by  advertisements  in  the  newspapers,  by  public  invitations  at  their 
sittings,  and  by  diligent  personal  inquiries,  to  bring  before  them  every  person  who 
had  or  was  supposed  by  himself  or  others  to  have  any  facts,  opinions,  or  criticisms 
to  offer  which  could  throw  light  upon  the  subject  matter  of  the  inquiry,  and  lead 
the  committee  and  the  General  Assembly  to  an  impartial  and  satisfactory  under¬ 
standing  of  the  real  merits  of  the  questions  involved. 

And  in  justice  to  themselves,  in  this  connection,  the  committee  feel  bound  to  say 
that  if  any  facts  bearing  upon  the  matter  have  not  been  brought  to  their  attention, 
it  has  not  been  for  lack  of  diligent  effort  on  their  part,  nor  because  the  doors  of  the 
investigation  were  not  thrown  sufficiently  wide  open  to  admit  every  comer.  The 
resolution  inviting  communications  to  the  college,  was  as  follows: 

“  Resolved ,  That  all  persons  who  have  any  complaints  or  allegations  to  make 
against  the  management  of  the  Pennsylvania  State  College,  be  invited  to  forward 
to  the  committee  at  Harrisburg,  on  or  before  March  20,  1882,  any  statement  in 
writing  they  desire  to  make.” 

This  resolution  was  given  publicity  through  the  agency  of  the  Associated  Press, 


*  “  Report  of  the  Committee  of  the  General  Assembly  appointed,  at  the  Request  of 
the  Board  of  Trustees,  to  Investigate  the  affairs  of  the  Pennsylvania  State  College, 
Under  a  joint  resolution  approved  April  28,  1881.  with  the  Laws  and  Decrees  of 
Court  relating  to  said  College.  Harrisburg :  Lane  S.  Hart.  Printer  and  Binder. 
1883.  Pp  34.” 


508  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


and  besides  this  general  invitation,  subpoenas  were  issued  to  every  person  who  was 
named  to  the  committee  as  possessing  information  or  facts  likely  to  throw  light  upon 
the  investigation,  and  notices  of  the  sittings  of  the  committee  were  published  in  the 
local  papers. 

The  general  field  of  inquiry  was  laid  out  under  the  following  resolution,  adopted 
at  the  first  meeting  of  the  sub-committee,  at  Harrisburg,  January  17,  1882: 

“  Resolved ,  That  in  order  to  facilitate  the  labors  of  the  committee  appointed 
under  the  recited  resolutions  the  committee  proceed  in  the  investigation  in  the 
manner  following: 

“  First.  To  inquire  whether  the  present  management  of  the  college  is  in  compli¬ 
ance  with  the  requirements  of  the  act  of  Congress  of  July  2,  1862,  and  the  several 
acts  of  the  General  Assembly  of  Pennsylvania  in  relation  thereto. 

“  Secondly .  To  examine  into  the  accounts  of  the  said  college  to  discover  whether 
or  not  the  interest  derived  from  the  fund  realized  from  the  sale  of  the  land  script 
fund  has  been  duly  expended  in  accordance  with  the  requnements  of  the  said  act 
of  Congress  above  recited. 

“  Thirdly.  To  inquire  how  the  several  appropriations  made  by  the  several  acts  of 
the  Legislature  of  Pennsylvania  to  said  college  have  been  expended. 

“  Fourthly.  To  examine  into  all  the  funds  received  by  said  college,  whether  from 
individuals’  contributions  or  receipts  of  students,  and  ascertain  if  they  have  been 
honestly  appropriated  and  accounted  for. 

“Fifthly.  To  examine  the  experimental  farms,  and  ascertain  the  amount  of  in¬ 
come  derived  therefrom,  and  of  funds  appropriated  to  each  out  of  the  general  fund, 
their  usefulness  as  such,  and  whether  the  funds  appropriated  to  each  have  been 
honestly’appropriated  or  expended.” 

The  investigation  thus  outlined  covers  a  veiy  extensive  field,  and  while  some 
portion  of  the  testimony  offered  to  your  committee  was  irrelevant  and  inconclusive, 
they  believe  they  have  embraced  in  their  inquiry  every  important  phase  of  the  sub¬ 
ject;  and  it  is  due  to  the  authorities  of  the  college  to  say  not  only  that  they  have 
placed  before  the  committee  every  document  or  other  source  of  information  within 
then-  control,  but  especially  that  the  careful  and  business-like  manner  in  which  the 
accounts  of  the  college  have  been  kept  greatly  facilitated  our  inquiries. 

The  Educational  Department. 

Adopting,  for  convenience,  the  order  of  investigation  suggested  by  the  resolution 
quoted  above,  the  first  branch  of  our  inquiry  is,  whether  the  present  management 
of  the  college  is  in  compliance  with  the  requirement  of  Congress  and  the  Legisla¬ 
ture  of  this  State  in  relation  thereto.  For  purposes  of  reference,  these  acts  are 
given  in  full  in  the  appendix  to  this  report,  but  the  sections  most  strictly  pertinent 
to  this  investigation  are  here  quoted,  as  follows: 

1.  Act  of  Congress,  approved  July  2,  1862  : 

“Section  4.  And  he  it  further  enacted,  That  all  moneys  dei-ived  from  the  sale 
of  the  lands  aforesaid  by  the  States  to  which  the  lands  are  apportioned,  and  from 
the  sales  of  land  scrip  hereinbefore  provided  for,  shall  be  invested  in  stocks  of  the 
United  States,  or  of  the  States,  or  some  other  safe  stocks,  yielding  not  less  than  five 
per  centum  upon  the  par  value  of  said  stocks,  and  that  the  moneys  so  invested  shall 
constitute  a  perpetual  fund,  the  capital  of  which  shall  remain  forever  undiminished, 
(except  so  far  as  may  be  provided  in  section  fifth  of  this  act,)  and  the  interest  of 
which  shall  be  inviolably  appropriated  by  each  State,  which  may  take  and  claim 
the  benefit  of  this  act,  to  the  endowment,  support,  and  maintenance  of  at  least  one 
college  where  the  leading  object  shall  be,  without  excluding  other  scientific  and 
classical  studies,  and  including  military  tactics,  to  teach  such  branches  of  learning 
as  are  related  to  agriculture  and  the  mechanic  arts,  in  such  manner  as  the  Legisla¬ 
tures  of  the  States  may  respectively  prescribe,  in  order  to  promote  the  liberal  and 


REPORT  BY  COMMITTEE  OF  LEGISLATURE.  509 

practical  education  of  the  industrial  classes  in  the  several  pursuits  and  professions 

in  life.” 

2.  Act  of  the  Legislature  of  Pennsylvania,  approved  April  1,  1863  : 

“Section  1.  Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the 
Commonwealth  of  Pennsylvania  in  General  Assembly  met,  and  it  is  hereby  enacted 
by  the  authority  of  the  same,  That  the  act  of  Congress  of  the  United  States,  passed 
the  second  day  of  July,  one  thousand  eight  hundred  and  sixty-two,  entitled  ‘An  act 
donating  lands  to  the  several  States  and  Territories  which  may  provide  colleges  for 
the  benefit  of  agriculture  and  the  mechanic  arts,’  be  and  the  same  is  hereby  accepted 
by  the  State  of  Pennsylvania,  with  all  its  provisions  and  conditions,  and  the  faith 
of  the  State  is  hereby  pledged  to  carry  the  same  into  effect.”  *  *  * 

“Section  4.  That,  until  otherwise  ordered  by  the  Legislature  of  Pennsylvania, 
the  annual  interest  accruing  from  any  investment  of  the  funds  acquired  under  the 
said  act  of  Congress  is  hereby  appropriated,  and  the  said  commissioners  are  directed 
to  pay  the  same  to  the  Agricultural  College  of  Pennsylvania  for  the  endowment, 
support,  and  maintenance  of  said  institution,  which  college  is  now  in  full  and  suc¬ 
cessful  operation,  and  where  the  leading  object  is,  without  excluding  other  scien¬ 
tific  and  classical  studies,  and  including  military  tactics,  to  teach  such  branches  of 
learning  as  are  related  to  agriculture  and  the  mechanic  arts.” 

THIS  ACT  OP  CONGRESS  INCLUSIVE,  AND  NOT  EXCLUSIVE. 

It  will  at  once  be  seen  that  the  language  of  the  act  of  Congress  is  sufficiently 
comprehensive  to  embrace  every  department  of  instruction,  so  far  at  least  as  not  to 
exclude  any  branch  of  study  from  the  institutions  for  which  it  makes  provision. 
The  controlling  requirements  of  the  act  are :  (1.)  That  a  college  shall  be  established. 
(2.)  That  its  course  of  instruction  shall  include  “  military  tactics.”  (3.)  That  it  shall 
not  exclude  classical  and  scientific  studies  in  general.  (4.)  That  it  shall  aim  to 
promote  the  liberal  and  practical  education  of  the  industrial  classes  in  the  several 
pursuits  and  professions  in  life ;  and  that,  to  this  end,  (5,)  its  leading  object  shall  be 
“to  teach  such  branches  of  learning  as  are  related  to  agriculture  and  the  mechanic 
arts.” 

By  section  one,  of  the  the  act  of  April  1, 1863,  the  State  of  Pennsylvania  accepted 
the  above-quoted  act  of  Congress,  “  with  all  its  provisions  and  conditions and  as 
if  to  give  its  acceptance  the  highest  possible  sanction,  added,  “  the  faith  of  the  State 
is  hereby  pledged  to  carry  the  same  into  effect.”  By  section  four  of  the  act,  the 
interest  of  the  funds  thus  acquired  under  the  said  act  of  Congress  was  appropriated 
to  the  endowment,  support  and  maintenance  of  the  Agricultural  College  of  Penn¬ 
sylvania,  on  the  express  ground  that  it  was  already  in  operation,  and  so  organized 
as  to  fulfill  the  requirement  of  the  United  States  laws.  Neither  this  nor  any  sub¬ 
sequent  laws  of  the  State  made  any  modification  of,  or  addition  to,  the  requirements 
of  the  law  of  Congress,  except  as  to  the  maintenance  of  three  experimental  farms, 
a  subject  that  will  be  considered  later.  In  order  to  ascertain  whether  the  manage¬ 
ment  of  the  State  College  complies  with  the  requirement  of  these  several  laws,  the 
committee  made  a  careful  examination  of  its  courses  of  study  and  its  methods  of 
work,  both  as  they  now  exist  and  as  they  have  been  in  operation  since  the  passage 
of  the  laws  referred  to. 

****** 

The  Courses  Of  Study. 

The  committee  find  that  the  courses  of  study  have,  from  time  to  time,  been 
changed  to  meet  the  changing  requirements  of  law  or  of  public  opinion  ;  but,  in  its 
earlier  years,  the  subject  of  agriculture,  both  theoretical  and  applied,  always  held 
a  prominent  place,  while  other  subjects  were  included  in  the  interest  of  a  broader 
culture.  We  find,  for  example,  the  earliest  printed  courses  of  study  provide 


510  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


instruction  in  political  and  social,  mental  and  moral  science,  astronomy,  the  higher 
mathematics,  and  other  advanced  branches  of  learning.  The  courses  of  study  now 
in  full  operation  are  by  far  more  extended  and  complete  than  at  any  previous  period 
of  the  history  of  the  college,  and  seem  to  comply,  in  the  fullest  sense,  with  the 
requirements  of  the  laws  of  Congress  and  of  this  State.  They  include  two  general 
courses :  One  in  general  science,  the  other  in  the  ancient  classics ;  and  four  tech¬ 
nical  courses,  viz :  Agriculture,  chemistry  and  physics,  natural  history,  and  civil 
engineering. 

These  courses  cover  a  period  of  four  years  each,  and,  in  addition,  the  college  pro¬ 
vides  for  the  students  who  are  unable  for  any  reason  to  take  a  full  course,  a  short 
special  course  of  two  years  in  agriculture,  and  a  similar  course  in  chemistry.  Special 
students  are  also  admitted  for  such  length  of  time,  and  in  such  branches  of  study 
as  they  may  elect,  and  be  qualified  to  pursue.  Military  tactics  are  regularly  taught, 
and  all  students,  unless  excused  on  account  of  physical  disability  or  conscientious 
scruples,  are  required  to  drill.  A  course  of  farmers’  lectures  are  delivered  every 
year,  which  are  free  to  the  public.  In  connection  with  the  usual  studies  of  the 
class-room,  we  find  that  there  is  carried  on  a  very  extensive  and  progressive  system 
of  practical  training  in  the  application  of  knowledge,  which,  for  extent  and  thor¬ 
oughness,  is  equaled  by  few,  if  any  institutions,  of  which  we  have  information. 
The  student  in  agriculture,  for  example,  goes  into  the  laboratory  until  he  becomes 
a  well-trained  analyst,  and  into  the  field  and  barn  to  observe  processes  or  to  conduct 
investigations.  The  student  in  horticulture  works  in  the  gardens  and  vineyards. 
The  student  in  mechanic  arts  goes  into  the  shop,  and  is  trained  in  the  use  of  tools, 
as  well  as  the  principles  of  mechanics.  The  student  in  civil  engineering  acquires  a 
knowledge  of  the  instruments  and  the  methods  of  his  profession  by  actual  work  in 
the  field ;  and  similarly,  in  every  department  that  admits  of  it,  subjects  are  taught 
with  constant  reference  to  their  practical  application  in  the  various  industries  of 
life. 

The  Manual  Labor  Experiment  Abandoned. 

When  the  institution  was  first  opened  to  students,  a  considerable  amount  of 
manual  labor  was  required  of  all.  This  system  was  abandoned  after  a  trial  of 
several  years,  and  the  practical  work  now  required  is  regarded  as  educational, 
rather  than  a  matter  of  manual  labor,  though  it  evidently  serves  the  two  important 
ends  of  giving  physical  exercise  and  skill  in  manipulation.  Whether  the  abandon¬ 
ment  of  compulsory  manual  labor  was  wise  or  unwise,  the  committee  did  not  feel 
called  upon  to  decide.  As  it  is  not  required  by  any  existing  law  of  the  United 
States  or  of  this  State,  it  would  seem  to  be  a  matter  wholly  within  the  discretion  of 
the  trustees. 

But,  except  in  this  particular,  (about  which  there  may  exist  natural  differences 
of  opinion,)  we  are  compelled  to  say,  in  simple  accordance  with  the  facts  as  we  find 
them,  that  the  State  college  is  furnishing  a  liberal  and  practical  education  for  the 
industrial  classes,  and  that  its  leading  object  is  to  teach  such  branches  of  learning 
as  are  related  to  agriculture  and  the  mechanic  arts.  The  chemical  laboratories 
especially  are  in  a  most  admirable  condition  of  completeness  and  efficiency.  The 
physical  laboratory  has  a  fine  (though  still  inadequate)  collection  of  the  most 
approved  apparatus  of  instruction  ;  and  the  other  departments  of  instruction  relating 
directly  to  the  industries  of  life,  such  as  civil  engineering,  mechanic  arts,  &c. ,  have 
received  from  the  trustees  small  annual  appropriations  which  have  equipped  them 
fairly  for  the  requirements  of  ordinary  teaching.  There  is  great  need,  however,  in 
all  these  departments,  and  in  the  library,  for  a  large  immediate  outlay  which  the 
means  at  the  command  of  the  trustees  does  not  enable  them  to  make.  Of  the  twelve 
(12)  professors  and  assistants  now  constituting  the  teaching  force  in  the  college 
departments,  only  two  give  instruction  in  the  classics  ;  one  of  them,  also,  has  charge 
of  English  literature,  and  other  branches  which  necessarily  enter  into  every  course 


REPORT  BY  COMMITTEE  OF  LEGISLATURE. 


511 


of  liberal  education.  In  the  same  connection  it  should  be  noted  that  the  appropria¬ 
tions  made  by  the  trustees  for  the  purchase  of  apparatus  and  appliances  for  the 
several  class-rooms  have  been  almost  exclusively  for  the  industrial  departments. 
Out  of  the  appropriations  of  this  kind,  between  the  years  1866  and  1881,  aggregating 
nearly  six  thousand,  (|6,000,)  less  than  one  hundred  dollars  was  given  to  the  clas¬ 
sical  department,  and  that  was  for  the  purchase  of  maps. 

The  Committee  further  extol  the  character  and  behavior  of  the 
students.  The  Financial  management  is  next  considered  at  length, 
with  the  following  result,  as  expressed  in  the  final  sentence  of  that 
part  of  the  report  : 

The  details  are  given  in  full  in  the  accompanying  papers,  and  we  believe  that  no 
inpartial  mind,  on  examining  them,  can  fail  to  reach  the  same  conclusion,  that  the 
financial  trusts  of  the  institution  have  been  honestly  and  judiciously  administered. 

The  Experimental  farms  are  then  described  and  the  sale  of  two 
outlying  ones  suggested,  and,  in  their  place,  the  establishment  of  an 
experiment  station  is  recommended.  They  conclude  this  part  of  the 
report  thus : 

If,  as  the  course  of  legislation  indicates,  it  is  to  be  a  part  of  the  established 
policy  of  the  State  to  lend  its  aid  to  the  advancement  of  agricultural  knowledge 
and  practice,  it  would  seem  to  be  the  dictate  of  sound  policy  to  concentrate  its 
experiments  and  efforts,  both  in  the  interest  of  economy,  efficiency,  and  ease  of 
control.  The  State  College  has  already  in  use  a  large  part  of  the  appliances  and 
equipment  necessary  for  the  successful  maintenance  of  an  experiment  station, 
and  is  now  doing  a  larger  amount  of  valuable  work  in  that  direction  than  at  any 
previous  period  of  its  history,  and  is  now  publishing  its  results  in  a  series  of  popular 
bulletins. 

As,  in  summing  up,  several  topics  of  general  interest  in  regard  to 
these  special  Institutions  are  considered  by  the  Committee,  this  clos¬ 
ing  part  of  this  report  is  here  given  in  full. 

Conclusions  and  Recommendations. 

The  fact  remains,  notwithstanding  the  condition  of  things  above  stated,  that  the 
college  for  a  long  time  has  been  subject  to  an  amount  of  public  criticism,  which  has 
resulted  in  a  wide-spread  distrust,  if  not  hostility,  towards  it,  and  the  committee 
have  constantly  directed  their  inquiries  with  a  view  to  ascertaining  its  grounds, 
and,  if  possible,  the  proper  remedy  for  it.  Their  conclusions  have  been  presented,  in 
part,  in  former  pages  of  this  report.  But  a  few  other  points  require  further  notice. 
It  is  obvious  to  us,  in  the  first  place,  that  much,  if  not  most,  of  the  feeling  referred 
to,  grew  out  of  a  condition  of  things  which  no  longer  exist.  When  the  college  was 
founded,  several  attempts  had  been  made,  in  various  parts  of  the  country,  to  estab¬ 
lish  schools  or  colleges  for  instruction  in  agriculture,  but  not  one  of  them  had  been 
successful.  Many  citizens  of  Pennsylvania,  nevertheless,  had  hopes  that  the  same 
experiment  here  would  result  differently ;  and  many  of  them  contributed  liberally 
of  their  time  and  means  to  promote  it.  The  enthusiasm  of  the  few  easily  commu¬ 
nicated  itself  to  the  many,  and  the  public  mind  became  possessed  of  vague  and  ex¬ 
travagant  expectations  as  to  what  such  an  institution  might  be  expected  to  accom¬ 
plish.  It  seemed  to  be  thought  that  afew  months  of  “  schooling  ”  in  an  agricultural 
institution  would  convert  boys  who  lacked  the  elements  of  a  sound  English  educa¬ 
tion  into  skilled  and  scientific  farmers.  Such  expectations  were  foredoomed  to 
disappointment.  The  successful  farmer  must  bring  to  the  practice  of  his  art  obser- 


512  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


vation,  insight,  judgment,  and  skill,  which  can  come  only  from  extended  experi¬ 
ence  ;  and  on  the  other  hand,  the  student  who  desires  to  become  familiar  with  the 
sciences  on  which  agriculture  rests,  must  pursue  a  long  and  thorough  course  of 
training. 

Difficulties  Connected  With  Manual  Labor  Colleges. 

The  college  soon  found  that,  while  many  were  willing  to  come  to  it,  and  con¬ 
tribute  their  labor  for  a  time  in  compensation  for  their  education,  few  came  to  pur¬ 
sue  the  necessary  course  of  higher  instruction.  It  was  also  believed  at  the  outset 
that  the  labor  of  students  could  be  so  employed  as  to  make  it  remunerative,  and 
the  total  charge  per  year  for  all  expenses  of  attendance  was  placed  at  the  low  figure 
of  one  hundred  dollars.  It  was  soon  found,  however,  that  it  was  impossible  to 
organize  the  labor  of  any  considerable  number  of  students  on  a  limited  number  of 
acres  in  such  a  way  as  to  avoid  serious  loss.  This  would  be  true  even  in  skilled 
labor,  much  more  the  labor  of  untrained  boys.  The  institution  ran  rapidly  and 
largely  into  debt,  and  the  trustees  were  soon  compelled  to  double  the  annual  charge. 
The  authorities  of  the  college  soon  became  satisfied,  also,  that  it  was  impossible  to 
combine  a  systematic  course  of  compulsory  labor  in  case  of  a  large  number  of 
students  with  a  course  of  advanced  education.  Students  who  sought  the  latter 
preferred  to  go  to  institutions  where  the  former  was  not  required ;  while  those  who 
desire  the  former  were  generally  unable  or  unwilling  to  remain  long  enough  in  the 
college  to  secure  the  latter.  The  trustees,  accordingly,  were  compelled  to  choose 
between  a  comparatively  low  standard  of  education,  combined  with  systematic 
labor,  (including,  as  it  did,  every  kind  of  severe  and  exhausting  effort,)  and  a  system 
which  should  furnish  an  education  of  much  higher  type,  with  only  so  much  labor 
as  was  needed  to  illustrate  the  application  of  principles.  The  latter  was  adopted. 
The  experiment  might  have  been  longer  continued,  had  not  the  act  of  Congress  of 
1863  clearly  pointed  in  the  direction  which  experience  had  already  shown  to  be  the 
wise  one.  But  with  that  act  as  a  binding  part  of  their  charter,  they  were  obliged 
to  provide  a  liberal  education,  as  far  as  possible,  for  all  the  industrial  classes,  “in 
the  several  pursuits  and  professions  in  life.”  But  so  far  as  we  are  able  to  ascertain, 
the  proportion  of  students  who  go  back  to  the  farm  now  is  as  great  as  when  the 
design  of  the  institution  was  more  exclusively  agricultural. 

EDUCATED  YOUNG  MEN  LIKELY  TO  SEEK  VARIED  EMPLOYMENT. 

Young  men,  whether  graduates  of  a  college  or  not,  are  likely  to  follow  those 
callings  for  which  they  are  best  adapted,  or  in  which  the  prizes  in  life  seem  most 
easily  within  reach;  and  the  avenues  to  successful  efforts  are  open  in  so  many 
directions  in  our  time  that  all  cannot  be  expected  to  choose  the  same  pursuits. 
Many  educated  young  men  who  would  be  glad  to  engage  in  farming  are  prevented 
for  want  of  ready  capital,  which  is  not  so  much  required  for  beginning  in  other 
employments,  and  even  in  cases  where  the  necessary  capital  can  be  procured,  many 
prefer  the  immediate  rewards  offered  elsewhere,  to  the  slow  but  more  substantial 
gains  of  agriculture.  So  long  as  the  State  college  provides  every  needed  facility  for 
acquiring  a  thorough  agricultural  education,  there  would  seem  to  be  little  justice 
in  attempting  to  make  it  responsible  for  the  failure  of  students  to  avail  themselves  of 
its  advantages.  It  would  be  equally  unjust  to  measure  the  benefit  of  such  an 
institution  by  the  number  of  its  graduates  alone.  While  the  total  number  of  its 
graduates,  up  to  1881,  was  only  one  hundred  and  nine,  the  number  of  its  students  for 
the  same  period  was  nearly  one  thousand  five  hundred,  and  these,  as  far  as  the  records 
show,  have  gone  largely  into  industrial  pursuits,  rather  than  the  so-called  professions. 

The  location  of  the  college  has  sometimes  been  urged  against  it,  and  it  is  probably 
true  that  some  disadvantage  has  heretofore  arisen  from  that  cause;  but  the  means  of 
communication  with  it  have  greatly  improved  since  its  establishment,  and  there  is 
now  good  prospect  that  that  a  railroad  will  soon  run  directly  to  it.  With  its  facilities 


.  REPORT  BY  COMMITTEE  OF  LEGISLATURE. 


513 


for  easy  access  improved,  the  remarkable  beauty  of  its  situation,  the  salubrity  of 
ts  climate,  the  freedom  of  its  surroundings  from  temptations  to  immorality  and 
extravagance,  cannot  fail  to  secure  for  it  the  support  and  patronage  of  the  people 
of  the  State. 

COMPARED  WITH  SISTER  COLLEGES. 

The  attention  of  the  committee  was  called  by  one  of  the  witnesses  to  the  con¬ 
dition  of  Cornell  University  and  the  Illinois  Industrial  University,  as  contrasted 
with  that  of  the  State  College,  for  the  purpose  of  indicating  that  the  latter  has 
been  mismanaged.  On  inquiry,  we  find  that  the  cases  are  in  no  respect  parallel. 
In  New  York,  as  is  well  known,  a  philanthropic  citizen,  the  late  Ezra  Cornell,  bought 
the  entire  land  script  from  the  State,  paying  the  market  price  for  it,  and  agreeing 
to  locate  and  hold  it,  and  to  give  the  university  the  benefit  of  its  advance  in  price. 
The  result  is,  that  all  the  lands  sold  have  brought  high  figures;  a  considerable 
amount  is  still  unsold,  and  the  endowment  of  the  university  from  that  source  alone 
will  be  from  $3,000,000  to  4,000,000.  In  Illinois,  the  county  of  Champaign,  in  order 
to  secure  the  location  of  the  university,  gave  ample  farms,  amounting  to  several 
hundred  acres,  buildings  ready  for  occupancy,  and  $200,000  in  bonds,  thus  provid¬ 
ing  means  for  the  immediate  needs  of  a  new  and  unorganized  institution,  and 
enabling  the  university  to  locate  its  lands  advantageously,  and  hold  them  (as  it  did) 
for  an  advanced  price.  Besides  this,  the  Legislature  has,  within  the  few  years  since 
its  establishment,  (1867),  made  appropriations  fiom  the  treasury,  for  new  buildings, 
apparatus,  and  equipments,  amounting  to  about  $400,000. 

THE  AVAILABLE  FUND  OF  THIS  COLLEGE. 

The  State  of  Pennsylvania  had  no  such  good  fortune.  Her  landscrip  amounted 
to  seven  hundred  and  eighty  thousand  acres,  and  it  was  undoubtedly  the  expecta¬ 
tion  of  Congress  that  the  lands  would  bring  to  the  State  at  least  the  minimum  market 
rate  of  one  dollar  and  twenty-five  cents  per  acre.  Had  this  been  the  case  the  en¬ 
dowment  of  a  State  from  that  source  alone  would  have  been  nearly  a  million  dollars. 
But  the  large  amount  of  scrip  thrown  upon  the  market  at  once  so  reduced  the  price 
that  several  of  the  States— our  own  among  them — realized  less  than  sixty  cents  an 
acre  from  the  sales.  We  do  not  pass  an  opinion  on  others ;  but  we  believe  it  to  be 
the  duty  of  this  Commonwealth,  having  accepted  the  deed  of  gift  from  the  United 
States  “  with  all  its  conditions  and  provisions,”  and  having  “pledged  its  faith  to 
carry  the  same  into  effect,”  to  restore  the  land-grant  fund  to  the  amount  originally 
intended  by  Congress.  The  need  of  education  for  the  industrial  classes  was  never 
so  great  as  now.  The  vast  mining,  manufacturing,  and  agricultural  resources  and 
activities  of  the  State  demand  for  their  most  rapid  and  economical  development  all 
the  aid  that  can  be  derived  from  the  most  advanced  teachings  of  science,  and  it 
seems  not  too  much  to  expect  that  a  State  famous  for  the  extent  and  wisdom  of  her 
charitable  and  reformatory  agencies  should  make  full  and  even  generous  provision 
for  the  higher  education  of  her  strong  and  aspiring  youth.  In  conclusion,  the  result 
of  a  most  careful  and  painstaking  examination  has  fully  convinced  us  that  the 
State  college  is  in  good  faith  fulfilling  the  trusts  committed  to  it  by  the  State,  and 
that  much  of  the  misconception  respecting  it  arises  from  a  lack  of  easily  obtainable 
information.  We  believe  it  has  passed  its  worst  days.  Its  courses  of  study,  in  the 
opinion  of  experts,  are  well  organized ;  its  facilities  good,  and  in  some  particulars 
unusually  complete ;  its  faculty  is  composed  of  competent,  and  many  of  them  highly 
experienced  professors ;  and  whatever  mistakes  it  may  have  made  in  the  past,  the 
entire  spirit  and  work  of  the  institution,  as  now  organized  and  administered,  are 
directed  to  the  promotion  of  industrial  education. 


ART — VOL  4 - 33 


514  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

THE  NEEDS  OF  THE  COLLEGE  SHOULD  BE  MET  BY  THE  STATE. 

The  nfeeds  of  such  an  institution  are  little  appreciated  by  the  public  generally. 
Cornell  University  has  an  annual  income  of  about  $100,000,  and  Harvard  Univer¬ 
sity  nearly  $100,000.  In  comparison  with  these  sums,  the  $30,000  of  the  State  col¬ 
lege  is  but  a  mere  pittance,  which  in  our  judgment,  the  State  may  wisely  supple¬ 
ment.  The  college  has  been  carrying  a  floating  debt  of  about  $50,000  for  many 
years,  the  annual  interest  on  which  is  a  considerable  draft  on  its  resources.  It  has 
two  outlying  farms,  which  involve  expense,  and  which  it  is  doubtful  if  any  such 
institution  can  properly  manage  at  so  great  a  distance.  The  department  of  mechanic 
arts  is  in  need  of  a  more  commodious  building,  exclusively  devoted  to  its  use.  The 
chapel  is  no  longer  large  enough  to  accommodate  the  numbers  who  attend  on  pub¬ 
lic  occasions,  and  a  new  and  sightly  structure  is  greatly  needed. 

These  immediate  needs  of  the  college  we  believe  it  would  be  a  sound  and  wise 
policy  for  the  State  to  supply.  Although  in  its  organization  a  private  corporation, 
it  is  in  every  proper  sense  the  child  of  the  State,  and  we  are  strongly  impressed 
with  the  conviction  that  the  time  has  come  when  the  State  should  give  it  such  fos¬ 
tering  care  as  will  make  it  not  only  an  object  of  just  pride,  but  a  source  of  immeas¬ 
urable  benefit  to  our  sons  and  daughters. 

In  case  the  Legislature  should  adopt  the  line  of  policy  herein  proposed,  it  might 
be  thought  advisable  to  modify,  with  the  consent  of  the  corporation,  the  existing 
constitution  of  the  board  of  trustees,  either  by  making  it  more  largely  represent¬ 
ative,  or  more  directly  amenable  to  the  control  of  the  State  government. 

In  conclusion,  your  committee  would  most  respectfully  represent,  that  a  re¬ 
organization  of  the  board  of  trustees  seems  imperatively  required  if  the  purposes 
of  the  State  college  are  to  be  realized  by  the  agricultural  and  mechanical  classes  of 
the  State,  to  the  extent  of  its  original  design.  The  law  that  made  the  agricultural 
societies  the  custodians  of  the  welfare  of  this  school,  seemed  at  the  time  to  be  the 
best  that  could  be  done  ;  but  their  change  of  character  since  that  time  has  unfitted 
them  for  this  responsible  duty,  as  their  failure  to  participate  in  the  annual  meet¬ 
ings  clearly  demonstrates.  By  the  same  law,  a  number  of  State  officials  were  made 
ex -offirio  members  of  the  board;  a  duty  they  seem  to  have  overlooked,  as  we  find 
by  the  minutes  of  the  board,  their  presence  rarely,  if  ever,  noticed. 

It  has  also  been  suggested  and  strongly  urged  before  the  committee,  that  if  the 
Legislature  sees  fit  to  authorize  the  sale  of  the  experimental  farms  that  an  Experi¬ 
mental  Station  should  be  established.  We  think  this  a  good  suggestion,  and  would 
recommend  the  subject  to  the  careful  consideration  of  the  Legislature.  All  of 
which  is  respectfully  submitted. 

AMOS  H.  MYLIN, 

Chairman. 

C.  T.  ALEXANDER, 

JOHN  C.  NEWMYER, 
GEO.  W.  HALL, 

WM.  B.  ROBERTS. 

Sub-Committee. 

This  report  by  the  Legislature,  so  fully  justifying  the  action  of  the 
Trustees  and  Faculty  of  the  College,  was  calculated  to  promote  the 
interests  and  popularity  of  the  College. 

PRESIDENT  ATHERTON,  CALLED  TO  THE  COLLEGE. 

About  this  time,  1882,  Professor  George  W.  Atherton,  of  Rutgers 
College,  New  Brunswick,  New  Jersey,  was  called  to  the  Presidency. 

Professor  Atherton  had,  long  before,  become  widely  known  among 


PRESIDENT  ATHERTON  CALLED  TO  STATE  COLLEGE. 


515 


American  Educators,  through  the  exhaustive  and  interesting  paper 
on  “The  relation  of  the  General  Government  to  Education”  read 
by  him  before  the  National  Teachers’  Association,  at  the  meeting  at 
Elmira,  New  York,  August  6th,  1873;  an  admirable  historical  sum¬ 
mary,  showing  that  the  policy  of  the  General  Government  in  aid  of 
Education  has  been  uniform  and  liberal,  beginning  with  the  enact¬ 
ment  of  the  ordinances  of  1785,  and  1787,  in  setting  apart  portions  of 
the  public  domain  for  education. 

Under  the  new  president  the  progress  of  the  college  has  been  con¬ 
tinuous  in  the  line  of  the  modern  educational  movements. 

A  NEW  BUILDING  FOR  THE  INDUSTRIAL  DEPARTMENTS. 

The  Industrial  Departments  of  the  College  were  greatly  in  need 
of  additional  accommodations  and  through  the  efforts  of  the  Presi¬ 
dent,  a  new  building  for  the  Department  of  Mechanic  Arts,  was  built 
and  inaugurated  with  appropriate  ceremonies,  February  10th,  1886.* 

On  this  occasion  public  exercises  were  held  in  the  College  Chapel. 
Professor  John  Hamilton  of  the  College,  delivered  the  principal  ad¬ 
dress;  which,  as  it  relates  entirely  to  the  movement  for  Industrial 
and  Art  Education  to  which  this  Report  is  given,  will  be  found  in 
the  Appendix.f  The  addresses  by  General  Beaver,  and  President 
Atherton,  which  relate  directly  to  the  College,  are  here  given  in  full. 

General  James  A.  Beaver,  Governor  of  the  State,  at  that  time 
chairman  of  the  Executive  Committee  of  the  Trustees,  followed  Pro¬ 
fessor  Hamilton. 

Gen.  Beaver’s  Address. 

Ladies  and  Gentlemen : — In  one  of  the  admirable  series  of  short  biographies  of 
American  statesmen  now  being  issued  by  the  press  of  Houghton,  Mifflin  &  Co., 
Mr.  John  T.  Morse,  Jr.,  says  in  relation  to  the  choice  by  John  Adams  of  his  life 
work:  “A  youth  who  had  received  a  college  education  at  a  cost  of  not  inconsider¬ 
able  sacrifice  on  the  part  of  his  parents,  lay  in  those  days  under  a  sort  of  a  moral 
obligation  to  adopt  a  profession.  Between  law,  divinity  and  medicine,  therefore, 
Adams  had  to  make  his  choice.”  It  is  to  be  said,  however,  that  such  a  choice  in 
those  days  was  one  not  so  much  of  moral  obligation  as  of  absolute  necessity.  Those 
of  us  who  are  college  graduates  of  twenty-five  years’  standing,  can  well  remember 
that  in  our  class  prophesies  there  was,  so  far  as  professional  choice  was  concerned, 
nothing  beyond  law,  divinity  and  medicine.  Indeed,  the  education  acquired  by 
young  men  in  this  country  prior  to  1860,  may  be  said  to  have  in  a  measure  unfitted 
them  for  what  may  now  be  termed,  the  practical  professions  of  life.  The  applica¬ 
tion  of  steam  and  in  later  years  of  electricity  to  practical  uses,  opened  the  way  for  the 
employment  of  men  of  education  in  many  pursuits  which  had  previously  been  closed 
to  those  who  had  attained  any  considerable  amount  of  mental  training.  The  fact  is, 
that  the  mental  training  which  men  received  in  our  colleges,  was  such  as  to  unfit 
them  for  practical  pursuits,  and  many  were  helpless  when  they  finished  their  educa- 

*“  The  Pennsylvania  State  College  Addresses  delivered  on  occasion  of  the  open¬ 
ing  of  the  new  building  for  the  Department  of  Mechanic  Arts,  February  10,  1886. 
State  College,  Centre  Co.,  Pa.  Pp.  92.” 

f  See  Appendix  Z. 


516  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


tion,  except  so  far  as  they  might  serve  to  crowd  already  overcrowded  professions,  and 
were  many  times  compelled  to  occupy  a  subordinate  place  in  those  professions,  when, 
had  their  education  been  of  a  practical  character  and  properly  directed,  they  might 
have  reached  usefulness  and  eminence  in  the  walks  of  life  which  are  now  not  only 
open,  but  which  welcome  men  of  scientific  education  and  attainments. 

The  Modern  Demand  for  a  Practical  Education  in  Science. 

The  call  for  men  of  practical  education  was  made  long  before  our  educational 
institutions  were  able  to  heed  the  call,  or  to  supply  the  demand.  The  men  who 
founded  this  institution,  although  many  of  them  college-bred  men,  recognized  the 
call  for  a  more  practical  education,  and  endeavored  in  good  faith  to  meet  the  wants 
of  the  community  in  that  direction.  The  education  which  the  present  age  demands 
is  not  only  a  training  of  the  mind  which  will  enable  men  to  think,  but  a  symmet¬ 
rical  training  of  mind  and  hand,  of  eye  and  ear,  so  that  the  mind  can  guide  the  eye 
and  the  hand  in  applying  the  knowledge  acquired  to  the  practical  solution  of  prob¬ 
lems  which  concern  our  every  day  life.  What  has  already  been  said  on  this  occa¬ 
sion  and  what  yet  remains  to  be  said  by  others,  will  more  fully  and  intelligently 
present  this  subject  than  I  could  do  even  if  time  and  the  part  which  is  assigned  to 
me  in  this  service  permitted  my  engaging  in  the  discussion.  Suffice  it  to  say,  that 
we  are  met  this  afternoon  for  the  purpose  of  formally  setting  apart  to  the  uses  for 
which  it  has  been  designed,  a  building  to  be  devoted  to  the  training  of  the  eye  and 
hand  in  connection  with  the  system  of  liberal  education  which  this  college  seeks  to 
supplj  to  those  who  are  ready  to  make  use  of  the  advantages  which  it  offers  to  the 
young  men  and  young  women  of  our  commonwealth.  The  building  is  not  such  an 
one  as  the  trustees  would  have  been  glad  to  have  erected  had  the  funds  available  for 
the  purpose  warranted  it.  As  is  well  known  to  those  who  are  familiar  with  the  his¬ 
tory  and  organization  of  the  institution,  no  part  of  the  income  of  the  college  can  be 
applied  1  ‘  directly  or  indirectly  under  any  pretense  whatever  to  the  purchase,  erec¬ 
tion,  preservation  or  repair  of  any  building  or  buildings.”  The  trustees  are  there¬ 
fore  unable,  even  if  the  income  of  the  endowment  of  the  college  warranted  it,  to 
expend  any  money  thus  received  in  the  erection  of  shops,  laboratories,  chapel, 
library,  propagating  and  green-houses,  and  separate  buildings  for  the  ladies  and 
preparatory  department,  all  of  which  are  greatly  needed  and  to  the  necessity  for 
which  they  are  keenly  alive. 

HOW  THIS  NEW  BUILDING  WAS  MADE  POSSIBLE. 

The  new  building,  which  we  formally  open  this  day,  modest  and  unpretentious 
as  it  is,  could  not  have  been  built  by  the  trustees  but  for  the  fact  that  a  small  fund 
was  accumulated  under  the  direction  of  the  President  of  the  college,  and  by  the 
skill  and  industry  of  one  of  its  professors  in  securing  and  performing  scientific 
work  which  yielded  something  of  an  income,  and  which  by  being  carefully  hus¬ 
banded  furnished  a  fund  which  has  been  expended  under  the  direction  of  the 
executive  committee  of  the  board  of  trustees. 

This  fund,  amounting  to  something  less  than  $3,000,  has  with  but  little  addition, 
erected  and  equipped  the  building  which  you  will  shortly  be  invited  to  inspect.  It 
is  a  notable  and  somewhat  curious  fact  that  outside  of  the  fund  already  referred  to, 
the  only  contribution  to  the  equipment  of  the  building  was  that  of  a  manufacturer 
of  New  England  who  generously  donated  to  the  professor  in  charge  of  the  Mechanic 
Arts  Department  a  portion  of  the  equipment  of  the  forge  room,  which  donation 
amounted  to  about  five  hundred  dollars.  The  executive  committee  deem  them¬ 
selves  fortunate  in  having  contracted  with  Messrs.  P.  B.  Crider  &  Son,  of  Belle- 
fonte.for  the  erection  of  the  building.  The  contract  price  was  $1,525.  /  A  few  extra 
items  contracted  for  during  the  course  of  its  construction  made  the  entire  cost  of 


517 


ADDRESS  BY  GOVERNOR  BEAVER,  (l886). 

the  building  about  $1,650.  Its  entire  equipment,  outside  of  the  donation  of  Mr.  B. 
F.  Sturtevant,  including  steam  heating,  shafting  connecting  with  the  engine  in  the 
engine  house,  machinery  of  every  description  and  tools  cost,  in  addition  to  the 
price  of  building,  about  $1,800. 

As  part  of  the  improvement,  the  committee  also  caused  to  be  constructed  a  cistern 
or  reservoir  for  holding  the  rain  water  from  the  engine  house  and  Mechanic  Arts 
building,  so  as  to  supply  the  boiler  which  furnishes  power  for  the  engine  with  an 
abundant  supply  of  soft  water.  This  cistern,  with  the  foundations  of  the  building, 
cost  about  $400.  The  entire  cost  therefore  of  building,  equipment  and  of  the  cistern 
amoimts  to  about  $3,800.  This  has  all  been  paid  out  of  the  fund  realized  from  the 
analysis  of  fertilizers  and  other  work  in  the  chemical  department,  except  about 
$900.  The  college  is  to  be  congratulated,  not  only  upon  the  increase  of  its  facilities 
for  imparting  practical  education  which  this  building  affords,  but  also  upon  the 
fact  that  it  has  within  itself  and  through  practical  work  in  other  directions  secured 
the  funds  by  which  these  additional  facilities  are  provided.  The  executive  com¬ 
mittee  feel  in  thus  closing  their  work  and  handing  the  building  over  to  the  trustees 
as  the  custodians  of  the  college  property,  and  to  the  faculty  as  the  agency  which 
must  necessarily  control  the  educational  machinery  of  the  college,  that  they  have 
done  all  with  the  amount  of  money  at  their  disposal  which  it  was  possible  to  do.  In¬ 
deed,  the  building  and  its  equipment  have  both  grown  in  extent,  appearance  and 
completeness  greatly  beyond  what  was  expected  or  hoped  for  when  the  work  was 
commenced. 

We  wish  to  acknowledge  the  obligations  of  the  institution  to  Dr.  Atherton,  who 
was  instrumental  in  securing  from  the  state  board  of  agriculture  the  work  which 
afforded  the  means  for  this  improvement ;  to  Professor  Jordan,  the  late  efficient 
professor  of  agriculture,  for  doing  that  work,  or  having  it  done  under  his  direction  ; 
to  Mr.  Patterson,  superintendent  of  the  farm,  for  his  care  and  oversight  in  prepar¬ 
ing  foundations,  and  overseeing  the  work  at  the  cistern  ;  to  Messrs.  P.  B.  Crider  & 
Son,  the  contractors,  for  the  faithful  and  liberal  way  in  which  they  complied  with 
the  terms  of  their  contract ;  to  Professor  Reber  for  his  constant  care  and  super¬ 
vision  during  the  construction  and  equipment  of  the  building,  and  especially  to  Mr. 
B.  F.  Sturtevant,  Brookline,  Mass. ,  who  made  such  a  liberal  contribution  toward 
the  equipment  of  the  building.  The  latter  gentleman  has  afforded  an  example 
which  might  be  well  followed  by  our  Pennsylvania  manufacturers,  who  could  still 
further  add  by  their  liberality  to  the  complete  equipment  of  our  Mechanic  Arts 
department.  The  work  of  the  committee  is  done ;  how  well  done  with  the  means 
at  hand  you  can  better  determine  after  you  have  inspected  the  building,  which  will 
be  thrown  open  to  you  when  the  exercises  in  the  chapel  have  ended.  It  only  re¬ 
mains,  therefore,  for  me,  as  the  representative  of  the  committee,  formally  to  trans¬ 
fer  the  custody  of  the  building  to  the  representative  of  the  trustees  and  the  faculty. 
In  the  absence  of  the  president  of  the  board  of  trustees  (Colonel  Jordan)  I  have  the 
honor  of  making  this  transfer,  which  is  symbolized  by  the  possession  of  the  keys 
of  the  building,  to  Dr.  Atherton,  the  President  of  the  college  and  the  Secretary  of 
the  board  of  trustees.  Our  hope  is  that  this  department,  with  its  enlarged  equip¬ 
ment  and  facilities  for  work,  will  enable  the  college  to  enter  upon  the  wide  field 
which  opens  before  it  in  this  direction,  and  to  cultivate  that  field  in  such  a  way  as 
to  give  practical  instruction  to  the  young  men  who  shall  be  brought  under  its 
direction  and  control,  and  fit  them  for  usefulness  and  eminence  in  the  practical 
walks  of  life,  which  are  calling  more  loudly  than  ever  before  for  trained  men  to 
fill  their  places  of  influence  and  emolument. 

The  President’s  Address. 

Dr.  Geo.  W.  Atherton,  President  of  the  college,  replied  to  the  committee’s  report 
in  the  following: 


518  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Mr.  Chairman : — I  accept  these  keys  on  behalf  of  the  trustees  and  the  faculty, 
with  a  full  appreciation  of  all  that  they  symbolize  of  trust  and  responsibility;  and 
I  confidently  pledge  both  of  these  bodies  to  a  full  and  faithful  discharge  of  the 
enlarged  duties  thus  imposed  upon  them. 

Ladies  and  Gentlemen : — Your  welcome  presence  here  to-day  is  a  gratifying  proof 
of  'your  friendly  interest  in  the  prosperity  of  the  State  College,  and  especially  in 
that  department  which  now  enters  upon  a  new  and  advanced  stage  of  progress. 
After  the  admirable  addresses  to  which  you  have  already  listened,  it  seems  hardly 
necessary  for  me  to  add  anything  on  the  general  subject;  but  I  may,  perhaps,  with 
propriety,  attempt  to  point  out  the  relation  which  exists  between  our  general  sys¬ 
tem  of  instruction  in  the  college  and  the  department  of  Mechanic  Arts. 

The  general  scope  of  our  work  could  not  be  expressed  with  more  force  and  full¬ 
ness  than  in  those  striking  words  of  the  act  of  Congress  which  have  already  been 
quoted  by  a  previous  speaker.  The  states  are  “to  establish  and  maintain  at  least 
one  college,  in  which  the  leading  object  shall  be,  without  excluding  other  scientific 
and  classical  studies,  (and  including  military  tactics,)  to  teach  such  branches  of 
learning  as  are  related  to  agriculture  and  the  Mechanic  Arts,” 

THE  CLASS  OF  INSTITUTIONS,  DESIGNATED  BY  THE  WORD  “COLLEGE”,  WELL  UNDER¬ 
STOOD. 

It  should  be  especially  noted  that  the  word  “  college  ”  had,  at  the  time  of  the  pas¬ 
sage  of  the  act,  (1862,)  and  has  always  had,  a  distinct,  well  understood,  and  almost 
technical  meaning.  It  is  the  name  applicable  to  an  institution  of  general  and  lib¬ 
eral  higher  education,  as  distinguished  from  preparatory,  and  professional,  schools 
of  every  name  and  grade.  It  is  a  place  where  youth  are  to  pursue  a  systematic 
and  progressive  course  of  intellectual  training  ;  in  order  that,  with  disciplined  powers 
and  with  a  knowledge  of  the  leading  principles  of  a  few  great  departments  of 
human  learning,  they  may  be  prepared  to  enter  successfully  upon  the  studies  and 
the  activities  of  any  chosen  pursuit.  The  act  of  Congress,  then,  in  using  a  word 
whose  signification  was  so  well  established,  clearly  indicated  the  grade  of  work 
which  these  institutions  were  to  undertake.  But  the  words  immediately  succeed¬ 
ing  are,  if  possible,  still  less  open  to  doubt.  The  colleges  are  to  teach  not  handicrafts 
or  trades,  but  “  branches  of  learning,”  and  are  to  teach  them  in  such  a  way  as  “to 
promote  the  liberal  and  practical  education  of  the  industrial  classes  in  the  several 
pursuits  and  professions  in  life.”  The  difference,  however,  between  these  and  the 
old  colleges  was  marked  by  the  words  used  to  designate  what  “  branches  of  learn¬ 
ing”  were  to  be  taught  as  a  “leading  object.”  The  instruction  was  to  be  of  col¬ 
legiate  grade  and  extent.  Nothing  lower  can  satisfy  the  plain  intent  of  the  law; 
and  I  emphasize  the  point,  because  so  many  mistaken  attempts  have  been  made  to 
drag  the  colleges  down  from  this  high  standard.  But  the  branches  of  learning 
taught  were  to  be  such  ‘  as  are  related  to  agriculture  and  the  Mechanic  Arts,”  and 
it  must  be  conceded  that,  in  thus  fixing  a  limitation,  the  act  was  to  that  extent  a 
departure  from  the  strict  “  college  ”  idea,  as  already  indicated.  It  raised,  however, 
a  question  of  the  very  first  importance,  not  only  as  of  practical  application  in  the 
work  of  the  new  colleges,  but  as  affecting  the  whole  theory  of  education.  I  have 
not  time  to  discuss  the  question,  but  only  to  state  it.  It  is  no  other  than  the  stand¬ 
ing  question  between  the  “old”  and  the  “new”  educations.  Can  these  branches 
of  learning  be  so  taught  as  to  impart  a  “  liberal”  education,  of  equal  disciplinary 
value  with  the  classical  training?  The  justification  of  the  colleges  by  no  means 
depends  upon  an  affirmative  answer  to  this  question;  but  its  very  implication  in 
the  terms  of  the  act  of  Congress  clearly  points  out  the  direction  they  are  to  follow. 
They  are  to  impart  a  liberal  education,  but  they  are  to  do  it  by  giving  instruction 
in  that  wide  range  of  the  mathematical,  physical  and  natural  sciences,  which  under¬ 
lie  the  vast  activities  of  modern  industry. 


519 


ADDRESS  RY  PRESIDENT  ATHERTON,  (l886). 

ESSENTIAL  CONDITIONS  OF  GOOD  EDUCATION. 

As  to  the  best  method  of  teaching  the  applied  or  experimental  sciences,  there  may 
be  said  to  be  three  leading  theories:  To  teach  theoretical  principles  only,  leaving 
applications  to  be  learned  by  subsequent  practice;  to  teach  practice  only,  leaving 
principles  to  be  deduced  mainly  from  experience  and  observation;  to  teach  theory 
and  practice  together.  The  first  of  these  methods  is  applicable,  if  at  all,  only  to 
the  highest  ranges  of  teaching;  the  second,  only  to  the  lowest,  and  is  a  teaching  of 
trades  based  upon  sciences,  rather  than  of  the  sciences  themselves.  The  third  is 
the  only  method  generally  available  either  for  education  or  for  practical  training. 

All  sound  education  should  furnish,  (1)  intellectual  training,  (2)  an  instrument 
for  practical  use.  The  work  of  our  department  of  Mechanic  Arts,  in  its  enlarged 
scope,  will  aim  to  accomplish  these  two  ends.  It  will  furnish  a  thorough  training 
in  the  foundation  of  mathematics,  including  algebra,  geometry,  trigonometry  and 
elementary  mechanics.  It  will  teach  the  structure  and  use  of  the  English  language 
in  order  that  every  student  may  be  able  to  express  himself  correctly  and  intelli¬ 
gently.  It  will  teach  the  applications  of  principles  in  the  elements  of  natural  phi¬ 
losophy,  surveying  and  mechanism.  Side  by  side  with  this  theoretical  instruction, 
will  be  given  a  progressive  course  of  instruction  in  drawing,  from  the  simplest  free¬ 
hand  through  the  various  grades  of  geometrical  drawing  up  to  designs  of  machinery. 
There  will  also  be  a  graduated  course  of  manual  training,  covering  all  the  leading 
principles  of  wood- work  and  iron-work.  The  amount  of  time  given  to  this  prac¬ 
tical  side  of  training,  will,  in  the  aggregate,  somewhat  exceed  that  devoted  to  text¬ 
book  instruction.  In  the  first  year  of  the  course,  the  proportion  of  the  text-book 
instruction  to  practical  training  is  as  39  : 33  ;  in  the  second  year,  33  to  35  ;  and  in 
the  third  28 :  48  ;  thus  showing  a  progressive  and  rapid  increase  of  the  practical 
element. 

PURPOSE  OF  THE  COURSE  IN  MECHANIC  ARTS. 

The  object  of  the  course  will  be  not  to  teach  a  trade,  but  to  give  such  knowledge 
of  principles  and  then-  applications  as  will  combine  a  well  proportioned  develop¬ 
ment  of  skill  in  the  hand,  the  eye,  and  the  brain.  A  student  so  instructed,  before 
entering  upon  his  chosen  line  of  employment,  will  need  to  spend  some  time  in 
becoming  familiar  with  the  practical  details  of  its  working  methods.  But  his 
knowledge  of  principles,  his  manual  skill,  and  his  habit  of  testing  all  operations  by 
scientific  standards,  will  give  him  a  rapid  and  easy  mastery  of  his  craft  and  place 
him  on  the  sure  road  to  promotion.  It  is  stated  that,  in  France,  graduates  from 
such  courses  fail,  at  first,  in  the  economical  use  of  time  and  material;  but  that, 
after  a  slight  degree  of  experience,  they  advance  rapidly  to  the  foremost  positions. 

With  regard  to  the  mooted  point  whether  the  course  shall  follow  the  method  of 
“  instruction  ”  or  that  of  “  construction,”  no  final  decision  has  yet  been  made.  We 
hope  to  learn  by  experience.  The  principal  object  certainly  will  be  to  fix  the 
student’s  attention  upon  those  principles  and  processes  which  are  of  universal  appli¬ 
cation;  following,  to  this  extent,  the  “  instruction  ”  method.  But  the  advantages 
of  the  other  method  in  giving  practical  skill,  developing  the  constructive  faculty, 
and  in  guiding  the  student’s  ambition  toward  a  completed  product,  lead  me  to 
believe  that  we  may  profitably  give  some  attention  to  commercial  work.  The 
further  question  lias  often  been  discussed  whether  instruction  of  this  kind  can  be 
more  successfully  carried  on  in  separate  institutions  or  in  association  with  other 
departments.  Each  system  has  its  own  advantages.  I  have  no  doubt  that,  for  this 
country  in  general  and  for  ourselves  in  particular,  the  broadening  influences  of 
association  with  those  engaged  in  other  lines  of  instruction  and  research,  are  an 
advantage  sufficient  to  outweigh  whatever  benefits  may  belong  to  separate  estab¬ 
lishments. 


520  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


TECHNICAL  EDUCATION  IN  EUROPE. 

The  path  thus  marked  out  for  ourselves  is  not  untried.  The  marvellous  advances 
of  scientific  discovery  in  modern  times,  the  numberless  and  wonderful  inventions 
for  lightening  human  toil,  and,  especially,  the  myriad  applications  of  steam  and 
electricity,  have  created  a  material  revolution  which  has  changed  the  face  of  the 
industrial  world.  To  meet  the  requirements  of  this  change,  every  civilized  nation 
has  found  it  necessary  to  create  a  system  of  industrial  education  adapted  to  the  new 
conditions.  Four  nations  of  continental  Europe  have  taken  the  lead  in  this  direc¬ 
tion,  viz:  Belgium,  France,  Germany  and  Switzerland,  and  they  have  now  come 
to  hold  a  place  of  recognized  pre-eminence  in  industrial  skill.  Each  of  these 
countries  has  created  and  maintained  an  extensive  system  of  institutions,  covering 
every  branch  of  industrial  training,  including  ti-ade  schools,  pure  and  simple, 
scientific  schools  of  a  higher  grade,  in  which  only  so  much  practice  is  included  as 
will  serve  to  illustrate  the  application  of  principles,  and  polytechnic  schools  devoted 
exclusively  to  theoretical  instruction  in  the  highest  branches  of  engineering  and 
other  branches  of  applied  science.  The  uniform  experience  of  these  countries  shows 
that  the  training  given  in  these  several  institutions  not  only  increases  the  general 
intelligence  of  the  pupils,  but  has  a  distinct  and  appreciable  market  value,  by 
increasing  the  thoroughness  and  the  artistic  quality  of  the  work  produced.  Other 
countries,  as  Russia  and  Italy,  have  entered  earnestly  upon  the  establishment  of 
similar  systems,  and  it  is  no  exaggeration  to  say  that  the  idea  of  scientific  indus¬ 
trial  education,  in  its  manifold  forms,  has  become  one  of  the  controlling  forces  in 
the  present  phase  of  European  civilization. 

It  is  this  widespread  and  almost  universal  technical  training  which  has  given  the 
four  countries  named  control  of  the  markets  of  the  world  in  the  products  of  skilled 
labor.  A  British  royal  commission,  appointed  in  1881,  visited  these  countries  and 
made  an  extensive  examination  of  their  systems  of  industrial  training.  Their 
observations  not  only  conclusively  prove  the  superiority  of  the  countries  visited, 
but  unhesitatingly  attribute  it  to  this  training.  And  they  strongly  insist  that,  if 
England  is  to  hold  her  present  leadership  in  some  directions,  or  to  secure  it  in 
others,  it  can  only  be  by  adopting  methods  of  industrial  education  which  have 
proved  so  effective  on  the  continent. 

THE  DEMAND  FOR  THEORISTS  LIMITED. 

There  is  one  teaching  of  this  experience  which  has  special  significance  for  us. 
It  is  found  that  the  supply  of  graduates  from  the  theoretical  technical  courses  tends 
to  exceed  the  demand,  somewhat  as  the  product  of  the  professional  schools  fills  to 
overflowing  the  ranks  of  ministers,  doctors  and  lawyers.  In  Germany,  alone,  it  is 
found  that  there  is  an  excess  of  more  than  one  thousand  unemployed  graduates  in 
engineering ;  and  one  proprietor  of  a  large  engineering  establishment  is  mentioned 
who  found  himself  obliged  to  post  a  conspicuous  notice:  “No  polytechnic  need 
apply.”  This  state  of  things  has  made  itself  so  apparent  that  not  more  than  two 
thousand  students  are  in  attendance  at  the  Polytechnic  institutions  which  have 
accommodations  for  six  thousand.  And  the  experience  of  Germany,  in  respect  to  the 
over-supply  of  highly  trained  specialists,  is  being  repeated  in  the  United  States,  as 
well  as  in  other  European  countries.  But  the  demand  for  those  who  have  received 
an  intermediate  grade  of  instruction,  combining  theory  and  practice  in  due  propor¬ 
tion,  is  practically  unlimited. 

AMPLE  EDUCATIONAL  FACILITIES  POSSESSED  BY  THIS  COLLEGE. 

No  valuable  result  has  been  attained  elsewhere  which  is  not  equally  within  our 
reach,  and  which  our  circumstances  do  not  equally  call  for.  Our  abundant  agri¬ 
cultural  and  mineral  wealth,  combined  with  the  activity,  intelligence  and  enterprise 


521 


ADDRESS  BY  PRESIDENT  ATIIERTON,  (l886). 

of  our  people,  have  secured  us,  hitherto,  an  easy  superiority  in  some  departments  of 
production.  But  in  the  highest  forms  of  industry,  especially  such  as  involve  the 
artistic  element,  we  are  still  far  behind.  The  value  of  raw  material,  compared 
with  the  value  of  finished  products,  is  very  slight.  The  higher  the  form  of  industry 
the  greater  this  difference  becomes.  But  with  the  advancement  of  refinement  and 
intelligence  in  society,  the  higher  forms  of  production  tend  to  increase  in  number, 
variety  and  artistic  excellence  :  and  the  people  which  is  best  prepared  to  meet  these 
advanced  requirements  will  most  rapidly  advance  in  wealth  and  general  prosperity. 
No  people  has  ever  existed  on  the  face  of  the  earth  possessing  so  high  a  degree  of 
general  intelligence,  flexibility  of  powers  and  adaptability  to  varied  conditions,  as 
our  own.  Given  these  high  natural  endowments,  these  boundless  material  resources, 
and  nothing  but  an  adequate  system  of  industrial  training  is  requisite  to  give  us 
pre-eminence  in  the  sciences  and  arts  of  life,  as  wre  already  hold  it  in  the  science 
and  art  of  government.  As  a  means  toward  this  great  end,  the  department  of 
Mechanic  Arts  in  the  “State  College”  is  to  be  religiously  used. 

THE  MILITARY  TRAINING  COMMENDED. 

There  is  one  other  feature  of  our  work  which  I  trust  we  shall  never  overlook. 
Our  system  of  military  training  occupies  a  subordinate,  but  highly  important  place, 
not  only  as  required  by  an  honest  compliance  with  the  law  of  Congress,  but  as  an 
admirable  gymnastic  and  a  means  of  preparing  a  citizen  soldiery  to  defend  by 
arms,  if  need  be,  a  citizen’s  government.  But  beyond  this,  and  in  all  his  relations, 
we  mean  never  to  lose  sight  of  the  fact  that  the  student  is  a  man  and  a  citizen — 
that  he  is  not  to  be  trained  as  a  mere  machine,  however  perfect,  but  as  an  intelli¬ 
gent  and  responsible  being,  destined  to  perform  his  part  and  to  exercise  his  influ¬ 
ence  in  our  great  system  of  free  institutions.  We  hope,  therefore,  that  the  whole 
tone  and  spirit  of  the  college  will  be  such  as  to  inculcate  the  sound  qualities  of 
character  and  the  high  virtues  wliich  are  the  foundation  alike  of  national  and 
individual  prosperity. 

At  the  close  of  his  address.  President  Atherton  asked  all  those  present  to  visit  the 
Mechanic  Arts  building,  which  is  located  a  short  distance  from  the  college  build¬ 
ing  proper. 

BRIEF  DESCRIPTION  OF  THE  BUILDING. 

The  building  is  of  wood,  but  very  neatly  and  substantially  constiucted.  The 
apartments  consist  of  four  rooms,  a  forge  and  lathe'  room  on  the  first  floor,  while 
in  the  second  floor  is  a  turning  and  a  carpenter  shop.  All  the  tools  and  appliances 
used  are  of  the  best  that  could  be  procured  anywhere.  The  tools  are  made  of  the 
best  material  and  consist  of  the  latest  employed  in  modern  mechanic  arts.  The 
course  is  designed  to  afford  such  students  as  have  had  the  ordinary  common  school 
education  an  opportunity  to  continue  the  elementary,  scientific  and  literary  studies, 
together  with  mechanical  and  free-hand  drawing,  while  receiving  theoretical  and 
practical  instruction  in  the  various  mechanical  arts.  The  instruction  in  shop  work 
is  given  by  means  of  exercises  so  planned  as  to  cover,  in  a  systematic  manner,  the 
operations  in  use  in  the  various  trades,  and  only  such  constructions  are  made  as 
cover  principles  without  undue  repetition. 

A  detailed  account  of  the  shops,  tools,  and  machinery  followed  ; 
omitted  here,  because  given  later  in  the  report  of  Professor  Reber. 
A  list  of  those  present  closes  the  pamphlet  account,  which  is  reprinted 
from  the  report  in  the  Keystone  Gazette  of  Belief onte,  Pennsylvania, 
of  February  19th,  188G. 

The  Annual  Report  made  by  the  College  to  the  Legislature,  for 


522  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


1886.*  is  a  volume  of  several  hundred  pages,  illustrated  with  view 
of  the'  college  and  grounds,  and  of  the  new  building  for  the  Mechan¬ 
ical  Department,  with  plans  of  the  floors ;  and,  also,  with  nearly 
sixty  pages  of  illustrations,  showing  the  lessons  given  in  wood  work¬ 
ing,— both  by  hand  and  machine ;  and  in  iron  working ;  both  in 
forging,  vise  work  and  machine  work. 

Such  extracts  are  here  given  from  the  President’s  report,  as  relate 
to  the  studies  of  the  college. — The  various  professors  in  charge  of 
different  departments  follow  with  detailed  reports;  the  report  show¬ 
ing  the  Agricultural  experiment  work,  is  very  voluminous. 

President’s  Report. 

“  To  the  Board  of  Trustees  of  the  Pennsylvania  State  College: 

Gentlemen  :  I  have  the  honor  herewith  to  submit  my  report  of  the  operations  of 
the  State  College  for  the  year  1886,  together  with  the  reports  of  the  several  depart¬ 
ments.  *  *  * 

In  the  courses  of  study,  some  very  important  modifications  have  been  made 
during  the  year,  the  principal  one,  perhaps,  being  the  establishment  by  the  board 
at  its  last  meeting,  on  the  recommendation  of  the  faculty,  of  the  new  course  in 
Mechanical  Engineering.  Several  students  have  already  chosen  this  course,  and  it 
has  brought  inquiries  from  many  directions. 

The  course  in  Mathematics  has  been  carefully  re-adjusted  and  graduated  from 
the  beginning  of  the  preparatory  to  the  end  of  the  college  work.  A  difficult  stand¬ 
ing  problem  in  this  branch  of  our  work  is  to  secure  a  sufficient  amount  of  Mathe¬ 
matics  to  form  the  basis  of  the  technical  courses,  without  making  it  so  extended  as 
to  overload  students  in  the  general  courses.  The  problem  would  be  easily  solved, 
if  the  college  could  afford  to  maintain  two  courses  in  Mathematics  during  the  fresh¬ 
man  and  sophomore  years,  the  ordinary  one  for  general  students  and  a  more 
advanced  and  exacting  one  for  technical  students.  But  until  that  time  comes,  it  is 
hoped  that  the  difficulty  of  the  situation  will  be  greatly  relieved  by  the  modifications 
referred  to.  In  the  meantime,  students  who  may  wish  to  pursue  special  branches 
of  advanced  mathematics  can  do  so  by  selecting  such  subjects  from  the  courses  in 
Mechanical  and  Civil  Engineering  and  in  Physics.  The  faculty  have  also  under 
consideration,  and  will  probably  report  to  the  board  or  the  Executive  Committee, 
a  more  extended  course  in  Physics,  with  special  reference  to  the  recent  advances  in 
electrical  science.  Such  a  course  is  already  asked  for  by  our  students,  and  is  indis¬ 
pensable  to  anything  like  completeness  in  our  physical  instruction. 

From  the  statements  just  made  respecting  the  group  of  courses,  it  will  be  seen 
that  this  side  of  our  work  is  becoming  strong  and  effective.  It  has  been  made  more 
definite  and  systematic,  and  the  several  allied  courses  of  Mathematics,  Civil  En¬ 
gineering.  Mechanical  Engineering,  and  Physics  have  been  brought  into  a  better 
coordination  and  a  relation  of  mutual  support.  This,  in  connection  with  the  vig¬ 
orous  and  successful  working  of  our  course  in  Mechanic  Arts,  thoroughly  meets 
the  requirement  of  the  law  of  Congress,  that  one  of  the  leading  objects  of  the  college 
shall  be  to  teach  such  branches  of  learning  as  are  related  to  the  Mechanic  Arts. 

DEVELOPMENT  OF  THE  COURSE  IN  THE  STUDIES  RELATED  TO  AGRICULTURE. 

The  work  of  the  college  in  the  other  direction  prescribed  by  Congress,  the  teach¬ 
ing  of  such  branches  of  learning  as  are  related  to  agriculture,  is  equally  thorough. 

*“  Report  of  the  Pennsylvania  State  College,  for  the  year  1886,  with  the  Financial 
Reports  for  1885  and  1886.  Harrisburg :  Edwin  K.  Meyers,  State  Printer.  1887. 
Pp.  405.” 


STATE  COLLEGE — PRESIDENT’S  REPORT  (l886).  -r)23 

Physiology,  Zoology,  Botany  -  Geology,  and  Chemistry  enter  into  all  our  regular 
courses  of  study;  while,  in  the  three  courses  in  agriculture,  they  are  amplified,  and 
are  supplemented  by  kindred  subjects  directly  related  to  the  science  and  practice  of 
farming.  Our  experimental  work  is  extensive,  systematic,  and  as  exact  in  meth¬ 
ods  and  results  as  it  can  be  made  by  intelligent  care  and  patience,  guided  by  the 
latest  advances  in  agricultural  science.  I  believe  there  is  not  to  be  found  elsewhere 
in  the  United  States  so  valuable  a  series  of  continuous  experiments  in  certain  lines 
of  crop  production  as  those  that  have  been  carried  on  at  the  central  experimental 
farm  near  the  college.  The  work  is  now  in  better  condition  than  ever  before,  and 
promises  increasingly  valuable  results.  The  appliances  for  cattle  feeding  experi¬ 
ments  have  been  largely  increased,  and  the  work  in  that  direction  systematically 
continued.  The  publication  of  bulletins  from  time  to  time  by  the  college,  giving 
accounts  of  the  most  prominent  and  useful  features  of  these  various  experiments, 
has  been  continued,  and  the  demand  for  them  has  increased  until  our  regular  mail¬ 
ing  list  now  numbers  nearly  ten  thousand  names,  and  will  soon  exceed  that  number. 

This  experiment  work  and  the  preparation  of  bulletins  have  been  conducted  dur¬ 
ing  the  year  by  Professor  Frear,  almost  without  assistance.  His  duties  have  been 
extremely  burdensome  and  are  entitled  to  the  cordial  recognition  of  the  board. 
But  if  they  are  to  be  continued  on  the  present  scale,  still  more,  if  they  are  to  meet 
increasing  requirements,  it  will  be  necessary  to  provide  some  additional  assistance, 
which  I  strongly  recommend. 

THE  WORK  UNDERTAKEN  BY  THE  COLLEGE  IN  ITS  SEVERAL  COURSES  OF  STUDY. 

It  will  thus  be  seen  that  the  college  is  now  carrying  on  three  main  lines  of  educa¬ 
tional  work,  viz:  In  the  sciences  related  to  Agriculture;  in  Mathematics,  with  its 
applications  in  Physics,  Mechanics,  and  Engineering;  and  in  general  education. 
Under  the  law  controlling  the  policy  of  the  college,  we  cannot  properly  undertake 
less,  and  with  these  three  lines  well  manned  and  equipped,  we  shall  have  no  need 
to  attempt  more.  The  character  of  our  general  educational  work  is  gr.  ally  influ¬ 
enced  by  that  of  the  technical  courses.  The  first  two  years  are  designed  to  furnish 
a  sound  and  strong  foundation  for  the  advanced  work  of  these  courses,  as  well  as 
for  the  more  general  training  given  in  the  General  Science  course.  That  course,  to 
use  a  statement  made  elsewhere  by  the  college,  “  is  designed  to  meet  the  wants  of 
those  who  desire  to  obtain  a  sound  and  liberal  education  through  the  study  of  the 
Mathematical,  Physical,  and  Natural  Sciences,  and  Modem  Languages  and  Litera¬ 
tures,  rather  than  the  Ancient  Classics.  It  provides  a  thorough  training  in  Mathe¬ 
matics  and  Physics,  (with  the  option  of  the  Calculus  in  the  junior  year,)  a  sufficient 
acquaintance  with  the  leading  branches  of  Natural  Science  (as  Chemistry.  Botany, 
Geology,  &c.,)  and  as  much  study  of  Mental,  Moral,  and  Political  and  Historical 
Science  as  is  found  in  the  usual  college  course,  while  the  literary  studies  include 
an  extensive  reading  of  French,  German,  and  English  Literatures  and  literary  his¬ 
tory.  No  student  can  fairly  complete  this  course  without  having  acquired  a  stock 
of  recent  knowledge  and  a  degree  of  intellectual  training  which  will  fit  him  to 
enter  successfully  upon  any  chosen  career  and  furnish  an  admirable  and  effective 
equipment  for  the  duties  of  American  life  and  citizenship.  ”  We  are  keeping  steadily 
in  view  the  purpose  to  make  this  training  equal  to  that  of  the  classical  colleges,  as  a 
mental  discipline,  but  at  the  same  time  to  teach  all  subjects  with  constant  reference 
to  their  practical  applications  in  the  business  of  fife.  The  good  results  of  our  work 
are  already  showing  themselves  in  the  careers  of  recent  graduates,  all  of  whom  are 
doing  well,  and  some  of  whom  have  won  rapid  and  striking  success.  *  *  * 

THE  PRESSING  NEEDS  OF  THE  COLLEGE. 

It  may  seem  ungracious  to  remind  the  board  again  of  the  many  needs  of  the  col¬ 
lege  in  the  way  of  material  equipment.  What  we  have  is  already  extensive  and 


524  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


excellent,  but  our  growing  needs  far  outrun  our  resources.  To  summerize  the  most 
urgent  needs,  they  are,  a  new  building  for  the  Preparatory  Department,  a  new 
Chemical  and  Physical  laboratory,  a  hall  for  public  occasions,  a  greenhouse  and 
Botanical  laboratory,  and  a  large  increase  of  equipment  for  the  library,  the  Mechani¬ 
cal,  the  Physical,  and  the  Civil  Engineering  Department.  Two  hundred  thousand 
dollars  ($200,000)  could  be  immediately  and  wisely  expended.  Such  a  sum  is,  of 
course,  beyond  the  power  of  the  board  to  raise,  but  the  present  condition  and  work 
of  the  college  are  such  as  to  justify  us  in  asking  the  State  to  grant  some  immediate 
aid — such  aid  as  will  enable  the  college  more  fully  to  meet  the  original  design  of 
Congress,  render  it  more  worthy  of  a  great  and  powerful  Commonwealth  with 
whose  reputation  it  is  inseparably  connected,  and  fulfill  the  solemn  pledges  made 
by  the  State  when  accepting  the  national  grant  of  land.  *  *  * 

In  closing,  I  desire  in  this  public  manner  to  express  my  thanks  to  the  faculty  for 
their  faithful  cooperation,  and  to  the  board  for  its  unfailing  confidence  and  support. 

Respectfully  submitted, 

George  W.  Atherton, 

President .” 


January  25,  1887. 


The  following,  is  from  the  official  statement  of  the  course  of  study- 
in  Mechanic  Arts.  (See  report  to  the  Legislature;  pages  314-318, 
inclusive. ) 

Course  in  Mechanic  Arts. 


(Combining  Shop- Work  and  Study.) 

The  course  was  reorganized  in  September,  1884,  and  met  with  so  much  success 
during  the  following  year  that  the  trustees  found  it  advisable  to  construct  and 
equip  a  new  two-story  building,  50  x  34  feet,  which  is  now  ready  for  occupancy. 
The  building  is  divided  into  four  main  compartments — a  carpenter  shop  and  a  wood¬ 
turning  room  on  the  second  floor,  and  a  forge  room  and  a  machine  shop  on  the 
first  floor. 

In  the  forge  room  there  is  a  small  compartment  for  keeping  iron,  and  in  the 
machine  shop  is  a  tool  room.  There  is  also  a  long  sink  with  basins  and  with  hot 
and  cold  water  connections  for  washing  purposes. 

The  equipment  is  the  best  modern  machinery  necessary  to  give  the  instruction  as 
indicated  in  the  accompanying  schedule. 

The  course  is  designed  to  afford  such  students  as  have  had  the  ordinary  common- 
school  education  an  opportunity  to  continue  the  elementary,  scientific  and  literary 
studies,  together  with  mechanical  and  freehand  drawing  while  receiving  theoreti¬ 
cal  and  practical  instruction  in  the  various  mechanical  arts. 

The  instruction  in  shop- work  is  given  by  means  of  exercises  so  planned  as  to 
cover,  in  a  systematic  manner,  the  operations  in  use  in  the  various  trades. 

The  object  of  the  course  being  to  give  instructions  in  the  use  of  tools,  onlv  such 
constructions  are  made  as  to  cover  principle  without  undue  repetitions. 

1.  BENCH  WORK  IN  WOOD. 


The  first  instruction  is  in  carpentering.  The  student  is  assigned  a  bench  which 
he  will  find  provided  with  one  cross-cutting  saw,  one  ripping  saw,  smooth  plane, 
jack  plane,  jointer,  set  of  firmer  chisels,  set  of  framing  chisels,  drawing-knife,  back 
saw,  set  of  Pugh’s  bits,  bit-brace,  mallet,  oil-stone,  try-square,  screw-driver,  ham¬ 
mer,  hatchet,  two-foot  rule,  mortise  and  scratch  gauge,  bevel  and  nail  set.  Be¬ 
sides  fourteen  sets,  as  given  above,  there  is  a  good  supply  of  other  tools  which  may 
be  passed  around  to  the  students  as  needed,  a  full  set  of  iron  planes,  heading  and 
matching  planes,  hollow  and  round  planes,  clamps,  screw  boxes,  &c.,  &c. 


MECHANIC  ARTS — EQUIPMENT  AND  COURSES. 


525 


Particular  attention  is  given  to  laying  out  work.  This  is  looked  upon  as  Impor¬ 
tant,  since  it  requires  the  application  of  fixed  principles,  combined  with  care, 
thought  and  judgment.  The  first  exercise  in  this  is  the  use  of  the  saw  and  plane 
in  working  wood  to  give  dimensions,  and  a  series  of  exercises  follow  in  order,  such 
as  practice  in  making  square  joints,  different  kinds  of  dove-tails,  the  various  tenons, 
roof  trusses,  panels,  &c. ,  &c.  There  are  twenty-five  such  exercises. 

2.  MACHINE  WORK  IN  WOOD. 

In  this  room  are  six  turning  lathes,  a  circular  saw,  and  grind  stone.  The  lathes 
are  each  provided  with  a  complete  set  of  gouges  and  chisels,  parting  tool,  a  pair  of 
calipers  and  compasses  and  a  two-foot  rule.  *  *  * 

This  course  begins,  after  the  last  is  thoroughly  understood,  with  turning  a  plane 
cylinder,  and  ends,  after  twenty  exercises,  with  a  complicated  vase. 

3.  PATTERN  MAKING. 

*  *  *.  The  work  in  this  course  is  not  so  specifically  laid  down,  as  the  range  of 
applications  for  patterns  is  so  great  that  there  are  an  infinite  number  of  exercises 
that  would  answer  equally  well,  and  in  many  cases  the  student  will  make  patterns 
for  some  particular  machine  which  he  intends  to  build.  *  *  *  . 

4.  IRON  AND  STEEL  FORGING. 

In  the  forge  room  are  at  present  seven  forges,  provided  with  water  and  cooling 
tank,  and  each  supplied  with  air  blast  from  one  of  B.  F.  Sturtevant’s  steel- pressure 
blowers;  also  a  self-feeding  post-drill  and  two  large  vises. 

With  each  forge  is  an  anvil,  tongs,  punches,  hot  and  cold  chisels,  heading  tools, 
hammer,  swedging  tools,  set-hammers,  flatters,  fullers,  &c.,  &c.  In  forging  con¬ 
siderable  time  must  be  taken  to  acquire  the  elements  of  the  work — in  learning 
where,  how  and  when  a  blow  should  be  struck  to  give  a  desired  result  and  to 
come  able  to  keep  the  fire  in  good  order.  Being  able  to  keep  a  good  fire  is  essential 
to  good  results.  After  the  twenty  seven  exercises  in  iron  forging  have  been  finished 
the  student  takes  up  steel  forging.  Having  by  this  time  acquired  considerable  skill 
in  producing  forms,  his  time  is  now  mostly  taken  up  in  the  hardening,  tempering 
and  annealing  processes  which  are  in  common  use.  He  now  learns  to  make  the 
various  tools  used  in  blacksmithing  and  engine  lathe  work,  and  is  ready  to  prepare 
and  dress  his  own  tools  when  working  in  the  machine  shop. 

5.  VISE  WORK  IN  IRON. 

Eight  vises  are  placed  on  substantial  benches,  around  the  sides  of  the  machine 
shop,  each  fitted  with  a  drawer  in  which  the  student  keeps  his  work  and  the  tools 
he  may  be  using.  In  the  tool  room  are  eight  complete  set  of  tools,  such  as  cold 
chisels,  files,  clipping  hammers,  file  cards,  calipers,  squares,  hand  vises,  &c.  These 
are  given  out  when  needed  and  returned  as  soon  as  the  student  has  finished  using 
them,  he  being  held  responsible  for  them  in  the  mean  time.  This  course  of  twelve 
exercises  is  intended  to  give  practice  in  the  use  of  hand  tools  for  metal  and  to  teach 
the  student  how  to  keep  them  in  order. 

6.  MACHINE  WORK  IN  METAL. 

The  appliances  for  machine  work  are  at  present  being  purchased.  One  Harrington 
lathe,  sixteen  inch  swing  by  six  foot  bed,  one  shaper,  a  speed  lathe  and  a  power 
grindstone,  with  a  proper  supply  of  chucks,  cutters,  drills,  reamers,  gauges,  squares, 
calipers,  &c. ,  have  already  been  received.  It  is  expected  to  add  several  more  lathes 
and  a  planer. 

Tins  course  is  designed  to  give  the  student  a  knowledge  of  the  different  machines 
and  the  methods  of  working  them.  *  *  *. 


526 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


DRAWING. 

The  drawing  of  this  course  extends  through  the  entire  three  years.  This  work  is 
looked  upon  as  of  the  highest  importance,  and  the  effort  is  to  make  the  instruction 
thorough,  practical  and  of  direct  utility.  Considerable  time  is  devoted  to  free-hand 
drawing,  as  it  is  believed  that  it  not  only  assists  in  mechanical  drawing,  but  is  of 
great  service  in  after  years,  whatever  one’s  occupation. 

The  mechanical  drawing  consists  of  a  series  of  exercises,  such  being  selected  as 
will  be  of  subsequent  use.  They  are  arranged  in  progressive  order,  beginning  with 
geometrical  constructions  involving  straight  lines  and  circular  arcs  only,  and  ending 
with  the  more  complex  curves,  such  as  the  ellipse,  helix,  epicycloid,  etc.  Projection 
is  next  taken  up.  The  instruction  in  this  is  from  models,  so  that  the  student  may 
have  before  him  the  actual  object  from  which  the  projection  is  made,  and  not  be 
obliged  to  depend  upon  his  unaided  conception.  After  completing  this  work  he  is 
required  to  draw  parts  of  machines  from  actual  measurements.  For  this  purpose 
he  is  given  some  piece  of  mechanism  to  sketch  and  measure,  and  of  which  finally 
he  is  to  make  complete  working-drawings. 

In  Mathematics  the  instruction  covers  Algebra,  Plane  and  Solid  Geometry,  Plane 
and  Spherical  Trigonometry,  Land  Surveying,  Mechanics  and  Mechanism,  taught 
with  special  reference  to  this  class  of  students,  many  practical  applications  being 
made. 

Course  in  Mechanic  Arts.* 


i 

d 

Hours 

Hours 

Studies. 

per 

Shop-Work  and  Drawing. 

per 

o 

m 

0) 

Week. 

Week. 

!* 

m 

United  States  History, 

3 

Carpentering, . 

4 

c<3 

Arithmetic,  .... 

4 

Geometrical  Free-hand 

Pm 

English  Grammar,  .  . 

5 

Drawing, . 

5 

i 

u 

0) 

w 

Algebra  begun,  .  .  . 

5 

Carpentering  and  Joining, 

8 

r1 

g 

English  Composition,  . 

5 

Model  and  Object  Draw- 

c n 

£ 

£ 

United  States  History, 

5 

mg, . 

5 

Spring. 

Algebra, . 

English  Composition,  . 
Book-keeping,  .  .  . 

5 

5 

4 

Wood- turning,  .... 
Designing, . 

6 

5 

d 

cj 

Pm 

Geometry, . 

Algebra, . 

Physics,  ,....■ 

2 

4 

4 

Pattern-making,  .... 
Geometrical  Drawing,  .  . 

4 

4 

Second  Year. 

Winter. 

Geometry, . 

Algebra,  . 

Physics . 

English, . 

2 

4 

4 

2 

Foundry  Work,  .... 
Orthographic  Projection 
and  Intersections,  .  .  . 

6 

5 

bi 

Geometry . 

4 

Forging, . 

8 

_g 

Algebra . 

5 

Development  of  Surfaces 

U 

Mechanics,  .... 

3 

and  Isometric  Perspec- 

02 

Civil  Government,  .  . 

2 

tive, . 

8 

*  Text-books  for  the  first  two  years  are  the  same  as  in  the  Preparatory  Classes;  for 
the  third  year,  the  same  as  in  the  Freshman  Class,  Mechanical  Engineering  Course. 


DEPARTMENT  OF  MECHANIC  ARTS  FOR  1886. 


527 


Course  in  Mechanic  Arts— Continued. 


Session. 

Studies. 

Hours 

per 

Week. 

Algebra,  . 

3 

Geometry . 

3 

Mechanics,  .... 

4 

c 

<x> 

Geometry, . 

3 

£ 

Trigonometry,  .  .  . 

3 

£ 

Rhetoric, . 

4 

bb 

.a 

u 

Trigonometry  and  Sur¬ 
veying,  . 

5 

& 

m 

Mechanism,  .... 

3 

Shop- Work  and  Drawing. 

Hours 

per 

Week. 

Forging, . 

Linear  Perspective  and 
Shades  and  Shadows,  . 

6 

9 

Vise  Work, . 

6 

Detail  Drawing,  .... 

9 

Machine  Tool  work,  .  . 

9 

Machine  Designing,  .  .  . 

9 

REQUIREMENTS  FOR  ADMISSION. 

Candidates  for  this  course  must  be  at  least  fourteen  years  of  age,  and  pass  a  sat¬ 
isfactory  examination  in  the  following  subjects :  Robinson’s  Complete  Arithmetic 
(or  its  equivalent)  to  Ratio.  English  Grammar  (Syntax  and  Etymology);  Geogra¬ 
phy  and  spelling. 

The  following  extracts  are  from  tne  text  of  the  report  made  by  the 
Professor  of  Mechanic  Arts,  in  which  are  embodied  the  illustrations 
of  the  various  lessons  referred  to  above. 

Mechanic  Arts. 

George  W.  Atherton,  ll.  d.. 

President  Pennsylvania  State  College : 

Dear  Sir :  In  order  to  give  the  Board  of  Trustees  a  knowledge  of  the  scope  and 
character  of  the  work  of  the  Department  of  Mechanic  Arts,  my  report  to  you  em¬ 
braces  not  only  a  statement  of  its  present  condition ,  but  also  a  full  description  of 
the  methods  of  instruction  in  the  different  shops,  together  with  plates  of  the  work. 

This  department  was  founded  several  years  ago,  but  in  1885  was  reorganized  and 
different  branches  of  shop-work  added.  Previous  to  this  year  instruction  only  in 
carpentering  was  given,  the  carpenter  shop  being  in  a  small  attic  above  the  engine 
house,  neither  properly  lighted  nor  heated. 

The  new  building,  which  is  now  occupied  by  shops,  was  completed  last  February, 
consequently  it  is  only  since  that  time  that  the  department  has  been  in  good  working 
condition,  and  the  results  of  our  last  year’s  work  give  evidence  of  what  can  be 
accomplished  under  favorable  circumstances. 

IMPROVEMENTS. 

As  before  stated,  during  the  last  year  a  two-story  frame  building,  34'  by  50’,  was 
erected  for  the  use  of  this  department.  The  building  is  divided  into  four  main 
compartments,  viz :  carpenter  shop,  wood-turning  room,  forge  room  and  machine 
shop.  Besides  these,  the  attic  of  the  engine  house  is  used  for  a  lumber  room.  *  *  * 

While  these  shops  are  used  for  giving  practical  instruction  to  the  students  in 
mechanical  engineering,  civil  engineering,  and  somewhat  to  the  general  students, 
it  is  from  the  mechanic  arts  that  we  have  thus  far  gotten  the  best  results,  as  the 


528  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


mechanical  engineering  course  has  just  been  organized  and  in  the  other  courses 
they  are  not  kept  in  the  shops  such  a  length  of  time  as  to  attain  any  great  degree 
of  efficiency  in  the  work. 

In  the  course  in  “  Mechanic  Arts”  special  prominence  is  given  to  manual  educa¬ 
tion,  it  being  intended  for  those  who  wish  to  enter  upon  industrial  pursuits  rather 
than  to  become  scientific  engineers.  It  is  designed  to  afford  such  students  as  have 
had  the  ordinary  common  school  education  an  opportunity  to  continue  the  elemen¬ 
tary  scientific  and  literary  studies,  together  with  mechanical  and  free-hand  drawing, 
while  receiving  theoretical  and  practical  instruction  in  the  various  mechanical  arts. 

The  number  of  students  in  this  course  at  present  is  thirteen,  five  being  in  the  third 
and  last  year  will  consequently  complete  the  course  next  June,  and  thus  be  the  first 
to  do  so.  *  *  * 

The  number  of  hours  given  to  shop-work  is  not  large,  but  it  must  be  remembered 
that  the  students  are  under  the  eye  of  a  competent  mechanic  whose  sole  object  is  to 
give  instruction,  and  the  work  which  has  been  produced  from  these  shops  shows 
what  may  be  accomplished  in  so  short  a  time  under  this  system. 

******* 

Although  the  shops  have  been  running  for  less  than  a  year,  there  are  already 
almost  as  many  students  in  them  as  can  be  accommodated.  If  the  work  continues 
to  grow  as  it  has,  it  will  be  but  a  short  time  until  the  shops  will  have  to  be  extended 
in  order  to  meet  the  demand. 

Respectfully  submitted. 

Louis  E.  Reber, 

Professor  of  Mechanical  Engineering. 

December  28,  1886.” 

The  following  information  of  the  College  is  from  the  Catalogue* 
for  1886-7.  The  description  of  the  College,  with  which  this  account 
begins,  is  from  this  Catalogue,  in  which  the  facts  which  an  intend¬ 
ing  student  desires  to  know,  are  very  clearly  given.  The  collections, 
museums,  laboratory  appliances,  library,  etc.,  are  well  set  forth. 

Courses  of  Study. 

The  act  of  Congress  of  July  2,  1862,  which,  as  has  been  already  indicated,  is  of 
binding  authority  on  the  College,  requires  instruction  to  be  given  in  a  large  number 
of  subjects.  Provision  has  accordingly  been  made  for  as  full  compliance  with  the 
act  as  is  possible,  until,  by  the  generosity  of  private  donors  or  the  liberality  of  the 
State,  an  increase  of  resources  shall  make  possible  an  increase  of  teaching  force  and 
equipment. 

The  College  now  offers  thorough  instruction  and  ample  facilities  in  three  General 
Courses,  five  Technical  Courses,  and  four  short  Special  Courses,  which  are  fully 
described  under  the  headings  ‘  ‘  Courses  of  Instruction  ”  and  1  ‘  Departments  of  In¬ 
struction.”  Provision  is  also  made  for  Select  or  Partial  courses  according  to  the 
desire  or  fitness  of  students. 

Courses  of  Instruction. 

The  organization  of  the  College  is  such  that  the  instruction  given  naturally  falls 
under  several  departments,  which  are  distinct,  and  yet  so  mutually  related  as  to 
form,  when  combined  in  groups,  well-proportioned,  systematic,  and  progressive 
Courses  of  Study.  The  number  of  such  courses  is  now  seven,  viz:  A  General  Sci¬ 
ence  Course,  a  Latin-Scientific  Course,  a  General  Course  in  Agriculture,  five  Tech- 

*“  Catalogue  of  the  Pennsylvania  State  College,  1886-’87.  State  College,  Centre 
County,  Penna.  1887.  Pp.  64,” 


PENNSYLVANIA  STATE  COLLEGE - TECHNICAL  COURSES.  529 


meal  Courses,  designated  as  Courses  in  Agriculture,  Chemistry  and  Physics,  Civil 
Engineering,  Mechanical  Engineering,  and  Natural  History,  respectively.  There 
are,  also,  four  shorter  Special  Courses.  In  three  of  the  Technical  Courses  the  stud¬ 
ies  are  the  same  for  the  first  two  years  as  those  in  the  General  Science  or  the  Latin- 
Scientific  Course,  at  the  option  of  thestudents  in  the  Civil  and  Mechanical  Engi¬ 
neering  Courses  they  are  slightly  varied  with  reference  to  the  later  stages  of  the 
work. 

All  students,  accordingly,  who  intend  taking  a  regular  course  (other  than  in  Civil 
or  Mechanical  Engineering)  enter  the  General  Science  Course,  or  the  Latin-Scientific, 
at  the  beginning  of  the  Freshman  year,  continue  its  studies  until  the  end  of  the 
Sophomore  year,  and  then  either  complete  that  course  or  select  the  Technical 
Course  which  prepares  directly  for  their  chosen  work.  The  studies  of  the  first  two 
years  are  so  arranged  as  to  form  a  course  by  themselves,  especially  adapted  to  meet 
the  wants  of  those  who  cannot  take  a  full  college  course,  but  who  desire  to  fit  them¬ 
selves  well  as  land  surveyors,  or  for  any  of  the  ordinary  callings  of  life,  at  the  same 
time  acquiring  a  fair  degree  of  liberal  education. 

Students  leaving  at  this  period  of  their  course  receive  from  the  Faculty  a  certifi¬ 
cate  of  their  attainments.  *  *  *. 

The  following,  are  the  detailed  announcements  of  the  special 
studies  in  which  drawing  enters: 

3.  Civil  Engineering. 

The  work  of  this  Course  is  arranged  with  reference  to  the  demands  made  upon 
the  Engineer  by  the  theory  and  practice  of  his  profession.  The  harmony  between 
these  and  their  close  mutual  relations  and  dependence  are  dwelt  upon  and  devel¬ 
oped  as  giving  the  broadest  grasp  and  clearest  conception  of  the  actual  problems 
arising  in  professional  work — problems  that  demand  the  ability  to  design,  or  plan, 
or  execute,  and  which  combine  both  the  science  and  art  of  Engineering. 

The  theory,  and  a  portion  of  the  practice,  is  taught  by  text-books,  lectures, 
theses,  and  work  at  the  drawing-board;  the  remainder  of  the  practice,  by  field  and 
shop  work,  draughting,  model  construction,  and  visits  to  points  of  Engineering 
interest. 

The  Technical  studies  begin,  in  the  Spring  Session  of  the  Sophomore  year,  with 
Descriptive  Geometry  and  the  Principles  of  Mechanism.  Special  attention  is  given 
to  the  study  of  the  former,  not  only  because  a  thorough  knowledge  of  it  is  essential 
to  the  Engineer,  but  also  on  account  of  the  mental  training  it  gives.  Sufficient 
time  is  allowed  to  enable  a  student  to  apply  its  principles  to:  (1)  Problems  on  right 
lines  and  planes,  warped  and  single  and  double  curved  surfaces;  (2)  Spherical  Pro¬ 
jections  and  Map  Drawing;  (3)  Shades  and  Shadows,  and  Isometric  Projection;  (4) 
Stereotomy,  including  the  solution  in  the  drawing-room  of  original  problems  under 
each  sub-division. 

Mechanics,  owing  to  its  great  importance,  is  taught  throughout  the  Junior  year, 
the  Fall  Session  being  devoted  largely  to  Rational  methods.  Analytical  and  Graphi¬ 
cal  methods  are  developed  coincidently,  the  purpose  being  to  accustom  the  student 
to  choose  intelligently  which  of  the  methods  to  use,  or  when  to  combine  them. 
Surveying,  Least  Squares,  Practical  Astronomy  and  Geodesy,  and  Engineering 
Structures  complete  the  work  of  this  year.  During  the  Senior  year,  the  time 
allotted  to  technical  subjects  is  devoted  to  lectures  on  the  several  branches  of  Civil 
Engineering,  viz.:  Sewerage  and  Drainage,  Hydraulic  Engineering,  River  and 
Harbor  Improvements,  Economics  of  Roads  and  Railroads.  Designing  is  made  a 
prominent  feature  in  the  work  of  this  year,  and  much  time  is  devoted  to  it.  In 
order  to  familiarize  the  student  with  the  legal  forms  used  in  connection  with  every 
Engineering  work  of  importance,  the  subject  of  Engineering  Specifications  and 


ART — YOL  4 - 34 


530  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Contracts  is  taught,  and  this,  together  with  Heat,  Steam,  and  Steam  Engines,  and 
Hydraulic  Motors,  completes  the  work  of  the  Senior  Class. 

During  the  Winter  and  Spring  Sessions  of  the  Senior  year,  the  student  is  required 
to  prepare  a  graduation  thesis,  which  must  show  satisfactory  evidence  of  indepen¬ 
dence  of  thought  in  considering  and  treating  Engineering  problems. 

Practicums. — Although  methods  of  practical  work,  and  rapidity  of  executing 
them  can  only  be  learned  from  experience,  yet  there  is  much  of  the  routine  work 
of  the  Engineer  in  field  and  drawing-room  that  can  be  brought  within  the  scope 
of  the  student’s  practical  training,  and  his  work  is  arranged  with  reference  to  this 
fact.  The  practicums  of  the  Freshman  year  are  Drawing  and  Shop  Work,  the 
latter  consisting  of  the  Principles  of  Carpentry,  Wood  Turning  and  Metal  Work. 
During  the  Sophomore  year,  there  is  added  Land  Surveying,  Descriptive  Geome¬ 
try,  and  Chemistry.  During  the  Junior  and  Senior  year's,  the  field  work  includes 
Railroad  Surveying,  Geodesy  (measuring  Case  line  and  triangulation),  Topograph¬ 
ical  Surveying,  Determination  of  Latitude,  Time,  Azimuth,  and  Barometric  Level¬ 
ing.  The  College  is  so  situated  that  the  operations  of  surveying  can  be  carried  out 
on  a  large  scale,  and  thus  made  in  a  marked  degree  practical.  During  the  Winter 
Session  the  practicum  time  is  given  to  Engineering,  Draughting,  Computations, 
and  Model  Construction.” 

5.  Graphics. 

The  rapid  development  of  the  work  in  the  department  of  Civil  Engineering, 
within  the  last  few  years,  has  been  accompanied  by  an  equally  important  extension 
of  the  work  in  free-hand,  industrial,  and  mechanical  drawing.  Instruction  in  this 
subject,  however,  is  not  confined  to  the  Technical  Courses,  but,  on  account  of  its 
great  value  as  a  means  of  training  the  perceptive  faculties,  and  its  almost  number¬ 
less  applications  in  every  art  and  trade,  it  occupies  a  considerable  portion  of  the 
practicum  time  in  every  course,  including  the  classes  in  the  Preparatory  Depart¬ 
ment,  where  a  good  foundation  is  laid. 

During  the  fall  session  of  the  Freshman  year,  the  student  is  instructed  in  free-hand 
and  elementary  projection  drawing.  This  is  followed  during  the  remainder  of  the 
year  by  mechanical  drawing,  and  the  fundamental  principles  of  isometric  and 
oblique  projections  and  shading.  The  students  also  make  working  drawings  in 
connection  with  their  practicum  in  mechanic  arts.  During  the  Junior  and  Senior 
years,  the  course  comprises  mechanical  and  engineering  drawing,  copying  from  the 
flat  and  from  models,  topographical  sketches  and  maps,  isometric  and  plane  pro¬ 
jections,  plotting  surveys  and  triangulations,  lettering,  map-drawing,  coloring,  and 
shading. 

8.  MECHANIC  ARTS. 

This  course  was  begun  about  six  years  ago,  but  was  afterwards  greatly  extended, 
and  went  into  full  operation  in  September,  1884.  A  substantial  and  attractive  new 
building  was  opened  February  10th,  1886,  and  is  admirably  adapted  to  its  purpose. 
The  course  is  designed  to  afford  such  students  as  have  had  the  ordinary  common- 
school  education  an  opportunity  to  continue  the  elementary  scientific  and  literary 
studies,  together  with  mechanical  and  free-hand  drawing,  while  receiving  theoret¬ 
ical  and  practical  instruction  in  the  various  mechanical  arts. 

The  instruction  in  shop  work  is  given  by  means  of  exercises  so  planned  as  to 
cover,  in  a  systematic  manner,  the  operations  in  use  in  the  various  trades. 

The  object  of  the  course  being  to  give  instruction  in  the  use  of  tools,  only  such 
constructions  are  made  as  cover  principles  without  undue  repetition. 

The  first  instruction  in  carpentering  and  joining  is  in  the  use  of  the  saw  and  plane 
in  working  wood  to  given  dimensions,  and  a  series  of  elementary  exercises  follow 
in  order,  such  as  practice  in  making  square  joints,  different  kinds  of  dove-tails,  the 
various  tenons,  roof -trusses,  panels,  &c. 


COURSES  IN  WOOD  AND  IRON  WORKING. 


531 


The  instruction  in  turning  and  circular-section  pattern-making  is  given  from  a 
series  of  models ;  also,  bench-patterns  are  made  for  subsequent  use  in  the  foundry. 

The  foundry  course  consists  in  casting  from  the  patterns  which  the  student  him¬ 
self  has  previously  made.  Many  of  the  pieces  cast  from  these  patterns  are  used  in 
his  clipping  and  filing  work. 

In  the  forge-shop,  are  taught  the  management  of  the  fire  and  the  degree  of  heat 
necessary  to  forge  the  different  metals. 

Drawing,  forming,  bending,  upsetting,  fagoting,  splitting,  punching,  chamfering, 
annealing,  tempering,  case-hardening,  &c. ,  are  taught  by  means  of  a  series  of 
exercises  in  which  the  elements  of  the  iron-forger’s  art  are  particularly  dwelt  upon. 
Every  piece  is  made  to  certain  dimensions  laid  down  upon  the  drawing,  the  article 
being  forged  before  the  class  by  the  instructor,  who  directs  attention  to  the  essential 
feature  of  the  operation,  which  is  then  repeated  by  each  student. 

The  course  in  vise  work  includes  filing  to  line,  filing  to  template,  free-hand  filing, 
fitting,  and  chipping  straight  and  grooved  surfaces  in  cast-iron,  wrought-iron,  and 
steel. 

In  the  machine-shop,  the  student,  after  having  the  lathe  and  its  mechanical  con¬ 
struction  explained  to  him,  is  taught  centering,  tape-turning,  chucking,  reaming, 
inside  and  outside  screw-cutting,  bolt-turning,  &c.  He  is  then  required  to  construct 
some  piece  of  mechanism  in  which  many  of  these  principles  are  involved. 

The  drawing  of  this  course  extends  through  the  entire  three  years. 

This  work  is  looked  upon  as  of  the  highest  importance,  and  the  effort  is  to  make 
the  instruction  thorough,  practical,  and  of  direct  utility.  Considerable  time  is 
devoted  to  free-hand  drawing,  as  it  is  believed  that  it  not  only  assists  in  mechanical 
drawing,  but  it  is  of  great  service  in  after  years,  whatever  the  occupation  chosen. 

The  mechanical  drawing  consists  of  a  series  of  exercises,  and  such  are  selected  as 
will  be  of  subsequent  use.  They  are  arranged  in  progressive  order,  beginning  with 
geometrical  constructions  involving  straight  lines  and  circular  arcs  only,  and  end¬ 
ing  with  the  more  complex  curves,  such  as  the  ellipse,  helix,  epicycloid,  &c. 

Projection  is  next  taken  up.  The  instruction  in  this  is  from  models,  so  that  the 
student  may  have  before  him  the  actual  object  from  which  the  projection  is  made, 
and  not  be  obliged  to  depend  upon  his  unaided  conception.  After  completing  this 
work,  he  is  required  to  draw  parts  of  machines  from  actual  measurements.  For 
this  purpose,  he  is  given  some  piece  of  mechanism  to  sketch  and  measure,  and  of 
which,  finally,  he  is  to  make  complete  workmg  drawings. 

The  mathematical  instruction  of  the  course  covers  Algebra,  Plane  and  Solid 
Geometry,  Plane  and  Spherical  Trigonometry,  and  Land  Surveying,  taught  with 
special  reference  to  this  class  of  students,  many  practical  applications  being  made. 
At  present  the  department  is  well  equipped,  but  additions  of  machinery  are  being 
made,  from  time  to  time,  to  meet  the  requirements  of  the  course. 

9.  Mechanical  Engineering. 

The  object  of  this  course  is  to  prepare  students  in  those  subjects  which  will 
enable  them  to  design  machines  or  plants  of  machinery  upon  scientific  principles. 

The  instruction  is  given  by  means  of  lectures  and  recitations,  with  practice  in  the 
shops  and  laboratories.  It  treats  of  the  mechanical  properties  of  materials,  of  the 
motions  and  efficiency  of  machines,  of  the  production,  measurement,  and  distribu¬ 
tion  of  power. 

Excursions  are  occasionally  made  in  order  that  students  may  witness  running 
machinery,  methods  of  carrying  power,  arrangement  of  shafting,  and  manufactur¬ 
ing  processes. 

The  study  of  steam  engineering  involves  the  principles  and  applications  of  Ther¬ 
modynamics,  the  characteristics  and  use  of  different  fuels,  the  generation  of  steam 
with  the  construction  of  generators,  and  the  mechanism  and  efficiency  of  the 


532  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


various  steam  engines.  Students  are  also  required  to  design  different  forms  of 
valve  gearing  from  data  given  them. 

Instruction  is  given  on  hydraulic  motors,  windmills,  pumps,  air  engines,  and 
other  machines. 

Drawing  is  carried  on  in  connection  with  recitations.  It  includes  sketching 
machines  and  drawing  to  scale  from  those  sketches,  making  detail  and  sectional 
drawings,  and  designing  machines,  thus  applying  the  principles  and  knowledge 
acquired  in  the  class-room.  The  entire  work  is  made  as  practical  as  is  consistent 
with  a  thorough  theoretical  training.  A  course  in  shop  work  is  required,  besides 
the  experimental  work  with  boilers,  indicators,  inspirators,  governors,  testing 
strength  of  materials,  &c.  At  the  close  of  the  course  each  student  presents  a  thesis, 
in  which  he  is  to  give  evidence  of  his  efficiency  by  explaining  and  illustrating  some 
work  of  original  research,  or  by  designing  and  describing  with  plates  some  piece 
of  mechanism. 

14.  Practicums. 

Repeated  mention  lias  been  made  of  the  subject  of  Practicums  as  forming  an 
important  part  of  the  educational  work  of  the  College,  and  several  of  them  have 
been  described  in  connection  with  the  departments.  Two  others,  on  account  of 
their  special  features,  require  separate  mention. 

(a.)  Mechanic  Arts. — This  practicum  (in  distinction  from  the  full  course)  has 
been  in  operation  six  years,  and  comprises  a  course  in  wood-working  (in  which  are 
learned,  among  other  things,  the  making  of  plane  surfaces,  correct  angles,  good 
joints,  and  the  care  and  use  of  tools)  and  a  course  in  forging,  metal-working,  &c. 

Some  may  think  that  the  variety  of  operations  in  the  mechanic  arts  is  so  great 
as  to  make  it  impossible  to  give  the  student  any  real  knowledge  in  the  time  at  his 
disposal.  It  should  be  borne  in  mind,  however,  that  this  multiplicity  of  processes 
may  be  reduced  to  a  small  number  of  manual  operations,  and  the  numerous  tools 
employed  are  only  modifications  of,  or  convenient  substitutes  for,  a  few  tools  which 
are  in  general  use.  The  uses  of  the  lathe  are,  to  a  great  extent,  the  same,  whether 
the  material  is  bone,  metal,  or  wood;  whether  the  moving  power  be  derived  from 
the  workman’s  foot,  from  the  water-wheel,  or  from  a  steam-engine.  Again,  as 
fitting  depends  on  a  correct  eye  and  manual  skill,  he  who  has  learned  to  fit  in  metal 
by  means  of  the  clipping  hammer  and  the  file  will  not  long  find  difficulty  in  fitting 
wood  by  means  of  the  saw,  the  plane,  and  the  chisel. 

Mastery  over  a  few  processes  and  a  few  tools  of  universal  application,  acquaint¬ 
ance  with  the  methods  of  fitting  and  finishing,  and  with  the  ordinary  means  of 
transmitting  and  converting  power,  are,  then,  the  essential  points  embraced  in  this 
course.  This  practicum  is  required  of  all  male  students,  at  some  stage  of  their 
course,  but  those  who  wish  to  devote  themselves  exclusively  to  this  line  of  work 
and  study  can  now  enter  upon  the  regular  course  of  three  years. 

(b.)  Surveying. — Although  a  professional  art,  surveying  affords  so  much  prac¬ 
tice  in  the  application  of  mathematics,  and  is  of  so  frequent  practical  use,  that  its 
principles  are  valuable  to  the  general,  as  well  as  to  the  technical,  student.  It  is, 
therefore,  required  of  all  students  during  the  Fall  session  of  the  Sophomore  year. 
Surveys  are  made  with  the  chain,  compass,  and  transit;  and  from  the  data  so 
obtained,  plots  are  made  and  areas  calculated.  Triangular  and  trilinear  surveying, 
laying  out  and  dividing  up  land,  and  leveling  complete  the  general  course.  In  the 
Engineering  Course,  this  training  is  far  more  extended. 

Tuition  is  free.  Loth  in  the  Preparatory  School  and  in  the  College; 
Loth  of  which  are  open  to  pupils  of  both  sexes.  There  are  also  fifty 
free  scholarships,  one  for  each  Senatorial  district  in  the  State,  the 
holders  of  which  are  exempt  from  all  the  other  College  charges  for 
room  rent,  furniture,  etc. — 


EQUIPMENT,  BUILDINGS,  AND  STUDENTS  IN  1890-’91.  533 


The  catalogue  of  1886-87,  gives  a  list  of  72  students  in  the  College 
and  63  in  the  Preparatory  School.  Ten  of  the  College  students  are 
girls,  and  there  are  13  girls  in  the  Preparatory  School. 

The  list  of  Faculty  and  Instructors,  gives  eleven  Professors  in  the 
College,  with  two  instructors.  The  Preparatory  School  has  a  faculty 
of  four  teachers  ;  a  Principal,  and  a  lady  professor,  and  two  instruc¬ 
tors. 

The  latest  catalogue  *  at  hand,  shows  the  continuous  growth  of  the 
College,  as  follows: 

Within  the  last  four  years  the  College  has  greatly  enlarged  its  facilities  for  in¬ 
struction  by  the  erection  of  new  buildings,  the  reconstruction  of  old  ones  and  the 
purchase  of  a  large  amount  of  equipment  for  several  of  the  leading  departments. 

The  Botanical  Department. 

The  Chemical  Department. 

The  Department  of  Physics  and  Electrical  Engineering. 

The  Ladies’  Department. 

The  Military  Department. 

The  Agriculture  Experiment  Station. 

The  six  departments  recorded  above  have  each  been  provided  with  commodious 
and  attractive  buildings,  designed  and  built  with  special  reference  to  their  adapta¬ 
tion  to  the  needs  of  these  several  branches  of  work.  The  drill  hall  of  the  military 
department  has  also  been  fitted  up  for  use  as  a  gymnasium,  with  the  Sargent  sys¬ 
tem  of  movable  apparatus.  A  building  for  the  accommodation  of  Mechanical  Engi¬ 
neering  and  Civil  Engineering's  already  planned;  and  will  be  erected  as  early  as 
possible. 

The  College  is  thus  prepared  to  carry  on  its  several  branches  of  work  more  effi¬ 
ciently  and  successfully  than  ever  before,  and  every  effort  is  made  to  provide  this 
large  increase  of  additional  facilities  without  any  considerable  increase  in  the 
expenses  of  students. 

The  following  addition  has  been  made  to  the  course  in  Graphics  : 

During  the  present  year,  provision  has  been  made  for  special  instruction  in 
Industrial  Art  and  Design,  with  a  view  not  only  to  introduce  this  branch  of  Draw¬ 
ing  as  far  as  practicable  into  all  the  courses  of  study,  especially  the  Technical  courses, 
but  to  provide  a  distinct  department  of  training  for  those  who  wish  to  study  Art  in 
its  applications  to  Industry  or  to  find  a  career  of  life-work  in  this  field. 

The  course  begins  with  drawing  from  the  object,  as,  geometrical  solids,  casts, 
plants,  furniture,  etc. ,  passing  as  early  as  possible  to  processes  which  awaken  the 
inventive  faculty  and  cultivate  the  habit  of  original  expression  by  means  of  form 
and  figure  instead  of  words.  Special  attention  is  paid  to  the  applications  of  the 
artistic  elements  to  commercial  products,  wall  paper,  oil  cloth,  wrought  iron,  etc., 
and  it  is  believed  that  this  may  prove  an  opening  to  agreeable  and  remunerative 
employment  for  young  women  in  particular. 

The  announcement  is  made  that  the  course  in  Agriculture  has  been 
recast,  to  adapt  it  to  the  present  requirements  of  science  and  prac¬ 
tice. 

The  aim  in  the  course  in  Agriculture  is  to  teach  how  the  principal  branches  of 
physical  and  natural  science  are  applied  to  the  business  of  farming,  and  to  afford 
a  thorough  and  comprehensive  knowledge  of  its  principles  and  methods. 

^Catalogue  of  the  Pennsylvania  State  College,  1890-91,  State  College,  Centre 
County,  Penna.,  1891.  Pp.  84. 


534  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Drawing  is  a  required  study  in  the  first  term  of  Freshman  year. 
The  catalogue  shows  a  small  number  of  students  in  the  department 
of  Agriculture. 

The  admirable  report  on  Industrial  Education,  made  in  1889,  to  the 
Legislature,  by  the  Commission,  of  which  President  Atherton  was 
chosen  chairman,  has  been  already  fully  noticed  in  the  present 
Report.  (See  Part  II,  page  1225,  et  seq.)  It  is  by  similar  contribu¬ 
tions  to  educational  literature,  as  well  as  by  their  services  in  guiding 
the  education  of  youth,  that  the  able  body  of  educators  connected 
with  these  colleges,  serve  the  community  at  large,  and  add  dignity 
and  honor  to  their  country. 

The  catalogue,  shows  a  total  attendance  for  the  school  year  1890- 
’91,  of  209  students.  Of  these,  83  were  in  the  Preparatory  Depart¬ 
ment.  Fifteen  of  the  “college  students”  and  nine  of  the  “Prepar¬ 
atory,”  were  girls. 

The  “  Faculty  and  Instructors  ”,  comprise  twenty-eight  Professors 
and  Instructors. 

George  W.  Atherton,  ll.  d..  is  President,  and  Professor  of  Polit¬ 
ical  and  Social  Science. 

Brown  University,  Providence,  R.  I. 

Was  designated  by  the  Legislature  to  receive  the  National  land 
Grant  and  in  1863,  made  provision  to  carry  out  its  conditions.  The 
catalogue  of  1881-82,  thus  states  this  condition. 

Scholarships  of  the  Department  of  Agriculture. — By  resolutions  of  tlie  General 
Assembly  of  the  State  of  Rhode  Island,  the  national  grant,  “for  the  benefit  of 
Agriculture  and  the  Mechanic  Arts,”  was  given  to  Brown  University  ;  and  the  fund 
of  fifty  thousand  dollars,  which  has  accrued  from  this  grant,  is  by  agreement  on 
the  part  of  the  University  devoted  to  the  education  “of  scholars,  each  at  the  rate 
of  one  hundred  dollars  per  annum,  to  the  extent  of  the  entire  annual  income.” 
Appointments  to  these  scholarships  are  made,  on  the  nomination  of  the  General 
Assembly,  by  the  Governor  and  Secretary  of  State,  in  conjunction  with  the  Presi¬ 
dent  of  the  University. 

DEPARTMENTS  OF  PRACTICAL  SCIENCE. 

Departments  of  Practical  Science  have  been  established  in  the  University  for  the 
benefit  of  students  who  wish  to  prepare  themselves  for  such  pursuits  as  require 
especially  the  knowledge  of  mathematical  and  of  physical  science,  and  their  appli¬ 
cations  to  industrial  arts. 

In  these  departments  provision  has  also  been  made  for  courses  of  instruction  in 
“such  branches  of  learning  as  are  related  to  Agricultural  and  the  Mechanic  Arts.” 
This  provision  has  been  made  in  accordance  with  an  “Act  of  Congress  granting 
lands  for  the  establishing  of  Agricultural  Colleges,”  and  with  “  Resolutions  of  the 
General  Assembly  of  the  State  of  Rhode  Island,  accepting  these  lands,  and  assign¬ 
ing  the  same  to  Brown  University.”  Students  who  enter  only  for  these  studies, 
either  in  full  or  in  part,  are  subject  to  the  same  conditions  of  admission  as  for  any 
select  course  ;  and  when  they  have  duly  pursued  such  studies,  they  will  be  entitled 
to  a  certificate  stating  the  time  of  their  University  residence,  and  the  amount  of 
their  acquisitions.  They  may,  however,  pursue  these  studies  in  connection  with 
“  the  regular  scientific  and  classical  studies  of  the  University,”  and  when  they  have 


BROWN  UNIVERSITY,  R.  I. — DEPARTMENT  OF  ENGINEERING.  535 

so  pursued  them  as  to  fulfill  the  requirements  for  the  degree  of  Bachelor  of  Arts  or 
of  Bachelor  of  Philosophy,  they  will  be  entitled  to  these  degrees. 

These  Departments  are  “Chemistry  applied  to  the  Arts  Civil 
Engineering ;  Physics ;  Botany ;  Zoology  and  Geology ;  Agricul¬ 
ture.— As  drawing  is  especially  taught  in  Civil  Engineering,  the 
progress  of  the  course  in  this  department  is  given. 

CIVIL  ENGINEERING. 

The  regular  course  in  this  department  occupies  four  years,  but  a  longer  or  shorter 
course  may  be  pursued,  according  to  the  wants  or  abilities  of  students.  Those  who 
are  unable  to  pursue  a  full  course,  will  find  the  studies  so  arranged  that  the  knowl¬ 
edge  and  practice  acquired  in  only  a  partial  course  will  be  practical  and  available. 
Ample  provision  will  be  made  for  the  instruction  of  any  who  desire  a  more  extended 
course  than  is  here  indicated,  in  Engineering  and  in  Higher  Mathematics. 

The  following  is  the  order  of  study  for  the  regular  course: 

First  Year.  Use  of  Mathematical  instruments,  including  Line  drawing,  Pen 
shading,  Graphical  construction  of  Plane  problems  ;  Free-hand  drawing  and  shad¬ 
ing;  use  of  Mathematical  tables  ;  Trigonometry,  and  its  application  to  the  measure¬ 
ment  of  areas ;  Plane  surveying,  including  the  theory  and  adjustment  of  instru¬ 
ments,  Field  practice,  Plotting  surveys,  and  descriptive  Geometry. 

Second  Year.  Differential  and  Integral  Calculus ;  Shades  and  Shadows  and  liner 
Perspective,  and  Isometrical  Drawing. 

Third  Year.  Theory  of  structure,  embracing  the  construction  of  foundations, 
Stone  and  Brick  masonry;  and  detailed  drawings  of  the  same;  Calculation  and 
geometrical  representation  of  the  strain  on  trusses  and  girders ;  Drawing  of  Plans, 
Profiles,  Elevations,  and  Sections. 

Construction  of  machinery  and  bridges,  and  drawings  of  the  same;  strength  of 
materials  used  in  construction;  Estimation  of  resistance  of  Friction  and  rigidity; 
and  Hydraulics,  embracing  the  structure  and  use  of  hydraulic  machines,  the  inves¬ 
tigation  of  the  laws  which  govern  the  flow  of  water  from  reservoirs  and  the  flow  of 
water  in  rivers,  canal  and  conduit  pipes,  and  water  used  as  a  motor. 

Fourth  Year.  Weisbach’s  Mechanics,  or  Mahan’s  Civil  Engineering. 

To  pursue  this  course  to  the  best  advantage,  the  following  mathematical  studies 
taught  in  the  University,  should  be  pursued  in  connection  with  those  above  men¬ 
tioned,  viz :  Algebra,  Geometry,  Plane  and  Spherical  Trigonometry,  Analytical 
Geometry,  and  Calculus. 

Students  desiring  admission  to  this  course  are  subjected  to  an  examination  on  the 
same  amount  of  Mathematics  as  is  required  of  candidates  entering  for  a  degree. 

In  Botany,  “  free  use  is  made  of  the  black-board  and  diagrams,  and 
great  stress  is  laid  upon  the  importance  of  drawing  from  nature,  and 
students  are  taught  to  make  illustrative  sketches.” 

Two  courses  of  four  years  study,  are  arranged  for  those  desiring  to 
study  for  the  Degree  of  Bachelor  of  Philosophy;  the  first  includes 
one  ancient  language,  the  second  does  not.  In  these  courses,  draw¬ 
ing  is  an  essential  study.  Mechanical  drawing,  2  hours  a  week,  fresh¬ 
man  year,  is  required  in  the  first  Mechanical  course;  and  free  hand 
drawing,  3  hours  a  week,  in  the  second  course. 

In  first  Mechanical  course,  “  Shades  and  Shadows,”  3  hours  a 
week,  first  half  of  the  Sophomore  year.  In  second  Mechanical  course 
“  Shades  and  Shadows,”  three  hours  a  week;  and  Linear  Perspective, 


53 G  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


two  hours  a  week,  first  half  of  Sophomore  year.  Both  courses  take 
“  Civil  Engineering,”  2  hours  a  week  in  Junior  year,  also  in  Senior 
year. 

Thirty-six  students  took  the  course  of  Civil  Engineering,  in  1880. 
The  catalogue  of  the  University  for  1881-82,  gave  a  total  attendance 
in  all  the  classes  of  251  students. 

From  the  first  annual  Report  of  the  Board  of  Managers  of  the 
State  Agricultural  School  and  Experiment  Station,*  it  appears  that, 
as  far  back  as  1869,  there  had  been  dissatisfaction  with  the  Agricul¬ 
tural  department  of  Brown  University;  since  the  State  Board  of 
Education,  in  their  report  of  that  date,  from  which  the  Board  of 
Managers  quote,  stated  that  they  “  are  of  the  opinion  that  the  inten¬ 
tions  of  Congress  have  not  been  carried  out  in  good  faith  by  either 
Rhode  Island,  or  Brown  University.” 

In  1872,  a  legislative  committee  expressed  dissatisfaction  with  the 
action  of  the  College  in  respect  to  the  Land  Grant  Fund.  In  1884, 
the  Legislature  changed  the  sum  allowed  to  the  College  for  “  State 
pupils,”  from  $100  to  $75. 

In  1888,  the  Legislature,  acting  on  the  report  of  a  joint  special 
committee  appointed  to  recommend  action  in  reference  to  the  act 
of  Congress  establishing  Agricultural  Experiment  Stations,  estab¬ 
lished  a  State  Agricultural  School  in  the  town  of  South  Kingston. 

4  farm  containing  140  acres,  was  bought  for  $5,000.  The  town  of 
South  Kingston,  contributing  $2,000;  Friends  $2,000  more;  and  the 
State,  the  additional  $1,000. 

In  May,  1889,  the  Board  as  stated  in  their  second  report;  f  elected 
as  Principal  of  the  school  John  H.  Washburn,  B.  sc.,  PH.  D.,  a 
graduate  of  the  Massachusetts  Agricultural  College,  and  then  study¬ 
ing  at  Gottingen,  Germany,  where  he  received  the  degree  of  ph.  d. — 

Dr.  Washburn,  in  his  report  to  the  Board,  gives  in  detail,  the  pro¬ 
gramme  of  a  course  of  three  years  of  study.  Drawing  in  each  year, 
wood  work,  and  iron  work,  are  included;  work  in  iron,  only  in  the 
Senior  year. 

The  following  extracts  show,  in  part,  the  plan  of  the  School. 

DESIGN  OF  THE  INSTITUTION. 

It  is  our  pui-pose  to  have  a  School  which  is  first  class  in  all  its  departments,  to  fit 


*  First  Annual  Report  of  the  Board  of  Managers  of  the  Rhode  Island  State  Agri¬ 
cultural  School  and  Experiment  Station,  made  to  the  General  Assembly,  at  its 
January  session,  1889.  Providence:  E.  L.  Freeman  &  Son,  State  Printers.  18S9. 
Pp.  27. 

f  Second  Annual  Report  of  the  Board  of  Managers  of  the  Rhode  Island  State 
Agricultural  School  and  Experiment  Station,  made  to  the  General  Assembly  at  its 
January  Session,  1890.  Part  I.  State  Agricultural  School.  (Part  II.  State  Agri¬ 
cultural  Experiment  Station  is  printed  under  separate  cover.)  Providence:  E.  L. 
Freeman  &  Son.  Printers  to  the  State.  1890.  Pp.  20. 


RHODE  ISLAND  STATE  AGRICULTURAL  SCHOOL. 


537 


young  men  who  intend  to  pursue  agriculture  or  the  mechanic  arts,  for  active  life, 
to  educate  them  in  the  branches  of  Agriculture  and  in  other  knowledge  such  as  is 
necessary  to  develop  their  manhood  and  instruct  them  in  the  duties  of  good  citizen¬ 
ship. 

It  is  very  difficult  at  the  present  time  for  a  young  man  to  find  a  place  to  learn  a 
trade.  The  carpenters  and  machinists  will  not  take  the  trouble  to  teach  a  young 
laborer.  When  he  can  do  one  tiling  well,  he  is  made  to  do  that  and  nothing  else, 
because  he  turns  off  work  faster  and  as  a  factor  in  production,  is  more  valuable  to 
his  employer.  The  industrial  schools  which  are  being  founded  throughout  this  and 
all  other  civilized  countries,  are  intended  to  obviate  this  distressing  difficulty.  Such 
an  institution  of  instruction  which  has  for  its  object  the  education  and  training  of 
both  mind  and  hand,  is  the  most  complete  that  can  be  devised;  already  rapid  strides 
have  been  made  in  the  great  work  of  industrial  education,  and  the  experience  of 
competent  educators  in  this  direction  has  been  that  the  pupil  learns  as  much,  and 
in  some  cases  more,  theory  with,  than  without  the  additional  knowledge  of  the 
practical  manipulation  of  tools.  A  young  man  going  out  into  the  world  from  an 
industrial  school  has  a  great  advantage  over  those  young  men  who  have  had  very 
little  schooling,  he  is  educated  and  becomes  an  active  man  in  public  and  private 
affairs.  Industrial  legislation  has  been  and  will  continue  to  be  forced  upon  our 
legislators.  The  trades  must  not  remain  in  the  hands  of  the  ignorant.  That  the 
working  men  in  many  cases  have  not  received  justice  is  an  indisputable  fact,  that 
many  persons  in  these  labor  reforms  become  excited  over  one  idea  and  do  not  know 
when  they  receive  justice,  is  quite  as  indisputable  a  fact.  They  lack  education  to 
balance  their  minds.  It  is  doubtless  a  potent  factor  in  the  solving  of  our  labor 
troubles,  to  educate  the  laborer  himself.  That,  and  that  alone  can  bring  to  us  a 
peaceful  solution  of  our  social  troubles. 

Special  attention  is  given  to  manual  labor  in  our  school  and  it  is  the  desire  of  our 
faculty  to  have  all  agricultural  and  other  labor  which  is  performed  as  a  class  exer¬ 
cise,  educative.  Our  entrance  examination  is  within  the  easy  reach  of  any  pupil 
of  ordinary  intelligence  from  our  district  schools.  We  hope  that  the  many  boys  of 
our  country  schools  will  be  able  to  avail  themselves  of  the  rare  privileges  which  we 
will  offer  to  worthy  young  men  who  are  striving  for  an  agricultural  and  industrial 
education. 

The  special  advantages  of  such  an  institution  as  we  hope  to  make  this  one,  extend 
into  every  community,  not  only  to  the  agricultural  but  we  might  almost  say  espe¬ 
cially  to  the  manufacturing  and  industrial  communities. 

In  the  ever  increasing  circulation  of  men  from  country  to  city  and  from  the  city 
back  again  to  the  country,  a  school  of  this  kind  will  teach  the  young  man  from  the 
city  the  progress  and  improvements  which  have  been  made  in  agriculture.  He 
can  understand  the  best  methods  which  are  being  successfully  used  in  the  special 
branch  of  agriculture  he  intends  to  pursue,  and  at  the  same  time  he  becomes  ac¬ 
quainted  with  the  practical  manipulation  of  farm  labor  and  management.  Our 
industrial  department  will  teach  those  young  men  not  fitted  to  become  farmers  that 
special  line  of  work  to  which  they  are  adapted. 

The  commission,  appointed  by  the  Legislature  to  confer  with 
Brown  University,  in  relation  to  the  so  called  Agricultural  Fund ; 
made  to  the  January,  1892,  session  of  the  Legislature,  a  “  majority” 
and  “minority”  Report.  To  the  first,  a  proposition  from  the  Uni¬ 
versity  to  adopt  the  school  as  a  department  of  the  University,  is  ap¬ 
pended  ;  to  the  Minority  report,  is  appended  a  resolution  calling  on 
the  University  to  give  back  to  the  State,  the  1802  Land  Grant  Fund. 
No  final  action  has  taken  place. 


538  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

In  the  latest  annual  report  *  at  hand,  the  President,  urges  that 
this  college  should  prepare  itself  to  undertake  “  University  work,” 
in  its  highest  sense.  He  predicts  that,  in  the  near  future,  a  few 
institutions  will  advance  to  the  higher  work  of  original  investiga¬ 
tion,  which  is  the  province  of  a  true  University,  leaving  the  work  of 
direct  instruction  of  undergraduates  to  the  majority  of  existing  in¬ 
stitutions,  which  will  remain  simply  colleges  ;  confessedly  of  lower 
rank  in  the  hierarchy  of  educational  institutions.  In  other  words, 
he  thinks  the  standards  of  modern  scholarship,  and  the  requirements 
of  a  liberal  education,  have  been  so  uplifted  and  specialized,  that  the 
ordinary  degrees,  of  “b.  a.”  and  “a.  m.”,  no  longer  represent  the 
relative  quality  and  amount  of  scolarship  with  which  they  were 
formerly  accredited.  He  points  to  the  great  increase  in  the  number 
of  Post  Graduate  students  in  the  various  Institutions,  as  confirming 
his  position. 

He  explains  that  the  difference  between  a  College,  and  a  U niversity, 
does  not  consist,  as  is  commonly  assumed,  in  the  fact  that  a  num¬ 
ber  of  schools  of  the  so  called  “  Learned  Professions  ”  are  grouped 
with  the  latter.  In  fact,  he  argues  that  a  true  University,  may  exist 
without  association  with,  or  direction  of,  a  single  one  of  the  old 
professional  schools  of  Theology,  Law,  and  Medicine. 

The  opportunity  for  original  research  ;  a  body  of  Professors  who 
have  won  distinction  by  devoting  themselves  to  such  research  ;  with 
ample  facilities  in  Libraries,  Museums,  and  Laboratories,  for  illus¬ 
trating  and  prosecuting  such  researches  ;  and,  with  all,  a  number 
of  endowed  Fellowships,  to  attract  and  support  such  capable  students 
as  may  evince  peculiar  aptitude  for  such  studies  and  investiga¬ 
tions  ;  these,  are  the  essential  requisites  and  characteristics  of  a  true 
University.  For  all  these  purposes  large  additional  endowments 
are  needed  ;  and  he  appeals  to  the  Alumni  of  Brown,  to  enable  their 
University  to  advance  by  so  endowing  it ; — under  penalty,  other¬ 
wise,  of  seeing  it  retrograde. — The  President  advocates,  also,  the 
free  admission  of  women  students  to  all  the  Post  Graduate  courses. 

The  reports  made  by  the  several  Professors,  to  the  President, 
accompany  this  report.  In  that  by  the  Professor  of  the  course  in 
“  Mathematics  and  Civil  Engineering,”  it  is  stated  that  “courses  in 
Machine  Drawing  and  Gearing,  were  offered  this  year  for  the  first 
time.” 

In  the  Department  of  Physics,  the  following  instruction  in  Manual 
Training  was  given : 

During  the  entire  college  year,  the  workshop  has  been  open  to  students,  under 


*  Annual  Report  of  the  President  to  the  Corporation  of  Brown  University  June 
23,  1892.  The  Providence  Press :  Snow  &  Farnham,  Printers,  37  Custom  House 
Street.  1892.  Pp.  70. 


BROWN  UNIVERSITY - PRESIDENT’S  REPORT  FOR  1891-’92.  539 


the  direction  of  Mr.  Mount,  assisted  by  Mr.  Lester  in  the  wood-working,  and  by 
Mr.  Burdick  in  the  machine  department.  The  attendance  was  as  follows : 


First  term . 43 

Second  term .  36 

Third  term . 16 


95 

The  time  devoted  to  workshop  practice  by  each  student  was  six  hours  per  week. 

In  Agriculture.  The  usual  course  of  lectures  on  Agricultural  subjects  was  given 
to  the  fourteen  members  of  the  Senior  Class,  who  were  beneficiaries  under  the  con¬ 
ditions  of  the  State  Agricultural  Scholarships. 

The  latest  catalogue*  at  hand,  gives  a  concise  historical  statement 
of  the  movement  which  resulted  in  the  founding  of  the  college  in 
1764,  and  reprints,  with  all  its  quaintness  of  expression  and  typog¬ 
raphy,  the  original  charter,  authorizing  certain  persons  named 
therein  to  found  a  college,  or  university.  In  1770,  the  college,  which 
had  first  opened  in  the  town  of  Warren,  was  moved  to  Providence, 
and  in  1804,  was,  by  vote  of  the  corporation,  named  Brown  Univer¬ 
sity;  in  recognition  of  the  beneficence  of  Mr.  Nicholas  Brown. 

The  following  account  gives  a  general  outline  of  the  plan  and 
method  of  the  instruction  offered  to  undergraduates  at  the  present 
time. 

The  Courses  of  Instruction.! 

The  courses  of  instruction  for  undergraduates  form  a  system  of  studies  partly 
required  and  partly  elective.  The  studies  of  the  Freshman  year  are  nearly  all  re¬ 
quired,  the  main  exception  being  that  candidates  for  the  degrees  of  Bachelor  of 
Philosophy  have  a  choice  of  courses  according  as  they  do  or  do  not  wish  to  pursue 
the  study  of  an  ancient  language.  The  required  studies  of  the  Freshman  year  are 
selected  for  their  disciplinary  value,  that  the  students  may  the  more  profitably 
pursue  those,  whatever  they  may  be,  of  the  subsequent  years.  During  the  last 
three  years  large  liberty  in  the  choice  of  studies  is  allowed,  particularly  in  the  case 
of  candidates  for  the  degrees  of  Bachelor  of  Arts  and  Bachelor  of  Philosophy.  In 
the  Sophomore  and  Junior  years  of  the  courses  for  those  degrees  the  required 
studies  occupy  seven  of  the  sixteen  hours  of  instruction  each  week,  and  in  the 
Senior  year  three  of  the  fourteen  hours.  The  required  studies  for  these  degrees 
during  three  years  are  restricted  to  English,  German,  History  and  Philosophy,  the 
pursuit  of  which  is  deemed  necessary  for  every  student  who  is  to  receive  a  collegiate 
degree.  Candidates  for  the  degree  of  Bachelor  of  Science  and  Civil  Engineer  are 
allowed  less  freedom  of  election,  in  order  that  they  may  thoroughly  master  the 
branches  necessary  for  the  most  thorough  discipline  in  their  respective  departments. 

The  elective  studies,  which  are  very  numerous,  are  so  placed  in  the  curriculum 
as  to  give  all  those  entitled  to  this  all  the  freedom  of  choice  which  the  necessary 
limitations  of  the  schedule  of  lectures  admits.  In  arranging  this  schedule  a  num¬ 
ber  of  parallel  courses,  each  unitary  and  progressive  and  extending  through  the 
three  years  are  made  available.  Every  student  is  advised  in  selecting  his  studies 
to  adopt  in  the  main  one  of  these  courses. 

*  Catalogue  of  the  Officers  and  Students  of  Brown  University  1891-92.  The 
Providence  Press :  Snow  and  Farnham,  Printers,  37  Custom  House  Street.  1892. 
Pp.  167. 

f  Instruction  for  graduate  students  is  treated  by  itself  in  a  later  paragraph.  Also, 
a  special  circular  relating  to  the  same  may  be  had  on  application  to  the  Register. 


540  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


In  addition  to  the  regular  courses  of  instruction,  special  honor  courses  are  offered, 
which  are  open  to  students  willing  to  do  large  extra  work  in  their  particular  de¬ 
partments.  These  honor  courses,  fully  described  in  a  later  paragraph,  mainly  con¬ 
sist  of  special  reading  supplement  by  problems  and  essays.  Examinations  in  them 
are  held  at  the  option  of  the  several  professors. 

Tlie  following  programme  of  instruction  in  Drawing,  is  given 
under  the  course  in  Applied  Mathematics. 

XII.  Applied  Mathematics. 

**■•**•*•** 

DRAWING. 

Professor  Randall. 

1.  Elementary  Mechanical  Drawing. — Four  hours.  First  term.  Elective  for  all 
students. 

2,  3,  4.  Freehand  Draining. — One  hour.  First,  Second,  and  Third  Terms,  re¬ 
spectively.  Elective  for  all  students. 

5, 6.  Descriptive  Geometry. — Church’s  Descriptive  Geometry,  Mechanical  Draw¬ 
ing.  Four  hours.  Second  and  Third  Terms  respectively.  Elective  for  those  who 
have  taken  Course  I. 

7.  Shades,  Shadows,  Perspective  and  Isometrical  Projections. — Davies’s  Shades, 
Shadows  and  Perspective.  Church’s  Shades,  Shadows  and  Isometrical  Projections. 
Burchett’s  Perspective  and  Davidson’s  Perspective.  Three  hours.  First  Term. 
Elective  for  those  who  have  taken  Courses  1,5  and  6. 

8.  Mechanical  Drawing. — Application  of  the  principles  of  Descriptive  Geometry 
to  machine  drawing  from  models.  Three  hours.  Second  Term.  Elective  for 
those  who  have  taken  Courses  1, 5  and  6. 

9.  Mechanical  Drawing. — Construction  of  Higher  Curves  and  their  application 
in  the  formation  of  Gear  Teeth.  Third  Term.  Three  hours.  Elective  for  those 
who  have  taken  Courses  1,  5  and  6.  Additional  courses  in  Mechanical  Drawing 
will  be  offered  in  subsequent  years  to  meet  the  needs  of  advanced  students. 

The  Manual  Training  Course  comes  under  the  general  course  in 
Physics. 

Work-shop  Course  in  Mechanical  Processes.  Training  in  the  use  of  tools  for 
working  wood  and  metals.  Three  hours  [six  hours’ attendance  in  shop].  First  and 
Second  Terms  respectively.  Elective  for  Sophomores,  Juniors  and  Seniors,  but 
pupils  applying  for  this  Course  are  required  to  take  Mechanical  Drawing  also. 

By  special  permission  work-shop  practice  may  be  continued  for  more  than  one 
term,  but  only  a  single  term  will  count  toward  the  attainment  of  a  degree. 

In  the  general  description  of  the  Courses  of  Instruction,  Drawing 
comes  in  the  regular  course  of  Civil  Engineering,  as  follows: 

2.  Mechanical  Drawing,  consisting  of  instruction  in  the  use  of  instruments,  dis¬ 
cussion,  proof,  and  application  of  the  methods  of  constructing  Plane  Geometrical 
Problems  and  the  more  complicated  Plane  Curves,  flat  and  graduated  Tinting,  the 
principles  of  Orthographic  and  Isometric  Projections,  and  their  application  in 
Model  Drawing. 

3.  Free-hand  Drawing,  consisting  of  pencil  drawings  of  models,  introducing  the 
principles  of  Orthographic  Projections,  Shades,  Shadows,  and  Perspective.  At 
present  this  subject  is  taught  as  subsidiary  to  Mechanical  Drawing,  and  the  aim  is 
to  enable  students  to  make  hasty  but  intelligible  machine  sketches  which  may  be 
used  as  guides  in  the  more  accurate  drawings  which  follow. 


BROWN  UNIVERSITY — INSTRUCTION  IN  DRAWING.  541 


4.  Descriptive  Geometry,  consisting  of  the  discussion  and  proof  of  the  various 
methods  of  constructing  a  large  number  of  problems,  with  extensive  and  accurate 
application  of  these  methods  in  the  Di’awing  Room. 

Second  Year.  1.  Elementary  Mechanics  embracing  the  fundamental  principles 
of  Mechanics,  treated  from  a  mathematical  point  of  view,  with  such  experiments 
as  are  necessary  to  illustrate  principles. 

2.  Analytical  Geometry  as  indicated  on  page  64. 

3.  Shades,  Shadows,  Perspective,  and  Isometric  Projections,  comprising  recita¬ 
tions  and  mechanical  drawing  based  on  the  principles  of  Descriptive  Geometry. 

4.  Mechanical  Drawing,  consisting  of  free-hand  sketching,  detail  and  assembled 
drawings  of  machines,  and  the  study  of  the  theoretical  and  practical  methods  of 
constructing  gear  teeth.  Lectures  and  drawing. 

******  * 

The  objects  sought  in  Mechanical  Drawing  are: 

1.  To  prepare  the  students  for  the  duties  of  the  Draughting  Room  by  bringing 
before  them  a  large  number  of  theoretical  and  practical  problems  which  shall  in¬ 
volve  the  principles  most  needed  in  the  work  of  the  present  time. 

2.  Discipline  of  the  mind  through  the  discussion  and  proof  of  original  methods 
of  solution. 

8.  To  encourage  neatness  and  accuracy  and  develope  the  power  of  concentration 
without  which  the  work  of  the  Draughting  Room  cannot  be  acceptably  done. 
******* 

Wilson  Hall,  recently  completed,  is  well  constructed  and  equipped  for  its  pur¬ 
poses  as  a  Laboratory  for  the  experimental  study  of  Mechanics  and  Physics. 

The  Workshop  and  the  Physical  Laboratory  are  open  to  students  five  days  in  the 
week,  from  9  A.  M.  to  6  P.  M. 

The  course  in  the  Workshop  is  offered  to  those  who  have  mechanical  tastes  and 
aptitudes  but  may  not  wish  to  pursue  courses  in  the  mathematics  of  the  subject. 

The  announcement  of  the  “  Department  of  Instruction  ”  especially 
related  to  the  Land  Grant  Fund,  is  here  given  in  full: 

XVIII.  Agriculture  and  the  Mechanic  Arts. 

An  extended  course  of  study  in  Agriculture  and  the  Mechanic  Arts  is  open  to  all 
students.  It  includes  the  courses  offered  in  the  departments  of  English,  Political 
Economy,  Mathematics,  Engineering,  Chemistry,  Physics,  Zoology,  Geology,  Physi¬ 
ology  and  Botany,  as  given  above,  and  also  special  lectures  on  Agriculture.  These 
relate  to  the  study  of  soils  and  to  applied  Economic  Zoology,  according  to  the  fol¬ 
lowing  schedule  of  topics : 

Introduction:  History  of  Agriculture,  tracing  its  development  through  the  Jew¬ 
ish,  Grecian,  Roman,  Spanish  and  English  nations  to  the  formation  of  agricultural 
and  horticultural  societies  in  the  United  States,  with  a  brief  account  of  the  earlier 
of  these  formed  within  the  years  from  1785  to  1829  inclusive.  The  subject  is  then 
continued  by  the  discussion  of  the  following  topics  : 

I.  Primary  Condition  of  Matter.  II.  Formation  of  Soil  from  Inorganic  Elements. 
III.  Source  of  Organic  Matter.  IV.  Constituents  of  Plant  required  by  Soil.  V. 
Constituents  of  Soil  in  the  Mass.  VI.  Composition  of  Fertile  Soil.  VIII.  Cardinal 
Law  in  Agriculture.  IX.  Rotation  of  Crops.  X.  Discriminating  Application  of 
Fertilizers. 

Under  the  general  head  of  Economic  Zoology  are  discussed  the  distinctive  char¬ 
acteristics  of  the  most  approved  breeds  of  both  neat  cattle  and  horses.  Practical 
instruction  is  given  by  the  visiting  of  farms  and  in  obtaining  and  preserving  speci¬ 
mens  in  Natural  History.  Taxidermy  is  also  taught  when  desired  by  the  class. 

The  above  course  is  arranged  in  pursuance  of  the  agreement  entered  into  between 


542  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


the  Corporation  of  Brown  University  and  the  General  Assembly  of  the  State  of 
Rhode  Island  in  January,  1863,  by  which  the  University  receives  the  benefits  of 
the  Act  of  Congress  approved  July  2, 1862,  entitled  “An  Act  donating  Public  Lands 
to  the  several  States  and  Territories  which  may  provide  Colleges  for  the  Benefit  of 
Agriculture  and  the  Mechanic  Arts.” 

The  University  Art  Collections,  possess  a  number  of  interesting 
portraits;  which  are,  from  time  to  time,  added  to  by  the  Alumni.  A 
beginning  has  also  been  made  of  a  Museum  of  Classical  Archaeology. 

A  collection  of  classical  casts, — selected  by  the  late  Professor 
Lincoln,  for  Henry  Kirke  Porter,  Esq.,  of  Pittsburg,  Penn.,  of  the 
class  of  1860,  who  gave  them  to  the  University, — was  the  beginning 
of  what  gives  promise  of  becoming  a  valuable  Museum  of  Ancient 
Art.  The  utility  of  such  a  collection  of  casts  in  illustrating  classi¬ 
cal  literature,  and  as  models  in  drawing,  is  readily  seen. 

Professor  W.  C.  Poland,  associate  Professor  of  Greek,  is  Curator 
of  the  Museum  of  Classical -Archaeology.  The  following  statement 
shows  the  students  in  attendance  during  1891-’92. 


SUMMARY. 

Graduates .  . 

Seniors . 

Juniors . 

Sophomores . 

Freshmen .  . 

Select  Course . 

Total . 


35 

59 

67 

94 

'  102 
26 


403 


The  “  Faculty  and  other  Officers”  of  the  University  number  Fifty- 
two.  Rev.  Elisha  Benjamin  Andrews,  D.  d.  ll.  d.,  is  President  and 
Professor  of  Moral  and  Intellectual  Philosophy. 


University  of  South  Carolina. 


The  South  Carolina  College  of  Agriculture  and  Mechanics,  at 
Columbia,  South  Carolina ;  was  established  by  the  Legislature  in 
accordance  with  the  provisions  of  the  law  passed  March,  22,  1878. 

The  following  sections  of  which,  are  quoted  from  the  27  sections 
of  the  bill. 

An  Act  to  Provide  for  the  Organization  of  the  State  University. 

Section  I.  Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  State 
of  South  Carolina,  now  met,  and  sitting  in  General  Assembly,  and  by  the  authority 
of  the  same.  That  the  University  of  South  Carolina  shall  be,  and  it  is  hereby 
divided  into  two  branches — the  one  located  in  the  city  of  Columbia,  and  styled  the 
South  Carolina  College,  and  the  other  in  or  near  the  town  of  Orangeburg,  to  be 
styled  the  Claflin  College  ;  and  that  the  said  University,  and  both  branches  thereof, 
shall  be,  and  are  hereby,  placed  under  the  control  and  management  of  the  Board 
of  Trustees  of  the  University  of  South  Carolina,  now  in  office,  and  their  successors 
elected  according  to  law. 

Sec.  2.  That  the  Board  of  Trustees  shall  consist  of  the  Governor  of  the  State  for 
the  time  being,  the  State  Superintendent  of  Education,  the  Chairman  of  the  Com- 


UNIVERSITY  OF  SOUTH  CAROLINA,  COLUMBIA,  S.  C.  543 


mittee  of  Education  of  the  Senate  and  House  of  Representatives  for  the  time  being, 
and  seven  persons  to  be  elected  on  the  joint  vote  of  the  General  Assembly,  who 
shall  hold  their  offices  for  a  term  of  four  years,  and  until  their  successors  shall  be 
appointed,  no  one  of  whom  shall  be  in  any  other  maimer  connected  with  the  Uni¬ 
versity.  *  *  *  *: 

Sec.  10.  That  all  property,  real  or  personal,  rights  of  property  and  credits,  belong¬ 
ing  or  appertaining  to  the  Agricultural  College,  shall  vest  in  and  become  the  abso¬ 
lute  property  of  the  University  of  South  Carolina,  to  be  used  and  enjoyed  solely  for 
the  purpose  for  which  such  property  and  credits  were  originally  given.  *  *  *  * . 

Sec.  20.  There  shall  be  admitted  into  each  College  of  the  University  one  student 
from  each  County  of  the  State,  who  shall  be  entitled  to  tuition  free  of  charge;  such 
student  shall  be  appointed  by  the  Governor,  upon  the  recommendation  of  the  del¬ 
egation  in  the  General  Assembly  from  the  County  in  which  the  applicant  resides, 
and  after  a  competitive  examination:  Provided,  Such  applicant  shall  show  upon 
examination  before  the  Faculty  the  degree  of  proficiency  required  of  other  appli¬ 
cants  for  admission  in  said  College,  and  be  otherwise  eligible  for  admission  in  said 
College. 

The  State,  having  some  years  previously  accepted  the  National 
land  grant  in  aid  of  “Agricultural  and  the  Mechanic  Arts,”  and 
some  questions  arising  in  relation  to  the  legislation  in  regard  to  it, 
by  act  of  December  23d,  1879; — two  sections  of  the  law  are  here 
quoted. 

AN  ACT  to  Provide  for  the  Investment  and  Use  of  the  Agricultural  College  Fund. 

Section  1.  Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  State 
of  South  Carolina,  now  met  and  sitting  in  General  Assembly,  and  by  the  authority 
of  the  same,  That  in  accordance  with  the  stipulations  entered  into  with  the  United 
States  by  this  State  accepting  and  receiving  the  donation  of  land  scrip  for  the 
endowment  of  one  or  more  colleges  for  the  promotion  of  agriculture  and  the  me¬ 
chanic  arts,  the  State  Treasurer  be,  and  he  is  hereby,  authorized  and  required  to 
issue  to  the  Board  of  Trustees  of  the  University  of  South  Carolina  a.  certificate  of 
State  stock  in  the  sum  of  one  hundred  and  ninety -one  thousand  eight  hundred 
($191,800)  dollars,  bearing  interest  at  the  rate  of  six  per  cent,  per  annum  from  July 
1st,  A.  D.  1879,  payable  semi-annually,  to  be  held  by  the  University  of  South  Car¬ 
olina  as  a  perpetual  fund  (capital  of  which  shall  remain  forever  undiminished),  to 
be  used  by  said  Board  of  Trustees  solely  for  the  purposes  for  which  the  said  land 
scrip  was  originally  donated  by  the  Acts  of  the  Congress  of  the  United  States  in 
relation  thereto;  the  said  certificate  of  stock  to  be  held  in  lieu  and  stead  of  the 
Agricultural  College  bonds,  formerly  constituting  the  Agricultural  College  fund 
under  the  said  Acts  of  Congress  and  the  Acts  of  the  General  Assembly  of  this  State 
in  relation  to  the  same,  and  heretofore  used  by  the  Financial  Agent  for  general 
State  purposes. 

Sec.  2.  That  the  Board  of  Trustees  of  the  University  is  hereby  authorized  to 
establish  a  College  of  Agriculture  and  Mechanics  for  the  benefit  of  the  white  stu¬ 
dents,  in  addition  to  the  South  Carolina  Agricultural  College  and  Mechanics’  Insti¬ 
tute  now  in  operation  for  the  benefit  of  colored  students,  and  to  maintain  the  said 
colleges  out  of  the  income  of  said  fund,  and  to  use  the  property  and  groimds  of  the 
University  of  South  Carolina  at  Columbia  in  such  manner  and  so  far  as  deemed 
necessary  for  the  purpose  aforesaid. 

The  third  and  final  section  authorizes  the  founding  of  scholarships 
under  certain  conditions. — 

The  University,  thus  revived  in  Columbia  under  the  name  of  the 


544  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


South  Carolina  College  of  Agriculture  and  Mechanics,  opened  its 
first  session  October  5,  1880. — 

Dr.  Miles,  the  President,  in  showing  the  facilities  for  obtaining 
instruction  in  Agriculture  and  the  Mechanic  Arts  says  : 

“  For  enabling  our  students  to  acquire  practical  acquaintance  with  planting  and 
farming,  and  the  methods  of  cultivating  our  staple  crops,  we  have  an  ample  area 
of  land,  where  Mr.  Connors,  our  farmer,  an  experienced  and  skilled  agriculturist, 
gives  his  undivided  attention  to  field  and  garden  operations.  Here  the  lectures  on 
Agricultural  Chemistry  are  supplemented  and  illustrated  by  the  test  and  compari¬ 
son  of  various  fertilizers  on  growing  crops.  *  *  *. 

Mr.  Jesse  Jones  a  thoroughly  skilled  and  unusually  ingenious  mechanic  and 
machinist,  is  our  master  mechanic  and  has  charge  of  the  work-shop,  where,  under 
his  eye,  the  student  learns  the  use  of  all  ordinary  tools  and  how  to  handle  them, 
and  how  to  plan  and  construct  farm  buildings,  and  to  make  and  repair  farming  im¬ 
plements,  &c.,  and  where  gradually,  a  practical  acquaintance  with  engines,  mills, 
and  machinery  generally,  may  be  acquired. 

A  three  years  course  of  study  is  adopted.  The  School  of  Mathe¬ 
matics  embraces  two  distinct  departments.  1.  Pure  Mathematics, 
and  2.  Applied  Mathematics.  All  instruction  in  drawing  comes  in 
the  second  department  and  is  given  in  the  2nd  year,  when  Descrip¬ 
tive  Geometry,  Shades  and  Shadows  and  Surveying  are  taught,  and 
in  the  3rd  and  senior  year,  when  Civil  Engineering  is  taught.  Total 
number  of  students  for  1880-81,  was  60. — 

The  catalogue  for  1890-’91,*  begins  with  a  concise  history  of  the 
various  changes  that  have  been  experienced  by  this  State  Institution 
during  the  political  vicissitudes  of  the  Century ;  followed  by  a  brief 
outline  of  the  existing  organization  of  the  University  at  Columbia, 
which,  as  they  show  the  scope  of  the  University  as  a  whole,  are  here 
given. 

HISTORICAL  STATEMENT. 

The  South  Carolina  College  was  chartered  by  the  General  Assembly  in  1801,  and 
threw  open  its  doors  to  the  youth  of  the  State  in  January,  1805. 

It  continued  in  successful  operation  down  to  July,  1863,  when  its  buildings  were 
taken  possession  of  by  the  Confederate  Government  and  used  as  a  hospital  until  the 
close  of  the  war. 

Its  charter  was  amended  by  the  Legislature  in  1865,  and  in  1866  it  was  reopened 
as  the  University  of  South  Carolina. 

It  was  again  closed  in  1876,  in  consequence  of  the  unsettled  political  condition  of 
the  State. 

In  1878  the  charter  was  again  amended,  and  the  University  divided  into  two 
branches — the  one  situated  at  Columbia  styled  the  South  Carolina  College,  the 
other,  situated  at  Orangeburg,  Claflin  College.  (In  1882  a  third  branch  was  added, 
the  State  Military  Academy  at  Charleston.)  No  immediate  steps  were,  however 
taken  to  reopen  the  College. 

In  1879  the  Trustees  of  the  University  were  empowered  by  Act  of  the  General 
Assembly  to  establish  a  College  of  Agriculture  and  Mechanics  at  Columbia,  and  to 
use  the  property  and  grounds  of  the  College  for  this  purpose.  This  was  accord¬ 
ingly  done  in  1880. 

*  Catalogue  of  the  University  of  South  Carolina,  1890-’91.  Columbia,  S.  C 
Printed  at  the  Presbyterian  Publishing  House,  1891.  Pp.  84. 


UNIVERSITY  OF  SOUTH  CAROLINA - DEPARTMENTS.  545 


In  1881  the  Legislature  granted  an  annual  approriation  for  the  support  of  the 
schools  of  the  University,  and  in  1882  the  South  Carolina  College  was  reorganized 
by  the  appointment  of  a  full  Faculty.  It  went  into  active  operation  the  fall  of  the 
same  year. 

In  December,  1887,  the  charter  was,  for  the  third  time,  amended,  and  the  Uni¬ 
versity  re-established  at  Columbia,  with  branches,  as  heretofore,  at  Orangeburg 
and  Charleston.  In  October,  1888,  the  University  was  reopened  with  the  following 
departments :  Graduate  Department,  College  of  Liberal  Arts  and  Sciences,  College 
of  Agriculture  and  Mechanic  Arts,  College  of  Pharmacy,  Normal  School,  Law 
School. 

OUTLINE  OF  ORGANIZATION. 

The  University  at  Columbia  comprehends  the  following  departments :  The 
Graduate  department ;  the  College  of  Agriculture  and  Mechanic  Arts  ;  the  College 
of  Liberal  Arts  and  Sciences  ;  the  College  of  Pharmacy ;  the  Normal  School  ;  the 
Law  School. 

In  the  Graduate  Department,  graduate  courses,  either  in  special  departments  of 
nstruction  or  in  groups  leading  to  the  higher  degrees,  are  provided  for  graduates 
of  this  University,  or  other  institutions  of  similar  rank,  who  wish  to  pursue 
advanced  studies. 

The  College  of  Agriculture  and  Mechanic  Arts  offers  five  full  courses  for  degrees, 
of  four  years  each,  one  general  and  four  technical — the  course  of  General  Science, 
the  course  of  Civil  Engineering,  the  course  of  Mechanical  Engineering,  the  course 
of  Chemistry,  and  the  Course  of  Natural  History. 

For  students  unable  to  go  forward  to  degrees  tliis  College  has  arranged  three 
special  courses,  of  two  years  each — the  shorter  course  of  General  Science,  the 
shorter  course  of  Applied  Science,  and  the  Business  Course. 

In  the  College  of  Liberal  Arts  and  Sciences  there  are  three  degree  courses,  of 
four  years  each — the  course  of  Classical  Literature,  the  course  of  Modern  Litera¬ 
ture,  and  the  course  of  History  and  English  Literature. 

The  College  of  Pharmacy  offers  two  courses,  of  two  years  each — one  professional 
course  in  Pharmacy,  leading  to  a  degree,  and  the  course  preparatory  for  Medicine 
and  Pharmacy,  leading  to  a  certificate. 

The  Normal  School  has  two  courses — a  professional  course  of  one  year  for  teach¬ 
ers,  and  a  course  of  two  years,  prepai'atory  for  the  study  of  Pedagogy. 

The  Law  School  offers  a  coure  of  two  years,  leading  to  a  degree. 

Elective  courses  are  also  allowed  under  epecial  circumstances. 

Every  matriculate  is  required,  except  in  special  case  approved  by  the  University 
authorities,  to  elect  one  of  the  full  or  special  courses.  The  student  is  graded  in  each 
study  of  the  course  selected  according  to  his  preparation  therein.  The  majority  of 
his  studies  determine  his  rank.  In  each  year  of  every  course  there  are  eighteen  or 
more  exercises  a  week  and  six  or  more  distinct  branches  of  study.  With  the  con¬ 
sent  of  the  proper  authorities,  other  studies  in  addition  to  those  prescribed  in  the 
course  may  be  carried.  One  or  more  electives  are  allowed  in  the  last  two  years  of 
several  of  the  courses.  These  provisions  secure  for  the  student  the  full  benefit  of 
his  preparation  in  each  study  and  give  flexibility  to  the  courses  and  system  of 
gradation. 

The  following  are  the  courses  of  study  offered  by  the  college  of 
Agriculture  and  Mechanic  Arts. 

COLLEGE  OF  AGRICULTURE  AND  MECHANIC  ARTS. 

COURSES  OF  STUDY.  # 

I.  Regular  Courses  for  Degree  of  Bachelor  of  Science  (B.  S.) — Four  Years  Each. 
ART — VOL  4 - 35 


546  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


I.  FOR  DEGREE  OF  BACHELOR  OF  SCIENCE— B.  S. 

1.  Course  op  General  Science. 

First  Year. — 1st  Mathematics ;  1st  History;  1st  English ;  1st  French;  1st  German; 
Free-hand  Drawing. 

Second  Year. — 2nd  Mathematics  ;  Surveying  and  Descriptive  Geometry  (each  one 
term);  1st  Physics  ;  2nd  French;  2nd  German;  2nd  English. 

Third  Year. — 3rd  Mathematics;  Structural  Botany  and  Physiology  (each  one 
term);  1st  Chemistry;  Psychology;  Zoology  and  Qualitative  Analysis  (each  one 
term);  Elective. 

Fourth  Year. — Mineralogy;  Geology;  Political  Economy;  Astronomy  and  Phi¬ 
losophy  of  Religion  (each  one  term);  Logic  ;  Elective;  Essays. 

3.  Course  op  Civil  Engineering. 

First  Year. — 1st  Mathematics ;  1st  French;  1st  German;  1st  English;  Wood  Work; 
Free-hand  Drawing;  1st  Mechanical  Technology. 

Second  Year. — 2nd  Mathematics ;  Surveying  and  Descriptive  Geometry  (each  one 
term);  1st  Physics;  1st  Chemistry;  French  or  German;  2nd  English;  1st  Mechan¬ 
ical  Drawing. 

Third  Year. — 3rd  Mathematics ;  Spherical  Trigonometry  and  Geodesy  (each  one 
term);  Mechanics;  2nd  Physics;  Qualitative  Analysis;  French  or  German;  2nd 
Mechanical  Drawing. 

Fourth  Year. — Civil  Engineering;  Civil  Engineering  Drawing;  Thermodynamics; 
Mineralogy;  Geology;  Astronomy  (1st  term);  Elective  (2nd  term);  Essays. 

3.  Course  op  Mechanical  Engineering. 

First  Year. — 1st  Mathematics  ;  1st  French;  1st  German;  1st  English;  Wood  Work: 
Free-hand  Drawing;  1st  Mechanical  Technology. 

Second  Year. — 2nd  Mathematics ;  2nd  Mechanical  Technology  and  Descriptive 
Geometry  (each  one  term);  1st  Physics;  1st  Chemistry;  French  or  German;  2nd 
English;  1st  Mechanical  Drawing;  Vice  Work. 

Third  Year.— 3rd  Mathematics;  Spherical  Trigonometry  and  Principles  of  Mech¬ 
anism  (each  one  term);  2nd  Physics ;  Mechanics ;  French  or  German;  2nd  Mechan¬ 
ical  Drawing;  Machine  Work. 

Fourth  Year. — Applied  Mechanics;  Thermodynamics;  Mineralogy;  Geology; 
Qualitative  Analysis ;  Designing  and  3rd  Mechanical  Drawing  (each  one  term); 
Machine  Work;  Astronomy  (1st  term);  Essays. 

4.  Course  op  Chemistry, 

First  Year. — 1st  Mathematics;  1st  French;  1st  German;  1st  English;  Free  hand 
Drawing;  Physical  Geography. 

Second  Year. — 2nd  Mathematics ;  1st  Physics;  1st  Chemistry;  2nd  French;  2nd 
German;  2nd  English. 

Third  Year. — 2nd  Chemistry;  Chemical  Technology;  Qualitative  Analysis ;  2nd 
Physics;  Mineralogy;  Zoology  and  Physiology  (each  one  term);  Structural  and 
Systematic  Botany  (each  one  term). 

Fourth  Year. — Quantitative  Analysis ;  Volumetric  and  Organic  Analysis  ;  Geol¬ 
ogy;  Applied  Mineralogy;  Assaying  and  Organic  Preparation;  Microscopy  and  Bac¬ 
teriology;  Essays;  Elective. 

5.  Course  op  Natural  History. 

First  Year. — 1st  Mathematics;  1st  French;  1st  German;  1st  English;  Free-hand 
Drawing;  Physical  Geography. 


SOUTH  CAROLINA  COLLEGE  OF  AGRICULTURE.  547 

Second  Year. — 2nd  Mathematics:  1st  Physics;  1st  Chemistry;  2nd  French;  2nd 
German ;  2nd  English. 

Third  Year. — Qualitative  Analysis ;  2nd  Physics  ;  Zoology  and  Physiology  (each 
one  term);  Free-hand  Drawing;  Structural  and  Systematic  Botany  (each  one  term); 
Mineralogy;  Geology. 

Fourth  Year. — Applied  Mineralogy;  Applied  Geology;  Microscopy  and  Bacteri¬ 
ology;  Quantitative  Analysis ;  Elective  and  Hygiene  (each  one  term);  Free-hand 
Drawing  and  Entomology  (each  one  term);  Essays ;  Elective. 

n.  SPECIAL  COURSES  FOR  CERTIFICATES.— TWO  YEARS  EACH. 

1.  Shorter  Course  of  General  Science. 

First  Year. — 1st  Mathematics;  1st  English;  1st  History;  Physical  Geography; 
Free-hand  Drawing. 

Second  Year. — 2nd  Mathematics ;  2nd  English;  1st  Physics;  1st  Chemistry; 
Structural  Botany  and  Physiology  (each  one  term);  Elective. 

2.  Shorter  Course  of  Applied  Science. 

First  Year. — 1st  Mathematics;  1st  English;  Free-hand  Drawing;  Woodwork; 
1st  Mechanical  Technology;  Physical  Geography. 

Second  Year. — 2nd  Mathematics  ;  2nd  English;  1st  Physics  ;  1st  Chemistry;  Sur¬ 
veying  and  Field  Practice;  2nd  Mechanical  Technology  and  Descriptive  Geometry 
(each  one  term);  1st  Mechanical  Drawing. 

3.  Business  Course. 

First  Year. — Commercial  Arithmetic  and  Book-keeping;  1st  English;  Physical 
Geography;  Phonography;  Free-hand  Drawing. 

Second  Year. — 1st  Mathematics  ;  2nd  English;  Phonography;  Book-keeping,  &c. ; 
Elective. 

III.  ELECTIVE  COURSES. 

These  are  such  as  may  be  allowed  under  special  circumstances,  on  application. 
Such  application  must  show  exceptional  grounds,  and,  in  case  of  minors,  must  be 
accompanied  by  written  request  of  parent  or  guardian. 

Note. — In  addition  to  the  studies  included  in  the  foregoing  courses  for  degrees  or 
certificates,  laboratory  courses  are  offered  in  Zoology  and  Physiology,  and  a  course 
in  Spanish.  These  can  be  taken  as  optional  or  elective  studies. 

It  will  be  seen  that  drawing,  in  a  greater  or  less  degree,  is  included 
in  each  of  these  courses.  In  the  course  in  Mechanical  Engineering 
it  forms  a  very  essential  feature.  Tlje  following  is  the  detailed  state¬ 
ment  of  this  course. 

DEPARTMENT  OF  MECHANICAL  ENGINEERING. 

Professor  Edwards.  Instructor  Niernsee. 

In  this  department  there  are  twenty-two  classes — 

First,  Second,  and  Third  Mechanical  Drawing. — These  classes  meet  three  periods 
a  week,  of  two  hours  each,  the  first  two  throughout  the  session,  the  third  during 
one  term. 

First  Mechanical  Drawing. — The  proper  use  and  care  of  drawing  instruments, 
construction  of  plane  figures,  the  study  of  helical  and  other  curves,  the  projection 
and  sections  of  geometrical  solids,  shading,  tinting,  and  conventional  use  of  colors. 


548  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Second  Mechanical  Draiving. — The  making  of  accurate  working-scale  drawings 
from  measurements,  and  rough  sketches  of  parts  of  machinery,  and  the  drawing 
necessary  in  connection  with  the  course  in  mechanism,  and  gear  construction,  with 
practice  and  tracing  in  blue  printing. 

Third  Mechanical  Drawing. — Detail  and  assembly  drawings  from  machinery, 
followed  by  mechanism  designs  and  boiler  drawings.  Machine  design. 

The  classes  in  Free-hand  Drawing  meet  three  periods,  of  two  hours  each,  through¬ 
out  session. 

First  Free-hand  Drawing. — Charcoal  and  crayon  drawing  from  plaster  casts  of 
geometrical  solids.  Perspective  drawing  in  pencil,  illustrated  by  problems. 

Second  Free-hand  Drawing. — “Antique”  drawing  from  plaster  casts  of  feet, 
hands,  masks,  and  busts. 

Third  Free-hand  Drawing. — “Antique”  drawing  from  plaster  casts  of  the  human 
figure. 

Fourth  Free-hand  Drawing. — “  Life”  drawing  from  the  living  model. 

In  addition  to  the  foregoing,  two  special  classes  in  Free-hand  Drawing  are  formed 
in  connection  with  course  in  Natural  History.  First  year. — Blackboard  drawing 
of  diagrams  and  cuts  for  lecture  illustrations,  in  colored  chalks.  Second  year. — 
Anatomical  studies,  plant  and  insect  forms  from  nature  in  pencil,  pen  and  ink, 
and  water  colors. 

Drawing  is  considered  as  a  language,  or  mode  of  expressing  ideas,  and  as  being, 
therefore,  not  less  important  than  linguistic  study  on  account  of  its  disciplinary  as 
well  as  its  direct  practical  value.  As  a  language  it  is  an  intelligible  mode  of  com¬ 
municating  thoughts  and  explaining  things,  having,  moreover,  this  advantage  over 
other  languages  spoken  or  written,  that  it  is  universal,  that  it  is  almost  alike 
intelligible  to  all  the  diverse  races  of  mankind,  needing  no  translation,  but  at  once 
“  known  and  read  of  all  men.” 

The  exercises  consist  mostly  in  drawing  directly  from  the  objects.  The  student 
is  expected  to  observe  constantly  the  relation  of  the  object  to  the  mode  of  its  repre¬ 
sentation,  and  to  become  self -directing,  without  wasting  time  in  copying  the  delin¬ 
eation  of  others. 

COURSES  IN  SHOP  WORK. 

First  Shop  Work. — This  is  a  course  in  Wood  Work,  and  consists  in  instruction  in 
the  ordinary  carpenter’s  and  pattern-maker’s  tools,  and  the  performing  of  such 
operations  as  planing,  sawing,  trueing  up,  rabbeting,  ploughing,  mortising,  tenon¬ 
ing,  dovetailing,  squaring,  tonguing,  cornering,  dowelling,  splicing — straight  and 
scarfed,  &c.  Practice  will  be  given  in  turning,  scroll  work,  &c.,  with  the  scroll 
saw,  and  in  such  work  as  requires  the  use  of  other  ordinary  machine  tools. 

Second  Shop  Work. — This  consists  in  the  ordinary  bench  and  vice  work  of  ma¬ 
chine  shop,  such  as  chipping,  filing,  drilling,  use  of  taps  and  dies,  and  fitting  in 
general.  A  portion  of  this  year  will  also  be  devoted  to  forge  work,  such  as  welding 
iron  and  steel,  tempering,  making  tools,  bolts,  nuts,  &c.  Brazing  and  soldering 
will  be  included  in  this  year’s  work.  Forge  work  will  indirectly  be  continued 
through  the  last  three  years,  as  the  student  will  be  required  to  dress  and  temper 
his  own  tools. 

Third  Shop  Work. — This  is  devoted  to  the  various  methods  of  moulding,  and  the 
commencement  of  a  course  in  machine  work. 

Fourth  Shop  Work. — This,  Machine  Work,  commenced  the  preceding  year,  con¬ 
sists  in  drilling,  planing,  boring,  shaping,  milling,  turning,  cutting  screw-threads, 
etc.  A  knowledge  of  the  different  kinds  of  work  that  each  tool  is  capable  of  turn¬ 
ing  out,  will  be  given  to  the  student  either  by  his  seeing  in  each  case  the  work  per¬ 
formed,  or  by  his  having  charge  of  or  performing  the  work  himself  in  as  many  in¬ 
stances  as  time  will  allow. 


SOUTH  CAROLINA - COURSES  IN  MECHANIC  ARTS.  549 


These  four  classes  meet  three  periods  of  two  hours  each,  every  week  during  their 
respective  years. 

COURSES  IN  MECHANICAL  TECHNOLOGY. 

First  Mechanical  Technology. — This  course  covers  the  nomenclature  of  carpen¬ 
try,  pattern-making,  and  other  kinds  of  wood  work,  the  tools  and  appliances  of 
each,  the  work  to  which  each  tool  is  adapted,  the  proper  method  of  handling  it, 
and  the  reasons  for  its  peculiarity  of  construction,  proper  cutting  bevels  for  edge 
tools,  &c.  This  course  runs  parallel  to,  and  is  an  adjunct  to,  First  Shop  Work. 
Text-book:  Shelley's  Work-shop  Appliances.  (This  class  meets  once  a  week  during 
session.) 

Second  Mechanical  Technology. — This  is  a  course  similar  to  the  preceding,  but 
with  machine  work  and  the  various  tools  and  methods  of  the  machinist  as  its  sub¬ 
ject.  This  course  is  prepai’atory  to  Second,  Third,  and  Fourth  Shop  Work.  Text¬ 
books:  Rose’s  Practical  Machinist;  Spretson’s  Casting  and  Founding;  West’s  Amer¬ 
ican  Foundry  Practice.  (This  class  meets  three  times  weekly  during  first  term.) 

COURSES  IN  MECHANICS. 

Mechanics. — In  the  first  term  of  the  year  given  to  this  study,  Elementary  Me¬ 
chanics  will  be  taken  up  and  finished.  During  the  second  term  will  be  discussed 
all  of  Mechanics  properly  understood  only  with  the  aid  of  calculus,  such  as  the 
determination  of  volumes,  areas,  centres  of  gravity,  pressure,  &c.  Text  and  refer¬ 
ence  books :  Todhunter’s  Elementary  Mechanics ;  Smith’s  Mechanics ;  Mosely’s 
Mechanics ;  Wood’s  Analytical  Mechanics. 

Principles  of  Mechanism. — This  embraces  the  general  subject  of  kinematics,  and 
has  to  do  with  the  laws  governing  the  motion  of  the  parts  of  a  machine,  but  with¬ 
out  reference  to  the  forces'  producing  the  motion.  It  also  proportions  the  moving 
parts  of  a  machine  regardless  of  strength,  so  that  certain  velocity  ratios  may  be 
insured  or  certain  desired  movements  accomplished.  Text-books  and  books  of  refer¬ 
ence:  Goodeve’s  Principles  of  Mechanism;  Stahl  and  Wood’s  Elements  of  Mechan¬ 
ism;  MacCord’s  Kinematics ;  Reulaux’s  Kinematics.  (This  class  meets  three  times 
a  week  during  first  term.) 

Applied  Mechanics. — The  application  of  mechanical  laws  to  structures  and  ma¬ 
chinery.  The  first  term  of  the  year  given  to  this  includes  the  study  of  prime 
movers  and  the  general  principles  of  machinery.  In  connection  with  prime  movers 
will  be  given  the  different  ways  of  transmitting  power  by  belts,  ropes,  gearing,  &c. ; 
and  such  special  machines  as  hydraulic  motors;  turbines,  their  principles,  efficiency, 
&c.  Under  the  general  head  of  principles  of  machinery  will  be  taken  up  statistics 
of  structures,  including  all  kinds  of  frames,  trusses,  girders,  &c.  Dynamics  of 
Machines;  Dynamics  of  the  steam  engine;  Friction. 

During  the  second  term  will  be  taken  up  the  strength  of  materials;  properties  of 
different  metals;  strength  of  elementary  structures;  iron  plates,  solid  and  perfor¬ 
ated;  riveted  and  welded  joints;  strength  of  all  kinds  of  cast  and  wrought  iron 
beams,  rails,  &c.  Text-books  and  books  of  reference:  Cotterill’s  Applied  Mechan¬ 
ics;  Rankine’s  Applied  Mechanics;  Thurston’s  Materials  of  Engineering;  Clark’s 
Tables  for  Mechanical  Engineers. 

COURSES  IN  DYNAMICS. 

Thermodynamics. — General  discussion  of  the  law  of  flow  of  elastic  fluids,  and 
the  heat  equations  of  the  action  of  steam  and  other  vapors  against  pistons.  Steam, 
gas,  hot  air,  and  oil  engines  viewed  both  practically  and  theoretically  as  heat 
engines.  Lectures  on  the  methods  employed  in  making  engine,  boiler,  and  pump 
tests  will  be  given,  and  when  an  opportunity  occurs  the  actual  test  will  be  made. 
The  theory  and  construction  of  the  working  parts  of  engines  will  be  studied  and 


550  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


considerable  time  devoted  to  valve  gears  and  link  motions.  Reference  and  text¬ 
books:  Goodeve’s  Steam  Engine;  Rose’s  Modern  Steam  Engines;  Rankine’s  Steam 
Engine. 

Designing. — The  application  of  the  previously  studied  principles  underlying  the 
motion,  strength,  &c.,  of  the  parts  of  machinery,  to  some  specific  machine  or  me¬ 
chanical  apparatus,  and  the  calculation  of  its  various  weights,  so  that  necessary 
strength  may  be  combined  with  minimum  weight.  This  will  be  accomplished  both 
by  the  aid  of  text  books  and  lectures.  Text-books:  Unwin’s  Elements  of  Machine 
Design.  (Class  meets  three  times  weekly  during  second  term.) 

In  the  last  year  of  his  course,  the  student  will  submit  a  thesis  on  some  mechanism 
planned  by  him,  a  test  made  by  him,  or  a  report  on  some  specialty  in  mechanical 
engineering;  such  thesis  or  test  to  be  full,  complete,  and  accompanied  by  the  neces¬ 
sary  drawings. 

THE  AIM  BEING  TO  GIVE  A  COMPREHENSIVE  VIEW  OF  THE  SUBJECTS  TAUGHT. 

General  Remarks. — The  aim  in  the  practical  shop- work  will  be  to  familiarize  the 
student  with  the  various  tools  and  work-shop  appliances,  the  peculiar  uses  to  which 
they  are  adapted,  and  thus  the  elements  of  the  trade  to  which  each  pertains.  The 
shop  experience  will  be  valuable,  not  so  much  from  the  skill  acquired,  though  it  is 
hoped  this  will  not  be  inconsiderable,  as  from  the  fact  that  it  will  give  a  knowledge 
of  the  capabilities  of  the  trades  the  students  may  expect  to  employ  in  carrying  out 
his  professional  work.  Knowing  the  possibilities  of  the  shops,  his  designs  can  be 
made  to  conform  to  the  best  and  cheapest  way  of  executing  them .  An  understand¬ 
ing  of  heavy,  expensive,  and  special  tools  will  be  afforded  by  photographs,  draw¬ 
ings,  and  descriptions  during  the  regular  course  in  mechanical  technology. 

Lectures  will  be  given  on  the  erection  of  machinery,  terbines,  injectors,  indica¬ 
tors,  brakes,  the  standard  pumps,  and  their  valve  gears,  belting,  pullies,  shafting, 
&c. ,  together  with  descriptions  of  those  in  common  use,  and  it  is  hoped  in  this  way 
the  student  will  acquire  an  understanding  of  the  principles  employed  in  the  con¬ 
struction  of  such  mechanical  contrivances  and  supplies,  as  well  as  become  familiar 
with  the  apparatus  he  may  expect  to  use  in  his  future  work.  The  above  are 
only  a  few  of  the  subjects  embraced  in  the  lectures,  and  are  mentioned  merely  to 
indicate  the  nature  of  the  subjects  to  be  comprehended  by  them.  Notes  will  be 
prepared  on  the  repair,  care,  and  management  of  machinery,  and  on  the  numerous 
tilings  in  regard  to  the  general  subject  of  mechanical  engineering  that  may  suggest 
themselves  from  time  to  time,  and  which  should  be  known,  but  are  not  generally 
embodied  in  text-books. 

Graduate  Course  in  Mechanical  Engineering. — Strength  of  materials:  particu¬ 
larly  relating  to  the  material  used  for  sti'uctural  purposes.  Contracts  and  specifi¬ 
cations:  details  and  methods  of  drawing  specifications  and  contracts  for  engines, 
boilers,  pumps,  foundations,  power  tools,  &c.;  making  estimates  as  to  cost,  weight, 
and  space  occupied.  Hydrodynamics:  Theory  and  efficiency  of  various  types  of 
turbines  and  water  wheels.  Laboratory  work:  Practice  in  experimental  work, 
such  as  boiler,  engine,  and  pump  tests;  measurement  of  power;  tests  of  the  effects 
of  engines  under  constant  and  variable  loads.  Visits  of  inspection  to  the  various 
industries  of  the  State,  and  special  reports  upon  the  maintenance,  equipment,  and 
condition  of  the  plant. 

It  will  be  the  aim  to  supplement  the  work  of  the  department  with  a  course  of 
lectures  by  the  best  Mechanical  and  Hydraulic  Engineers  of  the  State. 

This  course  leads  to  the  degree  of  Bachelor  of  Science.  To  obtain 
the  degree  of  Master  of  Science,  an  additional  year  of  schooling  is 
required  “with  proficiency  in  a  graduate  course,  in  not  less  than 
three  scientific  studies.”  For  the  degree  of  Mechanical  Engineer, 


UNIVERSITY  OF  SOUTH  CAROLINA - STATISTICS.  551 


a  graduate  course  of  one  year,  “including  Designing,  Metallurgy, 
practical  testing  of  engines  and  machinery  for  efficiency,  and  the 
study  of  present  engineering  practices  and  precedents,”  is  required. 

The  expenses  of  students  for  the  college  year,  are  estimated  at 
about  $200. 

The  statistics  of  the  attendance  of  students  in  the  various  colleges 
and  Professional  Schools  of  the  University,  are  condensed  as  follows: 


RECAPITULATION. 


Coll,  of 

L.  A.  &  S. 

Coll,  of 

A.  &  M.  A. 

Total. 

Graduate  Students  . 

8 

Under-Graduates : 

Seniors . 

19 

10 

29 

Juniors.  . 

11 

11 

22 

Sophomores . 

11 

11 

22 

21 

9 

30 

62 

41 

103 

Special  Students : 

Second  Year . 

0 

3 

3 

0 

3 

Elective  Students . 

9 

19 

-  6 

28 

71 

66 

Coll,  of 

Law 

Phar. 

School. 

Professional  Students : 

Second  Year . 

11 

9 

20 

First  Year . 

6 

13 

19 

17 

22 

39 

184 

Names  counted  twice . 

2 

182 

The  “General  Faculty  and  Officers,”  of  the  University;  comprise 
Thirty  in  all.  John  M.  McBryde,  ph.  d.,  ll.  d.,  is  the  President. 
James  Woodrow,  ph.  d.  (Heidelberg),  M.  d.,  d.  d.,  ll.  d.,  Dean  of 
“the  College  of  Liberal  Arts  and  Sciences.” 

The  Faculty  of  “the  College  of  Agriculture  and  Mechanic  Arts” 
numbers  eighteen  Professors  and  Instructors,  in  addition  to  the 
President  of  the  University.  Professor  Benjamin  Sloan  (West 
Point,)  is  Dean  of  the  College,  and  Professor  of  Physics  and  Civil 
Engineering. 

Claflin  College,  of  the  University  of  South  Carolina. 

South  Carolina  Agricultural  College  and  Mechanics  Institute, 
(Claflin  University),  is  situated  at  Orangeburg,  on  the  line  of  the 
South  Carolina  Railroad,  80  miles  from  Charleston,  and  50  from 
Columbia,  the  State  Capitol. 

As  a  branch  of  the  State  University  of  South  Carolina,*  this  col- 

*The  University  of  South  Carolina  shall  be,  and  it  is  hereby,  divided  into  two 
branches,  the  one  located  in  the  City  of  Columbia,  and  styled  the  Soutli  Carolina 
College,  and  the  other  in  or  near  the  town  of  Orangeburg,  to  be  styled  the  Claflin 
College;  *  *  *.”  Sec.  I,  Act  of  March  22,  1878. 


552  EDUCATION  IN  THE  INDUSTEIAL  AND  FINE  ARTS. 


lege  divides  tlie  income  of  the  National  land  grant  fund  with  the 
South  Carolina  College  of  Agriculture  and  Mechanics,  situated  at 
Columbia. 

HISTORY. 

In  July,  1869,  the  buildings  formerly  occupied  by  the  Orangeburg  Female  College 
were  purchased  through  the  efforts  of  Revs.  Dr.  A.  Webster  and  T.  W.  Lewis  j 
aided  financially  by  the  distinguished  family  whose  name  it  bears.  In  December 
following  a  liberal  charter  was  obtained  from  the  State  of  South  Carolina,  declar¬ 
ing  that  no  particular  religious  opinions  shall  be  required  as  a  test  of  office  of  any 
instructor  in  the  University;  and  that  no  student  shall  be  refused  admission  or 
denied  any  of  the  previleges  or  honors  of  the  said  University  on  account  of  race, 
complexion,  or  religious  opinions  which  he  may  entertain. 

By  act  of  Legislature,  approved  March  12,  1872,  the  Agricultural  College  and 
Mechanics  Institute  was  located  at  Orangeburg,  in  connection  with  Claflin  Uni¬ 
versity. 

AGRICULTURAL  COLLEGE  AND  MECHANICAL  INSTITUTE. 

In  the  Act  of  Congress  granting  public  lands  for  the  endowment  and  mainten¬ 
ance  of  such  institutions,  the  object  is  declared  to  be,  “  without  excluding  other 
scientific  and  classical  studies,  and  including  military  tactics,  to  teach  such  branches 
of  learning  as  are  related  to  agriculture  and  the  mechanic  arts.” 

To  carry  out  this  design  of  Congress,  an  experimental  farm  was  provided,  consist¬ 
ing  of  one  hundred  and  sixteen  acres,  which,  with  other  lands  under  the  control  of 
the  Claflin  Board,  constitute,  in  the  aggregate,  about  one  hundred  and  fifty  acres 
of  choice  land  mostly  under  cultivation.  There  is  also  a  carpenter  shop  for 
practical  instruction;  and  other  mechanical  departments  will,  it  is  expected,  be 
opened  as  the  means  shall  warrant.  Scientific  and  industrial  education  are  practi¬ 
cally  united,  and  the  student,  by  manual  labor  on  the  farm  and  in  the  shop,  can, 
from  his  paid  industry,  aid  materially  in  meeting  the  expenses  of  his  education. 

The  classical  course  of  Claflin  University,  is  of  four  years;  and  cor¬ 
responds  with  that  of  other  American  Colleges.  The  Agricultural 
and  Mechanical  course,  is  of  three  years.  The  catalogue  affirms 
that  it  “is  especially  adapted  to  the  wants  of  those  who  desire  a 
higher  education  for  the  industrial  pursuits.”  In  the  schedule  of 
studies  for  Sophomore  year,  “Draughting  is  included  under  the 
general  head  of  Mathematics  which  embraces  also  “Conic  Sections,” 
“Surveying,”  “Mensuration”  and  “Field  Work.” 

“  Draughting,”  also  appears  as  one  of , the  studies  in  the  classical 
course,  in  the  third  term  of  Sophomore  year. 

There  is  a  “  Normal  school  course”  of  three  years,  and  a  “  college 
preparatory  course”  of  three  years,  the  first  two  years  of  which  are 
the  same  as  the  corresponding  years  of  the  normal  school  courses. 
There  is  a  Grammar  school  course,  of  two  years. — In  none  of  these 
courses  is  there  reported  any  instruction  in  drawing,  other  than 
has  been  noted  above. 

In  1881-’82,  there  were  23  students  in  the  colleges  courses;  136  in 
the  Normal  and  College  preparatory;  184  in  the  Grammar  School. 
Total  number  of  pupils  in  all  courses,  343,  of  these  eight  were  in 
the  Sophomore  class  in  College;  and  only  twenty  were  receiving 
instruction  in  drawing. — 


CLAFLIN  UNIVERSITY - ADDRESS  BY  BISHOP  HAYGOOD.  553 


The  catalogue  of  “the  University,”  and  the  College,  for  1890-’91,* 
furnishes  in  itself  an  interesting  “object  lesson”  of  the  very  practi¬ 
cal  training  in  various  industries  which  is  here  offered  to  the  colored 
youth  of  South  Carolina.  Numerous  engravings,  showing  the 
students  while  engaged  in  the  different  trades  and  industries  here 
taught,  add  to  its  attractiveness  and  value.  The  annual  address 
delivered  at  the  Commencement  in  1891,  by  the  Rev.  Bishop  A.  G. 
Haygood,  D.  D.,  so  long  the  managing  agent  of  the  “  Slater  Fund 
for  the  promotion  of  the  education  of  the  colored  race  in  America,” 
taken  from  the  report  given  in  the  Charleston  “News and  Courier,” 
is  included  in  the  catalogue. 

Bishop  Haygood,  on  the  Education  of  the  Colored  Race. 

This  farewell  address  on  resigning  the  management  of  the  “Slater 
Fund,”  which  he  had  so  efficiently  directed  for  the  nine  years  of  its 
existence,  summing  up,  as  it  does,  the  results  of  his  wide  experience 
throughout  the  whole  South;  and  in  which  he  speaks  plainly  to  all 
the  colored  people  of  the  country;  can  hardly  fail  to  interest  all  who 
care  for  the  future  of  the  colored  citizens. 

As  the  thoughtful  utterance  of  one  who  had  demonstrated  his 
sincere  interest  in  that  race,  who  has  been  an  active  agent  in  promo¬ 
ting  their  educational  development  and  who  has,  at  the  same  time, 
kept  in  touch  with  his  fellow  southerners  of  the  white  race,  it  is  a 
document  well  worthy  the  consideration  of  all  who  are  interested 
in  the  welfare  of  the  whole  country.  Eight  millions  of  colored  citi¬ 
zens  cannot  be  ignored. 

The  extent  of  the  pecuniary  burden  undertaken  by  the  whites 
of  the  South  in  the  support  of  their  public  schools, — providing  for 
the  colored  children  as  well  as  for  the  white,  to  which  the  Bishop 
called  the  attention  of  his  colored  audience,  will  give  to  many  in  the 
North  a  new  view  of  what  the  people  of  the  South  are  accomplishing; 
while  his  graphic  portrayal  of  the  passionate  antagonism  of  the 
southern  whites  towards  the  proposed  Federal  election  law,  will 
doubtless  be  a  surprising  revelation. 

His  showing  of  the  wonderful  advance  made  by  the  colored  race 
since  their  first  landing  as  slaves  in  America,  and  his  wise  words  of 
caution  and  counsel  to  them  in  their  present  conditions,  mark  this  as 
a  memorable  address.  I  have,  therefore,  in  view  of  all  these  features 
of  this  discussion,  thought  it  well  to  give  it  place  among  the  Appen¬ 
dices  to  this  volume,  f 


*  Catalogue  of  Claflin  University,  College  of  Agriculture  and  Mechanics’  Institute 
Orangeburg,  S.  C.  1890-91.  New  York  Printed  by  Hunt  &  Eaton,  150  5tli  Avenue. 
1891.  Pp.  88. 
t  See  Appendix  Z. 


554  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Departments  and  Courses  of  Study. 

The  classical  and  literary  features  of  the  education  offered  at 
Claflin  University  remain  substantially  as  given  in  the  preceding 
account.  < 

The  ordinary  text  hooks  in  the  Classics,  in  the  Sciences,  and  in  the 
common  English  studies,  are  used.  The  modern  languages  are 
taught  through  the  whole  of  the  scientific  course,  and  through  the 
senior  year  of  the  classical  course.  Drawing  is  taught  in  the  first 
year  of  the  three  years  of  the  “College  preparatory  course”  and  in 
the  first  two,  of  the  three  years  of  the  “  Normal  course.”  Through 
each  of  the  six  “grades”  of  the  “English  course,”  Drawing  and 
Manual  Training  are  taught. 

The  “  Historical  Statement”  and  the  details  of  the  courses  in  the 
different  industries  which  follow,  are  taken  in  full  from  the  pages 
of  the  catalogue. 

Historical  Statement. 

The  existence  of  Claflin  University  is  due  largely  to  the  generosity  of  the  Hon. 
Lee  Claflin  and  family,  of  Boston,  Mass. 

The  college  campus  is  the  original  site  of  the  Orangeburg  Female  Seminary.  It 
contained  about  three  acres  of  land,  pleasantly  located  and  beautifully  shaded. 
There  was  one  large  wooden  building  well  adapted  for  dormitory  and  class-room 
purposes,  together  with  a  few  cheap  out-buildings. 

In  1869  this  property  was  purchased  and  set  apart  to  its  present  purpose. 

In  December  following  a  liberal  charter  was  obtained  from  the  State  of  South 
Carolina. 

Later  two  tracts  of  land  joining  the  original  purchase  were  secured,  containing 
respectively  thirty-seven  and  thirty  acres,  making  the  total  number  of  acres  sev¬ 
enty,  more  or  less. 

By  Act  of  Legislature,  approved  March  12,  1872,  the  College  of  Agriculture  and 
Mechanics’  Institute  for  Colored  Students  was  located  at  Orangeburg.  An  experi¬ 
mental  farm,  containing  about  one  hundred  and  sixteen  acres,  joining  the  Claflin 
property,  was  purchased.  For  the  sake  of  greater  economy  and  efficiency  the  two 
institutions,  while  distinct  in  every  other  particular,  are  operated  practically  as  one. 

In  January,  1876,  the  main  building  and  one  recently  erected  for  class  purposes 
were  consumed  by  fire.  Soon  after  a  large  brick  building  was  erected  in  the  place 
of  the  main  building  which  was  destroyed,  and  from  time  to  time  buildings  have 
been  added  until  there  are  over  twenty  that  are  used  for  school  purposes. 

The  farm  and  campus  have  been  improved,  trees  planted,  walks  and  drives  laid 
out,  fences  and  buildings  put  in  the  best  of  repair,  until  the  property  presents  a 
very  attractive  appearance.  The  location  is  healthful,  well  supplied  with  pure 
water,  and  is  free  from  malaria. 

In  addition  to  the  training  in  Mechanical  and  Industrial  Drawing 
there  is,  also,  provided  for  those  who  wish  it,  instruction  in  free 
hand  drawing  and  painting  as  follows: 

Department  of  Art. 

Mrs.  L.  M.  Dunton,  Instructor. 

This  department  has  for  its  object  the  cultivation  and  promotion  of  the  Fine 
Arts,  through  practice  and  criticism.  Its  aim  is  to  familiarize  the  student  with  the 
theory  and  practice  of  art. 


COLLEGE  OF  AGRICULTURE  AND  MECHANICS’  INSTITUTE.  555 


It  has  been  found  advisable  to  study  elementary  or  geometrical  forms  by  draw¬ 
ing,  advancing  to  copies  in  architectural  and  ornamental  designs.  As  the  study  of 
perspective  can  be  acquired  as  well  by  the  brush  as  with  pencil,  therefore  the  course 
in  art  will  be  selected  by  the  student.  The  choice  will  be  optional,  whether  pur¬ 
sued  with  pencil,  crayon,  pestelle,  India  ink  and  sepia,  or  with  the  brush  and 
colors. 

Free-hand  drawing  and  painting  is  made  a  specialty,  since  it  furnishes  the  only 
basis  for  accuracy  in  observing  nature  and  art,  and  secures  freedom  and  precision 
in  delineating  and  executing  designs.  Drawing  and  painting  from  objects  or  from 
nature  are  most  practiced.  Composing  or  designing  is  only  allowed  those  pupils 
who  have  an  innate  talent  for  such  work.  Only  one  among  the  many  receive  this 
latter  gift.  But  the  development  in  the  mind  of  the  pupil  for  a  love  and  a  fair 
execution  of  fine  art  can  be  accomplished  by  the  prescribed  course.  Far  more  atten¬ 
tion  is  paid  to  painting  in  oil-colors  than  in  water-colors.  During  the  spring  term 
it  is  designed  to  form  classes  to  sketch  from  nature,  as  soon  as  there  has  been  devel¬ 
oped  in  the  mipd  of  the  pupil  a  talent  for  this  work.  The  course  of  instruction  in 
painting  and  drawing,  covering  three  years,  is  arranged  as  follows: 

First  Year. — Drawing  from  objects,  mechanical  and  architectural — linear  and 
perspective.  Painting:  technical  practice;  ornamental  home  decorative  painting. 

Second  Year. — Teclmical  practice;  copying  from  masters;  studies  in  still-life  or 
nature.  Lectures  accompanying  each  lesson  on  harmony  and  blending  of  color; 
chiaro-oscuro  and  composition. 

Third  Year. — Perspective  painting;  technical  practice;  studies  from  living  models; 
portrait-making;  composition  or  designs  in  landscape.  Lectures  on  the  Theory 
and  Practice  of  Art. 

Each  year  lessons  will  be  given  in  minor  painting,  covering  studies  in  the  imi¬ 
tation  of  natural  wood  or  painting  and  graining. 

******** 

Department  of  Manual  Training. 

The  age  is  becoming  more  practical.  In  the  past  the  effort  of  our  schools  and 
colleges  has  been  to  cultivate  the  mind,  leaving  the  training  of  the  body  largely  to 
the  freaks  and  circumstances  of  the  student. 

The  monotony  of  school  fife  has  been  broken  by  the  introduction  of  athletics, 
which  under  proper  restrictions  can  not  be  commended  too  highly.  But  nothing 
has  been  hailed  with  so  much  satisfaction,  both  by  students  and  patrons,  as  the 
introduction  of  manual  training. 

The  advantages  arising  from  the  systematic  training  of  the  body  and  the  hand 
and  the  teaching  of  trades  and  industries  in  connection  with  courses  of  literary 
culture  are  so  patent  that  no  excuse  or  argument  is  needed  to  convince  the  thought¬ 
ful  mind  of  the  wisdom  of  the  undertaking. 

Over  $20,000  have  been  spent  in  supplying  outfits  for  the  various  industrial 
departments  of  Claflin  University,  and  it  is  the  purpose  of  the  management  to 
make  it  a  first-class  manual-training  school. 

The  object  of  the  industrial  feature  is  to  give  instruction  in  manual  training  and 
to  teach  trades  in  connection  with  literary  studies. 

In  order  to  provide  for  manual  training  there  is  no  effort  to  lower  the  literary 
standard  of  the  University,  to  consume  time  that  properly  belongs  to  that  depart¬ 
ment,  or  to  detract  in  any  way  from  the  broadest  and  most  thorough  literary  cul¬ 
ture. 

The  question  really  at  issue  between  the  old  and  new  schools  is  not  in  regard  to 
the  necessity  for  recreation,  nor  the  amount  of  it  a  student  needs,  but  whether  he 
shall  obtain  it  in  the  gymnasium,  on  the  diamond,  at  the  regatta,  or  in  the  shops. 

There  are  arguments  that  seem  well  to  sustain  botli  theories ;  but  to  the  student 


556  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


of  moderate  means,  who  is  dependent  upon  his  own  energies  and  resources  for  a 
livelihood,  there  seems  to  be  but  one  choice. 

The  best  education,  for  the  masses  at  least,  is  that  which  develops  most  com¬ 
pletely  all  that  there  is  in  a  man,  and  that  places  the  entire  resources  of  his  nature 
most  thoroughly  at  the  command  of  their  possessor. 

That  literary  training  is  of  paramount  importance  few  will  deny;  but  the  training 
of  the  mind,  the  body,  and  the  soul  simultaneously  seems  to  be  more  in  accordance 
with  human  needs.  The  mind  may  be  trained  to  think,  but  unless  the  eye  is  trained 
to  see,  the  ear  to  hear,  and  the  hand  to  execute,  much  power  will  necessarily  be  lost. 

To  many  the  education  of  the  past  has  been  too  theoretical  and  visionary,  and 
has  educated  men  out  of  their  spheres  rather  than  into  them,  while  the  new  educa¬ 
tion  seeks  to  be  broader,  more  practical,  and  more  useful. 

The  shops  themselves  are  an  object  lesson;  for  in  them  the  student  is  brought 
into  contact  with  a  great  variety  of  material,  tools,  and  machinery.  His  vocabu¬ 
lary  touching  these  things  is  increased,  and  he  is  much  better  prepared  to  deal  with 
mechanics  and  appreciate  the  value  and  utility  of  their  productions. 

Experience  has  demonstrated  that  the  subjects  taught  in  the  literary  departments 
receive  a  new  inspiration  from  the  practical  applications  which  are  made  of  them 
in  the  manual-training  departments.  For  instance,  there  is  scarcely  a  principle  of 
mathematics  that  is  not  found  useful  and  helpful  in  the  mechanical  departments. 
Students  soon  learn  that  mathematics  is  as  essential  to  them  as  the  tools  in  their 
hands,  and,  consequently,  a  subject  that  has  seemed  abstract  and  uninteresting 
suddenly  becomes  one  of  the  most  interesting  in  the  curriculum. 

Claflin  University  has  in  successful  operation  the  following  trades  and  industries : 

A  list  of  twenty  different  “schools,”  with  the  number  of  pupils 
attending  each,  follows  :  as  these  figures  are  repeated  in  the  very  full 
“summary”  of  students,  which  will  be  given  later,  they  are  here 
omitted. 

It  will  readily  be  seen  from  the  details  given  of  instruction  in  these 
various  occupations,  that  much  of  it  is  of  that  same  practical  kind  of 
training  as  is  given  in  a  “  Trade  School”;  and  it  seems  for  this  very 
reason,  wisely  adapted  to  the  needs  of  the  pupils ;  being  such  as  is 
calculated  to  fit  them  to  become  self  supporting  members  of  society. 

ARCHITECTURAL  AND  MECHANICAL  DRAWING. 

“  Drawing,”  says  one,  “is  the  very  soul  of  true  technical  education,  and  of  exact 
and  intelligent  workmanship.”  Drawing  cultivates  perception  and  stimulates 
invention.  It  often  enables  to  express  by  diagrams  what  can  not  be  so  readily  and 
clearly  expressed  by  language.  It  is  regarded  of  first  importance  in  all  manual¬ 
training  schools.  Students  are  first  taught  to  work  out  their  lessons  on  paper,  and 
when  the  object  that  they  desire  to  make  is  clearly  defined  in  their  minds,  then  the 
tools  and  material  are  placed  at  their  command  for  an  actual  verification  of  the 
principles  they  have  learned. 

COURSE  OF  STUDY. 

Selection  and  uses  of  drawing  instruments. 

The  use  of  the  scale  as  applied  to  drawing. 

Simple  geometric  constructions  involving  the  use  of  instruments,  definitions,  etc. 

Lectures  on  the  history  and  development  of  architecture. 

Free-hand  drawing  of  scrolls,  irregular  objects,  etc. 

Drawing  from  models  to  a  scale. 

Sections  and  intersecting  drawings. 


CLAELIN  UNIVERSITY - WOOD  AND  IRON  WORK  SHOPS. 


557 


Drawing  plans  for  wood,  brick,  or  stone  constructions  and  foundations. 

Drawing  elevations  in  wood,  brick,  and  stone  interiors  and  exteriors. 

Principles  of  designing. 

Original  designing — plans,  elevations,  etc. 

Detailed  or  working  drawings. 

Exercises  in  writing  specifications,  contracts,  etc. 

Lectures  on  building  and  superintendence. 

Lectures  on  historic  styles  of  architecture  and  ornamentation. 

Lectures  on  ventilation. 

SCHOOL  OF  CARPENTRY. 

This  department  is  furnished  with  benches,  tools,  etc.,  for  classes  of  twenty. 

Lessons  are  given  from  drawings  prepared  by  the  superintendent. 

Students  are  taught  the  names  and  uses  of  tools,  and  how  to  keep  them  in  order. 

A  variety  of  actual  work  is  performed,  such  as  building  cottages,  shops,  repair¬ 
ing  buildings,  making  and  repairing  furniture,  ornamenting  buildings  and  campus, 
building  and  repairing  fences,  making  and  repairing  agricultural  implements, 
making  wardrobes,  etc. 

The  following  is  the  course  of  study  to  be  pursued: 

I.  Exercises  in  methods  of  holding  and  using  try-square,  gauge,  dividers,  bevel, 
saw,  mallet,  chisel,  and  plane. 

II.  Elementary  framework — cross  lap  joint,  tenon  and  mortise  joint,  end  T.  & 
M.  frame,  and  blind  T.  &  M.  brace  frame. 

III.  Lathe  work — cylinders,  spindles,  handles,  rosettes,  etc. 

IV.  Advanced  framework — miter  lap  joint,  dovetail  joint,  lap  dovetail  joint, 
methods  of  scarfing,  keyed  joints,  double  dovetail  puzzle,  etc. 

V.  Small  articles,  embracing  framework,  nail-driving,  turning,  scroll-sawing, 
and  miscellaneous  work. 

VI.  Cabinet  work — sawing,  turning,  framing,  wood-carving,  paneling,  brackets, 
plain  bedsteads,  waslistands,  tables,  etc. 

WOODWORKING  BY  MACHINERY. 

This  department  is  supplied  with  a  40-horse  power  boiler  and  engine,  planer,  rip 
saw,  jig  saw,  cut-off  saw,  variety  machine,  three  turning  lathes,  boring  and  mor¬ 
tising  machine,  etc.  Students  are  taught  how  to  operate  the  machines  and  how 
to  keep  them  in  order.  By  the  combined  efforts  of  the  departments  of  carpentry 
and  machinery  the  University  has  been  enabled  to  do  its  own  building,  repair¬ 
ing,  and  to  manufacture  its  own  furniture. 

SCHOOL  OF  BLACKSMITHING. 

This  department  is  fitted  up  with  eight  forges,  driven  by  a  steam  fan,  and  with 
the  necessary  outfit  of  tools,  vises,  drills,  etc.  The  course  of  instruction  includes 
the  care  and  management  of  the  fire,  and  lessons  in  heating,  holding,  and  striking 
iron.  Drawing,  upsetting,  shaping,  bending,  punching,  cutting,  breaking,  welding, 
hardening  and  tempering  steel. 

Considerable  attention  is  given  to  repairing.  Many  shop  tools  have  been  made, 
such  as  tongs,  hammers,  swedges,  fullers,  punches,  chisels,  flatters,  cleavers,  hardies, 
headers,  bending-forks,  tire  sets,  drawjacks,  traverse  wheels,  wrenches,  bevel- 
squares,  try-squares,  screwdrivers,  pincers,  clinch  knives,  toe  knives,  shoe  hammers, 
masons’  hammers,  calipers,  etc.  Special  attention  given  to  filing  and  finishing, 
and  there  are  many  specimens  of  work  on  exhibition  that  do  credit  to  the  depart¬ 
ment. 


558  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


SCHOOL  OF  MILLING. 

A  first-class  mill  has  been  furnished,  and  students  are  taught  how  to  grind  corn 
into  meal,  grits,  and  hominy.  Feed  is  also  ground  for  the  stock. 

BRICKLAYING. 

Students  are  first  taught  the  names  and  uses  of  the  tools.  Then  follow  lessons 
in  the  kinds  of  materials  and  their  uses,  mixing  mortar,  cement,  etc. 

Practice  is  then  given  in  laying  walls,  corners,  window  and  door  caps,  arches, 
flues,  chimneys,  cornices,  etc. 

During  the  early  part  of  the  course  good  work  only  is  sought,  but  later  good 
work  and  speed  are  insisted  upon. 

Instruction  is  also  given  in  reading  plans  and  specifications.  Students  who  wish 
to  stand  at  the  head  of  their  business  will  join  a  class  in  architectural  drawing. 

Two  large  boilers  were  set,  several  foundations  for  buildings  put  down,  forges 
and  flues  built,  and  a  great  variety  of  practice-work  accomplished  last  year. 

PLASTERING. 

Special  instruction  is  given  in  lathing,  plastering,  whitewashing,  and  frescoing. 
Samples  of  this  work  are  upon  exhibition  at  the  University. 

One  house  was  plastered,  repairs  made,  and  practice-work  done  last  year. 

This  department  is  attractive,  and  many  students  have  learned  enough  in  one 
year  to  command  good  wages  during  their  vacation. 

STEAM  LAUNDRY. 

A  commodious  two-story  building  has  been  erected  and  furnished  with  the  most 
improved  laundry  machinery,  the  entire  outfit  costing  $4,000.  The  object  of  this 
enterprise  is  to  give  instruction  in  all  that  pertains  to  good  laundering,  so  that 
young  ladies  may  have  the  advantage  of  their  training  in  their  homes  or  may  fol¬ 
low  it  as  a  business. 

The  work  of  the  University  is  done  here,  and  girls  of  moderate  means  may  earn 
a  part  of  their  necessary  expenses  by  doing  extra  work. 

SCHOOL  OF  TAILORING. 

This  department  started  under  favorable  auspices,  but  owing  to  the  expense  of 
material  and  our  inability  to  compete  with  ready-made  clothiers  we  have  decided 
to  confine  the  work  of  this  department  entirely  to  repairing,  cleaning,  and  dyeing. 

SCHOOL  OF  PRINTING. 

This  department  is  under  the  management  of  an  experienced  printer.  The  office 
is  furnished  with  a  good  press  and  sufficient  material  to  do  a  nice  line  of  jobbing 
and  to  publish  a  small  paper  called  the  Claflin  Miscellany.  The  printing  class  was 
large  last  year,  and  commendable  progress  was  made  by  the  apprentices. 

SCHOOL  OF  HOUSE-PAINTING. 

Lessons  are  given  in  colors  and  in  mixing  and  applying  paints  and  varnishes, 
also  in  graining  and  frescoing.  Last  year  the  classes  painted  the  exteriors  of  six 
buildings,. besides  considerable  practice-work.  Specimens  of  the  work  of  this  de¬ 
partment  are  on  exhibition  at  the  University. 

COOKING. 

Classes  are  taught  both  at  the  Simpson  Industrial  Home  and  at  the  University. 
The  departments  are  furnished  with  the  necessary  outfit  of  appliances  and  material. 


CLAFLIN  UNIVERSITY - TRAINING  IN  INDUSTRIES.  559 


These  classes  have  usually  furnished  the  whole  or  a  part  of  a  dinner  once  a  week 
for  all  of  the  students  in  the  boarding-hall. 

Special  attention  has  been  given  to  the  cooking  and  serving  of  plain  foods  in  dif¬ 
ferent  ways. 

Through  the  liberality  of  a  gentleman  in  the  West  the  erection  of  a  building 
especially  for  this  department  is  made  possible . 

The  following  course  of  instruction  will  be  pursued:  Care  of  ranges.  Cooking 
cereals.  Soups.  Regulating  fires.  Cooking  meats.  Making  bread.  Making  des¬ 
serts. 

COOKING  FOE  THE  SICK. 


Meat  soups  and  broths, 
dishes  and  relishes. 


Cooling  beverages.  Cereal  soups  and  broths. 
Nurse  Training. 


Dainty 


This  department  undertakes  to  give  such  instruction  as  shall  enable  students  to 
take  intelligent  care  of  themselves  and  the  sick. 


NURSE-TRAINING  COURSES — NON-PROFESSIONAL. 

First  Year. — Study  as  to  Care  of  the  Sick  Room — Ventilation,  Temperature,  Fur¬ 
nishings,  Disinfectants  in  Infectious  and  Contagious  Diseases.  Philosophy  of  Hot 
and  Cold  Water  Baths,  and  how  to  administer  them  in  all  diseases. 

Study  of  Applications — Cupping,  Enemata,  Suppositories,  Poultices,  Counter- 
irritants,  Lotions  to  Relieve  Pain.  (Massage  and  Swedish  Movements.) 

Instruction  in  Fever  Nursing — Typhoid,  Malarial,  Scarlet,  etc. ;  Small-pox,  Mea¬ 
sles,  Mumps,  Diphtheria. 

Second  Year. — Method  of  Ascertaining  and  Noting  Pulse,  Temperature,  and  Res¬ 
piration.  Administration  of  Anaesthetics.  Surgical  Nursing.  Application  of 
Bandages  and  Splints. 

Preparation  and  Method  of  Serving  Food.  Preventing  and  Dressing  of  Bed¬ 
sores,  and  Arranging  Positions.  Method  of  stopping  Hemorrhage.  What  to  do  in 
Emergencies — Drowning,  Sun-stroke,  Struck  by  Lightning,  Burns,  Bites,  Bleed¬ 
ings. 

PROFESSIONAL. 


Third  Year. — To  complete  a  course  preparatory  to  Professional  Nursing,  the  fol¬ 
lowing  additional  year  of  study  is  required. 

Special  Anatomy  and  a  Thorough  Course  in  Midwifery,  Chemistry,  Materia  Med- 
ica,  Therapeutics,  Toxicology,  Theory  of  Poisons. 

PLAIN  SEWING. 

All  of  the  girls  not  members  of  the  dressmaking  classes  are  required  to  take  plain 
sewing.  So  far  as  we  are  able  we  provide  them  with  material  for  the  making  of 
useful  articles ;  but  many  are  kept  upon  sample  or  practice  work.  We  find  no 
difficulty  in  keeping  up  an  interest,  and  even  an  enthusiasm,  in  this  department. 

By  our  new  system  of  dress-cutting  by  measure  any  girl  of  ordinary  intelligence 
can  learn  in  one  year  to  cut  and  make  a  dress  in  good  style.  Persons  who  are  not 
members  of  the  University  are  at  liberty  to  learn  the  system  by  the  payment  of  a 
small  fee. 

Simpson  Industrial  Home. 

Another  important  Industrial  feature  is  the  Simpson  Memorial  Home,  established 
by  the  ladies  of  Philadelphia,  in  memory  of  the  late  Bishop  Matthew  Simpson,  one 
of  the  bishops  of  the  Methodist  Episcopal  Church.  A  neat  two-and-a-half  story 
building,  containing  twelve  rooms,  has  been  erected  and  furnished  throughout. 


560  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  Home  is  under  the  care  of  a  matron,  who  gives  daily  instruction  in  the  art  of 
Domestic  Economy.  Several  girls  reside  permanently  in  the  Home,  and  have  the 
constant  benefits  of  the  same;  others  are  sent  by  classes  from  the  University  for 
instruction  in  cutting,  sewing,  and  ornamental  work. 

This  school  is  under  the  auspices  of  the  Woman’s  Home  Missionary  Society  of 
the  Methodist  Episcopal  Church. 

COURSE  OF  STUDY  IN  THE  SIMPSON  INDUSTRIAL  HOME. 


First  Term. — Plain  Cooking,  Plain  Needlework,  Laundry  Work,  General  House¬ 
keeping,  Good  Manners. 

Second  Term. — Bread-making,  Cutting  and  Sewing,  Laundry  Work,  Care  of  Sick, 
Hygiene,  Lectures. 

Third  Term. — Pastry  Cooking,  Dressmaking,  Fine  Laundering,  Millinery,  Hy¬ 
giene  and  Sanitary  Regulations. 

Care  of  Rooms,  General  Housework,  and  Work  in  the  Dining  Halls  required 
every  day. 


Department  of  Agriculture. 


The  School  of  Agriculture  was  established  in  1872,  and  is  sustained  by  a  portion 
of  the  interest  accruing  from  the  Agricultural  Land  Scrip  of  South  Carolina.  This 
department  provides  a  farm  of  about  one  hundred  and  sixteen  acres,  a  superintend¬ 
ent,  and  a  sum  of  money  to  meet  incidental  expenses  and  to  pay  students  for  nec¬ 
essary  labor.  The  funds  at  command  are  not  sufficient  to  warrant  much  outlay  in 
experimental  farming.  The  special  effort  of  the  department,  therefore,  is  to  give 
the  students  lessons  in  practical  farming.  There  are  about  one  hundred  and  twenty 
acres  of  land  under  cultivation,  and  the  following  figures  will  indicate  the  products 
of  last  year:  1,600  bushels  of  Corn.  2,200  bushels  of  Sweet  Potatoes.  300  bushels 
of  Oats.  50  bushels  of  Clay  Peas.  26  bales  of  Cotton.  2,500  quarts  of  Milk.  Meat 
and  Vegetables. 

The  farm  not  only  furnishes  valuable  employment  to  students,  but  supplies 
largely  the  demands  of  the  University  Boarding  Hall. 

The  Boarding  Department  pays  the  market  price  for  all  provisions  obtained  from 
the  farm. 

Claflin  University  is  fully  committed  to  Industrial  Education.  The  time  has  now 
come  when  most  boys  and  girls  must  get  their  preparation  for  their  life-work  in 
the  schools.  Experience  has  shown  that  in  connection  with  a  course  of  mental 
training  a  student  has  time  to  acquire  a  trade,  and  that  a  few  hours  per  week  de¬ 
voted  to  industry  cultivates  not  only  the  hand,  but  the  head  and  heart  as  well. 

The  expenses  of  the  students  are  very  light;  for  “  lodging,  board, 
tuition,  washing,  etc.,”  the  “  Boarding  pupils  ”  pay  $8.50  per  month. 
Day  students  pay  from  one  to  two  dollars  per  month,  as  they  are 
less  or  more  advanced. 

It  hardly  needs  to  be  said  that  this  would  not  be  possible  unless 
three  fourths  of  the  expenses  of  the  institution  were  otherwise  “pro¬ 
vided  by  the  voluntary  contributions  of  the  friends  of  education; 
through  the  Freedmans  Aid,  and  Southern  Education  Society,  by  the 
State  of  South  Carolina,  and  by  the  Slater  and  Peabody  Funds.” 

The  following  statement  gives  in  detail,  the  number  of  pupils  in 
attendance  in  the  different  departments  and  those  learning  the  sev¬ 
eral  “trades  and  occupations.” 


STATISTICS  OF  CLAFLIN  UNIVERSITY  AND  COLLEGE.  561 


SUMMARY. 


Males. 

Females. 

Total. 

College- 

Seniors  . 

0 

'  0 

0  i 

Juniors . 

3 

0 

3 

Sophomores . 

3 

0 

3 

Freshman . 

5 

2 

7 

College  prepara¬ 
tory— 

Third  year . 

17 

2 

13 

19 

Normal- 

Third  year . 

9 

12 

21 

Second  year . 

31 

11 

42 

First  year . 

3G 

13 

39 

English  School — 
Sixth  grade . 

49 

24 

112 

73 

Fifth  grade . 

43 

36 

79 

Fourth  grade _ 

71 

58 

129 

Third  grade . 

64 

35 

DO 

Second  grade .... 

60 

33 

93 

First  grade . 

52 

40 

92 

Night  school . 

220 

86 

565 

306 

Teachers'  class . 

9 

16 

25 

Instrumental  music. . 

4 

17 

21 

Theological  class . 

32 

0 

32 

Agriculture . 

40 

0 

40 

Architectural  draw¬ 
ing . 

13 

0 

13 

Art  decorations . 

0 

20 

20 

Blacksmithing . . . 

98 

0 

98 

Bookkeeping . 

17 

0 

17 

Bricklaying . 

92 

0 

92 

Cabinet-making  .... 

20 

0 

20 

Males. 

Females. 

Total. 

165 

0 

165 

0 

35 

35 

0 

120 

120 

0 

13 

13 

0 

36 

36 

15 

0 

15 

12 

0 

12 

6 

0 

6 

8 

0 

8 

10 

60 

70 

14 

1 

15 

92 

0 

92 

339 

226 

565 

20 

0 

20 

69 

10 

79 

10 

180 

190 

21 

0 

21 

238 

112 

350 

4 

2 

6 

1 

4 

5 

22 

5 

27 

15 

2 

17 

67 

79 

146 

201 

443 

266 

709 

255 

964 

Carpentry  . 

Cooking . 

Crocheting . 

Domestic  economy 

Dressmaking . 

Engineering  (steam). 

Gardening . 

Glazing  . 

Grinding  (cereals). . . 
Laundering  (steam) . 

Nurse  training . 

Painting  and  graining 

Penmanship . 

Plaining  and  sawing 

(steam) . 

Printing . 

Sewing . 

Shoemaking . 

Boarders . 

Graduates  1891: 
College  prepara¬ 
tory  . 

Normal . 

Total  graduates: 

College . 

College  prepara¬ 
tory . 

Normal . 

Total  attendance,  1891 
Sterling  department* 
Grand  total  for  1890 
and  1891 . 


*  We  do  not  expect  to  report  the  Sterling  Department  after  this  year. 


The  ‘‘University,”  and  the  “  College,  have  different  corporations, 
though  they  are  practically  operated  as  one  institution.  The  Gov¬ 
ernor,  the  Chief  Justice,  and  two  associate  Justices  of  the  Supreme 
Court,  The  State  Superintendent  of  Education,  and  the  Chairman  of 
both  the  Senate  and  the  House  Committees  on  Education,  are  “Ex 
officio,”  members  of  the  Board  of  Trustees  of  “The  Claflin  College 
of  Agriculture  and  Mechanics  Institute.”  There  are  also  nine“  elec¬ 
tive  members.”  The  College  Faculty,  numbers  six  Professors  in 
addition  to  the  President.  The  Preparatory  and  Normal  Faculty  is 
composed  of  the  same  Professors;  with  the  addition  of  one  “Adjunct 
Professor”  and  one  “Instructor.” 

There  are  eight  teachers  in  the  English  Schools.  There  are  a 
number  of  assistants  in  the  Trade  Schools. 

Rev.  L.  M.  Dunton,  a.  m.,  d.  d.,  is  President. 


ART — VOL  4 - 36 


CHAPTER  XIV. 


UNITED  STATES  LAND  GRANT  COLLEGES  OF  AGRICULTURE  AND  THE 

MECHANIC  ARTS—  Continued. 


ANALYSIS  OF  CHAPTER. 

Tennessee:  The  University  of,  and  State  Agricultural  College, 
Knoxville,  Tennessee . . . 

Historical  statements  of  origin  and  development — Agricultural  College  made 
a  department  of  the  University  in  1869 — A  fine  farm  purchased  for  it — 
Statements  concerning  origin  and  objects  of  a  Science  College,  quoted  from 
University  Catalogue  of  1878— ’79 — Courses  of  study,  as  given  in  Biennial 
Report  to  Legislature,  in  1881— Seven  full  courses,  each  of  four  years;  and 
two  partial  courses,  each  of  two  years— Drawing,  a  required  study  in 
courses  in  Agriculture,  Engineering,  and  Applied  Mathematics — History 
of  University,  by  Professor  T.  C.  Karns,  M.  A.,  in  “Circular  No.  5,  1893,” 
of  U.  S.  Bureau  of  Education,  referred  to — Biennial  Report  by  Trustees  to 
Legislature,  Dec’r  31st,  1892,  quoted — New  buildings  described— Increase  of 
attendance  for  past  six  years,  shown — President’s  report  notes  important 
additions  to  buildings  and  equipment — Details  of  equipment  of  schools  of 
Mechanic  Arts,  and  of  Mechanical  Engineering  and  Drawing — Colored 
Students  attend  Knoxville  College — Equipment  and  Courses  of  Study  in 
Knoxville  College — Summary  of  Students  in  University — Charles  W. 
Dabney,  Jr. ,  Ph.  D. ,  LL.  D. ,  President. 

Texas:  Agricultural  and  Mechanical  College  of,  College  Station, 
Brazos  County,  Texas . 

Made  a  branch  of  proposed  State  University  in  1876 — Opened  October  6th, 
1876,  with  six  Students — Military  features  predominated  during  first  few 
years — Reorganized  in  1880 — Report  in  1880  by  President  Jones  who  dis¬ 
cusses  the  kind  of  education  demanded  in  the  U.  S.  Land  Grant  Colleges — 
Faculty  recommend  substitution  of  a  four  years  prescribed  course,  in  place 
of  Elective  Courses — Industrial  Duties  considered — No  “  Manual  Labor” 
School  proposed— Two  Courses,  An  “Agricultural,”  and  a  “  Mechanical,” 
of  three  years  each,  decided  on — Drawing  which  extends  through  all  the 
Mechanical  Course  does  not  appear  in  the  Agricultural — Extracts  from  two 
Annual  Reports  by  Professor  Van  Winkle,  in  charge  of  the  “  Department 
of  Mechanical  Engineering  and  Drawing” — Catalogue  of  1893,  shows 
Courses  lengthened  to  fours  years  each — Development  of  the  College — Post 
Graduate  Courses — Drawing  as  now  taught  in  both  the  Agricultural  and 
Mechanical  Courses — Total  number  of  Students  1892-’93,  293 — Faculty 
numbers  31 — L.  S.  Ross,  President. 


Page. 

565 


584 


Vermont  :  University  of,  and  State  Agricultural  College,  Burling¬ 
ton,  Vermont .  .  596 

Historical  Statements — State  Agricultural  College,  incorporated  with  Univer- 

563 


564  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Page. 

sity  in  1865 — University  Department  of  Applied  Science  with  course  of  four 
years,  open  to  Young  Women  andMen — Courses  of  Study — Drawing  taught, 
through  all  the  years  of  Courses  in  Engineering — Drawing  taught  in  Agri¬ 
cultural  Course,  during  first  term  of  Sophomore  year,  only — In  1880— ’81 ,  an 
attendance  of  76  Academical  Students,  and  143  Students  of  Medicine — Cata¬ 
logue  of  1892-93,  shows  great  development  of  the' Scientific  Department  of 
the  University  in  new  branches  of  Engineering — Important  additions  to  the 
University  buildings  have  been  made — These  include  The  Billings  Library 
building,  the  Museum  building,  and  a  new  building  for  the  Mechanical 
Department — Catalogue  for  1892-’93,  shows  221  Academical  Students  in 
attendance;  with  a  total  of  448  University  Students — The  Faculty  of  the 
Department  of  Engineering  numbers  14  Professors.  The  total  University 
Faculty  numbers  52 — Matthew  Henry  Buckham,  D.  D.,  President. 

Virginia:  Agricultural  and  Mechanical  College,  Blacksburg,  Vir¬ 
ginia .  600 

Founded  by  the  Legislature  in  1872,  and  designated  to  receive  two-thirds 
of  the  income  from  the  U.  S.  Land  Grant  of  1862 — Succeeds  to  the  real 
estate  formerly  the  property  of  the  “  Preston  and  Olin  Institute,”  at  Blacks¬ 
burg,  Montgomery  County— Opened,  October  1st,  1872,  with  131  Students — 

The  property  referred  to,  consisted  of  one  large  College  Building  and  five 
acres  of  land — A  farm  near  by  of  250  acres  was  bought  for  the  use  of  this 
new  Agricultural  College — Report  by  Hon.  Wm.  H.  Ruifner,  State  Super¬ 
intendent  of  Education,  Chairman  of  Committee  on  the  New  College — 

Dr.  Ruifner,  quotes  from  report  on  Education  by  Hon.  John  W.  Hoyt, 

U.  S.  Commissioner  to  Paris  Exposition  of  1867 — In  1880  Dr.  Ruifner, 
reports  results  of  a  tour  of  inspection  of  the  Industrial  Colleges  in  the 
U.  S.  and  Canada — Conclusions  of  this  interesting  report,  quoted — Catalogue 
of  1880,  shows  the  college  well  equipped  with  shops  and  machinery — The 
regular  course  is  one  of  three  years — Drawing  and  Mechanics  taught 
throughout  the  course — An  attendance  of  78  pupils  for  the  year  1880-’81 — 

The  outlook  in  1893 — Interesting  statements  by  President  McBrvde — The 
College  re-organized  in  1891 — New  buildings  and  equipment — Town  of 
Blacksburg  furnished  with  Electric  lighting  at  a  profit  to  the  college — 
Catalogue  for  1892-’93 — Importance  of  Department  of  Shop  work — Situa¬ 
tion  and  surroundings  of  the  College  described — Summary  of  Students — 

Total  number  177 — Faculty  number  27 — John  McBryde,  Ph.  D.,  LL.  D., 
President. 

Virginia:  Hampton  Normal  and  Agricultural  Institute,  Hampton,  Vir¬ 
ginia . . .  611 

Established  in  1868,  by  the  American  Missionary  Association  of  New  York, 
to  aid  education  of  colored  people — Chartered  in  1870,  by  Legislature  of 
Virginia — In  1872,  designated  to  receive  one-third  of  Virginia’s  share  of  the 
fund  established  by  the  U.  S.  Land  Grant  Law  of  1862 — Hampton  has  a  farm 
of  600  acres — In  1878,  the  experiment  of  instructing  Indian  youth  was 
begun — The  training  of  the  two  races  in  conjunction,  attracted  great  inter¬ 
est  and  has  proved  a  success — Extracts  from  General  Armstrong’s  reports 
for  1879,  and  for  1880 — School  Industries — Drawing  an  important  study — 

Total  attendance  for  1880— ’81,  371  colored  youth  ;  211  boys,  and  160  girls:  90 
Indians  ;  62  boys,  and  28  girls— Total  attendance  for  1881-’82,  501 — A  Noble 
Life — Death  of  General  Armstrong,  May  11th,  1893 — Memorial  Service  held 
on  Anniversary  Day,  May  25th,  1893— His  personal  work — Two  of  the  Memo¬ 
rial  Addresses  ;  one  by  President  Washington,  of  Tuskegee,  Alabama,  and 


CONTENTS  OF  CHAPTER  XIY. 


565 


Page. 

one  by  Col.  Tabb,  of  Hampton,  a  trustee — Extracts  from  publication  enti¬ 
tled  “  Story  of  Hampton  for  Twenty -two  Years” — Auto-biographical  sketch 
by  General  Armstrong — His  Story  of  the  inception,  organization  and  devel¬ 
opment  of  Hampton — Self-Help  the  fundamental  idea  of  the  School — Cost 
to  the  public — The  Colored  Schools  of  the  South — Sixteen  Thousand  free 
colored  schools  supported  in  the  Southern  States  by  taxation — Colored  Nor¬ 
mal  and  Collegiate  Institutions  in  the  South,  largely  aided  by  charitable 
individuals  and  societies  in  the  Northern  States — First  Indian  pupils 
received  in  1878 — This  experiment  has  proved  a  great  success — General 
Armstrong  pays  a  hearty  tribute  to  the  Board  of  Trustees  and  to  his  teacher 
associates  in  the  great  work  carried  on  at  Hampton  through  the  past 
quarter  of  a  century — Interesting  recollections  given  by  J.  B.  F.  Marshall, 

Esq.,  Treasurer  and  Resident  Trustee — Extracts  at  length  from  the  final 
report  made  by  the  late  General  Armstrong,  who  for  more  than  a  quarter 
of  a  century  has  been  the  inspiring  and  guiding  genius  of  Hampton — His¬ 
torical  statements  concerning  the  Past — The  present  methods  and  future 
policies  frankly  set  forth — Detailed  review  of  the  Industries  taught  and  car¬ 
ried  on  at  Hampton,  as  told  by  Annie  Beecher  Scoville,  Teacher — Summary 
of  students  in  attendance — The  Faculty — Rev.  H.  B.  Frissell,  Principal. 

West  Virginia.  The  West  Virginia  University,  Morgantown,  For¬ 
merly  Known  as  The  Agricultural  College .  646 

Established  by  the  Legislature  in  1867,  and  designated  to  receive  the  income 
of  the  U.  S.  Land  Grant  Fund  of  1862 — Citizens  of  Morgantown  gave  build¬ 
ings,  land  and  money — College  grounds  of  25  acres  contiguous  to  the  town — 

Name  changed  the  second  year  by  the  Legislature — 132  students  in  1879-80, 

224  in  1892 — The  increased  income  from  the  additional  Morrill  Fund  of  1890 
enabled  the  University  to  offer  two  new  courses  ;  one  of  three  years  in  Agri¬ 
culture  and  one  of  four  years  in  Mechanical  Engineering — A  part  of  this 
Fund  goes  to  the  West  Virginia  Colored  Institute  at  Kanawha — Instruction 
in  Drawing  is  limited  to  its  applications  in  Engineering  and  Mechanics — 

Total  number  of  students  in  1892-’93,  231 — Faculty  numbers  20 — E.  M. 
Turner,  LL.  D.,  President. 

Wisconsin.  The  University  op  Wisconsin,  Madison .  649 

Chartered  in  1848,  opened  in  1849 — Agricultural  College  organized  in  1866 — 

The  University  Fund  derived  from  U.  S.  Land  Grants  of  1838, 1846,  and 
1854 — Agricultural  College  Fund  from  U.  S.  Land  Grant  of  1862 — The  his¬ 
tory  of  the  origin  and  growth  of  this  prosperous  State  University,  well  illus¬ 
trates  the  continuous  and  beneficent  policy  of  the  U.  S.  Government  in 
aiding  Education — University  reorganized  in  1866;  to  conform  to  the  provi¬ 
sions  of  the  U.  S.  Law  of  1862 — Extracts  from  various  official  reports 
Drawing  fully  recognized — President  Adams’  interesting  analysis  of  the 
University  statistics,  showing  the  relative  attendance  on  different  courses 
of  studies — Great  number  of  subcourses  of  study  offered — Situation  of  the 
buildings  and  grounds  described — Organization  of  the  University — A  total 
attendance  of  1,287  students  in  1892-’93 — Officers,  106 — Charles  Kendall 
Adams,  LL.  D.,  President. 

The  University  of  Tennessee  and  State  Agricultural  Col¬ 
lege,  Knoxville,  Tennessee. 

The  Act  of  Congress  of  April  1806,  gave  to  the  State  of  Tennessee 
one  hundred  thousand  acres  of  land  for  school  purposes.  Two  col¬ 
leges  were  to  he  established  by  act  of  State  Legislature.  In  accord- 


566  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


ance  with  the  provisions  of  the  law  of  Congress,  the  necessary  acts 
were  passed  by  the  State  Legislature  October  26th,  and  December  3d, 
1807,  and  the  Trustees  of  East  Tennessee  College  were  incorporated 
to  have  charge  of  one  of  these  colleges.  Soon  after,  the  franchise 
and  property  of  Blount  College,  chartered  by  the  Territorial  Legis¬ 
lature  in  1794,  were  transferred  to  it.  This  college  continued  under 
this  charter  more  than  sixty  years.  In  1840,  it  was  made  a  Uni¬ 
versity ;  and  the  Trustees,  were  made  “The  Trustees  of  the  East 
Tennessee  University.” 

By  act  of  January  16,  1869,  the  Legislature  gave  in  trust  to  the 
University  the  proceeds  of  the  United  States  land  grant  under  the 
law  of  1862,  for  the  purpose  of  establishing  “The  Tennessee  Agricul¬ 
tural  College”  as  a  part  of  the  University. — The  trust  was  accepted 
and  the  college  organized  the  same  year.  Three  courses  of  study, 
The  Agricultural,  The  Mechanical,  and  The  Classical,  were  provided. 
These  were  arranged  in  three  separate  colleges  in  1877,  acting  under 
the  one  University  head.  In  1879,  at  the  request  of  the  “Trustees,” 
the  Legislature  changed  the  name  to  that  of  “The  University  of 
Tennessee.” 

The  College  held  a  tract  of  forty  acres  of  land  contiguous  to  the 
City  of  Knoxville,  on  which  were  the  several  buildings  of  the  insti¬ 
tution. 

When  the  Agricultural  College  was  established  a  desirable  tract 
of  285  acres,  a  half  mile  distant,  was  purchased  for  use  as  the  farm. 
The  law  requires  a  biennial  report  to  be  made  by  the  Trustees  to  the 
Legislature.  The  first  one,  made  October  1869,  gives  details  of  the 
possessions  of  the  University  and  of  the  purchase  of  the  agricultural 
farm,  etc.,  and,  also,  gives  an  account  of  the  visit  of  the  Trustees  to 
such  other  State  Agricultural  Colleges,  as  had  then  been  established; 
and  makes  a  strong  argument  for  the  promotion  of  scientific  studies 
instead  of  making  a  mere  manual  labor  school  for  farmer  boys. 
Two  preparatory  schools,  one  for  admission  to  the  scientific  and  one 
to  the  classical  course,  were  provided  by  the  trustees.  The  college 
opened  September,  1869,  with  104  students;  of  whom  27  were  in  reg¬ 
ular  college  classes. 

Some  changes  were  made  in  reorganizing  under  the  name  of  the 
State  University. — The  elective  system  was  adopted,  each  profes¬ 
sional  branch  was  called  “a  school”,  and  these  were  grouped  into 
colleges;  as  The  “College  of  Agriculture”,  The  “College  of  Engi¬ 
neering  and  Mechanic  Arts”,  and  the  “Classical  College.” 

The  following  statement  in  regard  to  scientific  education  is  taken 
from  the  Catalogue  of  1878-79. 

Of  the  Scientific  Colleges,  their  origin  and  objects,  a  few  words  here  may  not 
be  out  of  place.  There  are  many  who,  feeling  the  need  of  a  course  of  instruction 
which  shall  in  some  points  differ  from  that  of  the  Classical  College,  have  miscon¬ 
ceived  the  scope  of  the  College  best  fitted  to  supply  the  need,  and  many  others 
utterly  opposed  to  the  Science  College,  under  the  erroneous  conviction  that  it  is  to 
be  built  up  at  the  expense  of,  or  in  antagonism  to,  the  old  College. 


THE  UNIVERSITY  OF  TENNESSEE. 


567 


Origin  of  the  Science  College. 

The  main  feature  of  modern  progress,  next  to  the  elevation  of  the  masses,  is  the 
application  of  machinery  to  the  industrial  pursuits  of  life.  In  former  times,  men 
studied  the  forces  of  nature  as  means  of  recreation,  but  now  they  seek  rather  to 
conquer  and  domesticate  them,  and  have  attained  such  success  in  this  that  it  is  no 
exaggeration  to  say  that  the  entire  frame-work  and  running  gear  of  modern  life  is 
based  on  and  controlled  by  Science.  Every  improvement  of  the  present  age  is, 
indeed,  due  to  some  scientific  discovery.  This  condition  of  things,  and  the  per¬ 
suasion  that  the  perpetuity  of  these  improvements  depends  on  the  continuance  of 
that  scientific  knowledge  to  which  they  owe  their  origin,  has  created  an  imperative 
demand  for  school  and  college  instruction  in  those  principles,  or  for  what  is  known 
as  practical  education.  Formerly  it  was  thought  that  a  College  Education  was 
needed  only  by  physicians,  lawyers,  clergymen  and  gentlemen  of  “  elegant  leisure.” 
All  other  occupations  were  mere  handicrafts,  or  trades,  to  be  practiced  by  the  rule 
of  thumb.  But  now  something  more  than  skill  is  demanded  of  the  master  work¬ 
man.  He  must  have  knowledge,  and  this  knowledge  he  must  seek  in  the  schools. 

The  Science  College  is  a  response  to  these  demands.  It  is  a  later  and  riper  fruit 
of  the  same  general  movement,  that  gave  rise  to  the  common  schools  for  the  people. 
In  some  measure  it  is  but  a  further  development  of  the  same  growth;  different  only, 
in  that  it  answers  to  a  higher  and  more  special  want. 

Objects  of  the  Science  College. 

The  Science  College  has  for  its  primary  objects  to  teach  the  principles  of  the 
physical  and  natural  sciences,  which  relate  to,  and  underlie  all  of  the  industrial 
occupations,  and  to  train  its  pupils  to  such  mental  habits  as  will  most  thoroughly 
fit  them  for  their  special  work  in  life.  But  the  Science  College  holds  that  to  develop 
the  mental  and  moral  faculties  of  its  students,  is  of  right  the  primary  and  dominant 
purpose  of  every  college,  be  it  classical  or  scientific.  Culture  is  its  end  and  aim. 
No  college  can  wisely  take  for  its  highest,  or  recognize  as  its  ultimate  aim,  the 
preparation  of  its  students  for  being  mere  bread-winners  ;  to  qualify,  them  merely 
for  making  a  living. 

There  is  a  need  for  emphasizing  this  higher  view  of  education,  and  especially  of 
the  education  of  the  industrial  classes.  With  the  majority  of  parents  who  send 
their  sons  to  College,  the  commercial  value  of  the  education  they  are  to  get  is  the 
controlling  value.  And  there  are  well  meaning,  but  unwise  persons,  who  would 
limit  the  work  of  the  Science  College  to  mere  handicrafts  of  the  industrial  arts. 
Such  a  course  might  turn  out  fair  farm  hands  from  the  College  of  Agriculture,  or 
good  journeymen  mechanics  from  the  College  of  Engineering  and  Mechanic  Arts 
but  it  would  be  an  exaggeration  to  speak  of  them  as  educated  men;  and  a  misnomer 
to  call  such  institutions  colleges.  Farm  hands  and  journeymen  mechanics  can  be 
more  quickly ,  more  thoroughly  and  more  cheaply  made  on  any  well  managed  farm, 
or  in  any  well  conducted  workshop,  than  in  a  college.  One  of  the  highest  practical 
aims  of  the  Science  College  is  to  elevate  the  standard  of  life  among  the  industrial 
classes,  and  to  lower  its  work  to  this  level,  is  to  rob  it  of  half  its  value,  and  that  the 
higher  and  better  half.  The  very  general  shrinkage  in  values  of  property,  and  the 
common  necessity  of  working  for  a  living,  lends  color  to  this  low  view  of  the  aims 
of  education;  even  with  some,  who  really  and  rightly  value  the  higher  education. 
It  is  not  that  they  appreciate  culture  less ;  not  that  they  admire  scholarship  less,  but 
that  they  feel  more  the  need  of  a  working  education.  Time,  however,  will  remedy 
this.  Day  by  day,  and  year  by  year,  science  will  be  esteemed  and  pursued  more  for 
itself  alone ;  and  the  estimates  of  the  relative  commercial  and  culture  values  of  a 
scientific  education  will  change. 


568  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  Biennial  Report  to  the  Legislature,  made  January,  1881,  thus 
details  the  changes  in  the  course  of  study. 

COURSE  OF  STUDY. 

Since  our  last  biennial  report  the  course  of  study  in  the  University  has  been 
materially  modified  and  greatly  enlarged.  Its  flexibility  has  also  been  increased  by 
introducing  to  a  larger  extent  than  heretofore  the  elective  principle,  under  which 
students,  with  the  advice  of  parents,  and  with  the  approval  of  the  faculty,  are 
allowed  to  select  their  own  course  of  study.  *  *  *  * 

At  the  same  time  the  regular  course  of  study  in  the  several  departments  of  the 
University  have  been  both  increased  and  more  carefully  adjusted.  The  classes  in 
each  department  have  been  correlated  according  to  a  fixed  schedule  of  hours,  which 
admits  of  largely  increased  time  for  instruction,  and  are  thus  arranged  into  several 
continuous  and  complete  courses  of  study,  open  to  the  option  of  the  student,  and 
each  leading  to  its  appropriate  degree. 

Thus  have  been  arranged  the  following  courses,  each  of  four  years  :  , 

1.  A  General  Science  Course — Degree  Bachelor  of  Science. 

2.  A  General  Classical  and  Scientific  Course — Degree  Bachelor  of  Arts. 

And  the  following  special  or  technical  courses : 

3.  A  Course  of  Civil  Engineering — Degree  Bachelor  Civil  Engineering. 

4.  A  Course  of  Mechanical  Engineering — Degree  Bachelor  Mechanical  Engin¬ 
eering. 

5.  A  Course  of  Mining  Engineering — Bachelor  Mining  Engineering. 

6.  A  Course  of  Agriculture— Degree  Bachelor  of  Agriculture. 

7.  A  Course  of  Applied  Chemistry — Bachelor  Applied  Chemistry. 

In  addition  to  these  regular  and  complete  courses  of  four  years  there  have  been 
also  arranged  the  following  partial  courses,  each  of  two  years,  designed  for  students 
whose  time  or  means  may  not  allow  a  full  course,  viz  : 

8.  A  Course  of  Practical  Agriculture. 

9.  A  Surveyor’s  Course  in  Applied  Mathematics. 

The  catalogues  for  the  past  few  years  show  that  drawing,  both  free 
hand  and  mechanical,  has  been  held  as  essential;  both  in  the  Agri- 
. cultural,  Scientific  and  Engineering  courses.  “Fifty  lessons  in  free 
hand  drawing  are  also  given  during  the  year  (in  addition  to  the 
thorough  training  in  geometry  before  mentioned,)  to  all  scientific 
Freshmen.” — A  similar  account  of  additional  “drawing”  is  given 
in  Sophomore  year.  In  the  notice  of  the  studies  of  the  school  of 
Applied  Mathematics,  in  the  Biennial  Report  for  1881,  occurs  the 
following : 

Descriptive  Geometry  is  the  foundation  of  both  the  science  and  art  of  drawing. 
It  is  followed  by  a  course  of  problems  in  shades,  shadows  and  perspective — mechan¬ 
ical  drawing. 

The  course  of  engineering  consists  of  the  subjects  treated  in  Prof.  Gillespie’s 
Roads  and  Railroads  and  Prof.  Wood’s  revision  of  Mahan’s  Civil  Engineering  and 
of  a  course  of  lectures  by  the  instructor  on  surface  and  thorough  drainage,  on  agri¬ 
cultural,  hydraulic  and  marine  engineering,  and  a  brief  outline  of  the  science  and 
art  of  military  engineering.  The  engineering  drawing  consists  of  a  course  of  instruc¬ 
tion  in  the  drawing  of  plans,  sections,  elevations  and  details  of  bridges,  tunnels, 
canal  locks,  etc. 

For  the  above  engineering  course  students  can  substitute  mechanism,  machinery 
and  machine  drawing. 


THE  UNIVERSITY  OF  TENNESSEE. 


569 


The  value  of  drawing  in  its  relations  to  scientific  training  is  evi¬ 
dently  highly  appreciated  and  due  provision  is  inade  for  it  in  the 
courses  in  Agriculture,  Engineering,  and  applied  Mathematics. 

In  1879’-80,  there  were  157  pupils  in  the  collegiate  department. 
In  preparatory  schools  132,  and  in  the  Medical  Department  126,  giv¬ 
ing  a  total  of  401. 

In  the  series  of  “  Contributions  to  American  Educational  History” 
issued  from  time  to  time,  as  “  circulars”  by  the  U.  S.  Bureau  of  Edu¬ 
cation,  the  circular  “Ho  16,”  issued  in  1893,*  contains  a  very  interest¬ 
ing  resumd  of  the  history  of  the  University  of  Tennessee, — from  its 
beginning  as  Blount  College  1794,  down  to  1892 — prepared  by  Pro¬ 
fessor  T.  C.  Karns,  M.  A.,  Associate  Professor  of  History  and  Phi¬ 
losophy  in  the  University.  (See  pages  63-106  of  this  circular.)  This 
account  is  illustrated  with  views  of  the  buildings  and,  also,  of  the 
interiors  of  Laboratories,  Reading  Rooms  and  Workshops;  showing 
the  additions  that  have  been  made  in  recent  years  to  the  equipment 
of  this  institution  in  providing  ample  facilities  for  thorough  educa¬ 
tion  in  Science  and  Mechanics. 

LATER  HISTORY. 

The  Board  of  Trustees  of  the  University  are  required  by  law  to 
make  reports  biennially  to  the  State  Superintendent  of  Public  In¬ 
struction.  From  the  latest  report,  that  for  the  two  years  ending 
December  20th,  1892,  the  following  statements  of  the  recent  additions 
to  the  buildings  and  equipment,  as  well  as  of  the  increase  in  attend¬ 
ance  during  recent  years,  are  taken,  f 

*  *  *  •  *  *  *  * 

We  are  glad  to  be  able  to  report  again  that  the  University  has  continued  to  prosper, 
and  has  extended  its  influence  in  many  new  directions. 

Among  material  improvements,  we  can  mention  the  completion  of  the  Science 
Hall,  commenced  in  1890;  the  erection  of  a  building  for  a  gymnasium  and  the  use 
of  the  Young  Men’s  Christian  Association  of  the  University ;  the  complete  remod¬ 
eling  and  refurnishing  of  academic  building  known  as  South  College,  and  the  erec¬ 
tion  of  two  additional  houses  for  professors. 

The  opening  of  Science  Hall  was  celebrated  in  due  manner  at  commencement, 
in  June,  1892,  and  it  was  regularly  occupied  by  the  several  schools  at  the  opening 
of  the  present  session. 


*  Bureau  of  Education  Circular  of  Information  No.  5.  1893.  Whole  number  196. 
Contributions  to  American  Educational  History,  edited  by  Herbert  B.  Adams.  No 
16,  Higher  Education  in  Tennessee  by  Lucius  Salisbury  Merrian,  Ph.  D.  Sometime 
Fellow  in  Political  Economy  in  Johns  Hopkins  University;  Instructor  in  Political 
Economy  in  Cornell  University.  Washington,  Government  Printing  Office,  1893. 
Pp.  287,  Ill. 

f  Report  of  the  Board  of  Trustees  of  the  University  of  Tennessee  to  the  Super¬ 
intendent  of  Public  Instruction.  Two  years  ending  December  20, 1892.  Nashville, 
Tenn.  Marshall  &  Bruce,  printers  to  the  State,  1893.  Pp.  75. 


570  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


DESCRIPTION  OP  SCIENCE  HALL. 

The  Science  Hall  is  an  imposing  structure  of  brick  and  stone,  four  stories  in 
height,  with  a  slate  roof,  having  an  area  of  about  30,000  square  feet  of  floor  space, 
besides  a  large  basement.  It  is  a  simple  development  of  Romanesque  architecture. 
Its  chief  feature  is  a  beautiful  tower,  rising  one  hundred  and  fifty  feet  from  foun¬ 
dation  to  finial,  with  an  open  observatory.  The  south  wing  contains  the  auditorium 
and  physical  laboratory;  the  large  north  wing,  the  chemical  laboratories,  library, 
engineering  rooms,  and  the  offices  of  the  President. 

Fronting  the  entrance  is  the  handsome  reception-room,  and  to  the  right  is  the 
auditorium.  The  latter,  a  spacious  room,  has  an  inclined  floor,  set  with  opera 
chairs,  and  a  large  gallery,  set  with  benches.  It  has  a  seating  capacity  of  seven 
hundred.  Especial  attention  has  been  paid  to  the  lighting  and  ventilation  here. 
The  platform  is  provided  with  all  the  conveniences  for  scientific  and  other  lectures, 
and  there  is  a  large  projecting  lantern  for  purposes  of  illustration.  A  grand  pipe 
organ  stands  in  the  gallery. 

The  distinctive  feature  of  the  building  is  its  system  of  heating  and  ventilating.  The 
“direct-indirect”  system  is  used,  in  which  the  radiators  are  so  constructed  that 
fresh,  warm  air  is  brought  into  the  building.  The  foul  air  is  taken  out  at  the  floor 
and  ceiling  by  twenty-one  stacks,  ten  of  which,  eighty-five  feet  high,  are  in  the 
centre  of  the  building.  The  building  is  lighted  with  incandescent  electric  lights. 

On  the  first  floor,  south  end,  are  the  laboratories  of  the  School  of  Physics,  paved 
with  asphalt,  resting  upon  the  ground,  in  order  to  give  a  firm  foundation  for  instru¬ 
ments  of  precision.  They  are  spendidly  lighted  through  numerous  large  windows. 
Two  Edison  dynamos  (one  hundred  and  twenty-five  volts)  furnish  the  electric  cur¬ 
rent.  The  gas,  water,  steam,  and  drain-pipes  are  in  trenches,  covered  with  marble 
slabs.  The  lecture-room  has  raised  seats ;  a  conveniently  arranged  lecture-table, 
provided  with  gas,  water,  and  electric  current ;  windows  arranged  to  be  darkened 
at  pleasure  for  lantern  illustrations,  etc. 

The  assay  laboratory  is  also  on  the  first  floor,  and  is  equipped  with  a  Blake  ore- 
crusher,  a  heavy  pulverizing  plate,  a  new  gold  and  silver  smelting  furnace,  a  gold 
and  silver  cupelling  and  refining  furnace,  and  many  other  interesting  appliances. 

The  chemical  laboratories  are  located  on  the  second  or  main  floor,  north  wing. 
They  are  supplied  with  an  abundance  of  light  from  large  windows,  and  ventilated 
by  ten  stacks,  and  elegantly  furnished  with  well-contrived  desks,  hoods,  sinks,  etc. 

On  the  second  floor  from  the  entrance  are  the  President’s  handsomely  furnished 
office  and  reception-room.  The  remainder  of  this  floor  is  devoted  to  the  library. 

The  fourth  floor  (third  from  entrance)  is  occupied  by  the  School  of  Civil  Engineer¬ 
ing.  It  contains  a  large  draughting-hall,  magnificently  lighted  and  supplied  with 
adjustable  draughting-stands,  etc. ;  dark-room  for  making  blue  prints  and  photo¬ 
graphs  ;  laboratory  with  water-tanks,  weighing-scales,  and  testing-machine,  with 
micrometer  and  other  appliances  ;  laboratory  and  museum  for  specimens,  engineer¬ 
ing  materials  and  devices;  an  engineering  instrument-room,  with  lockers  for  the 
individual  instruments ;  professor’s  office,  and  store-room  for  maps,  drawings,  etc. 

BUILDING  OP  THE  Y.  M.  C.  A. 

The  building  erected  by  the  Young  Men’s  Christian  Association  of  the  University 
has  also  been  completed  and  occupied  since  our  last  report.  It  is  a  substantial  struc¬ 
ture  of  pressed  brick  and  stone,  covered  with  slate,  and  was  planned  with  special 
reference  to  its  uses.  It  is  considered  by  those  who  have  seen  many  such  buildings 
to  be  the  model  of  its  kind.  The  building  contains,  in  addition  to  the  usual  offices, 
a  parlor,  a  reading-room,  an  assembly  room,  and  a  large  gymnasium  fitted  with 
the  best  apparatus,  in  connection  with  which  are  baths,  lockers,  etc.,  which  is  open 


DEVELOPMENT  OF  UNIVERSITY  SINCE  1886. 


571 


to  all  the  students  of  the  University.  An  instructor  is  provided  by  the  Association 
to  direct  the  young  men  in  physical  culture. 

The  finances  of  the  institution  continue  in  a  healthy  condition.  The  Board  has 
received  all  funds  due  it,  and  has  disbursed  them  in  accordance  with  the  laws  of 
the  State  and  the  statutes  of  the  United  States.  The  biennial  report  of  the  Treas¬ 
urer,  which  is  submitted  herewith,  will  show  the  details  of  the  receipts  and  disburse¬ 
ments. 

The  attendance  upon  the  Academic  Department  of  the  University  has  been  as 
follows  during  the  last  six  years  : 

From  Tennessee.  Total. 


1886- 87  .  148  160 

1887- 88  .  190  203 

1888- 89 .  231  249 

1889- 90 .  233  259 

1890- 91 .  208  229 

1891- 92 . 210  241 


The  attendance  this  year  to  date  upon  this  department  is  two  hundred  and  thirty- 
eight.  This  would  indicate  a  still  larger  attendance  for  the  session  of  1892-93,  as 
many  students  enter  the  second  term,  especially  those  taking  the  teachers’  course. 

This  report,  which  urges  the  need  of  new  and  better  buildings, 
and  which  gives  in  detail  many  facts  which  bear  upon  the  relation 
of  the  State  officials  to  the  University,  is  signed  by  Charles  W.  Dob- 
ney,  Jr.,  President  of  the  University,  and  J.  W.  Gaut,  Secretary  of 
the  Board  of  Trustees. 

Reports  by  the  President  and  the  Professors  in  charge  of  the 
Departments  of  the  University,  accompany  that  of  the  Trustees. 

Perhaps  the  growth  of  the  University  during  recent  years  in  both 
material  equipment  and  in  its  educational  work,  cannot  be  better 
shown  than  is  done  in  the  following  tables  ;  in  which  the  President 
in  his  own  report,  has  summarized  the  statistics,  which  set  forth  the 
increase  in  buildings  and  equipment  and  give,  in  detail,  the  attend¬ 
ance  on  the  several  courses  of  study.  The  extracts  which  follow, 
comprise  but  a  small  part  of  the  President’s  report;  which  is  largely 
given  to  details  showing  the  general  condition  of  the  Institution.  It 
begins  as  follows  : 

Report  of  the  President. 

To  the  Honorable  the  Board  of  Trustees  of  the  University  of  Tennessee : 

Gentlemen  :  In  submitting  this,  my  third  biennial  report  as  President  of  the 
University  of  Tennessee,  I  am  glad  to  be  able  to  state  that  the  last  two  years  have 
witnessed  continued  growth  and  prosperity  in  nearly  all  the  departments  of  the  insti¬ 
tution.  Great  improvements  have  been  made  in  buildings  and  equipment.  The 
striking  fact  of  this  period  was  the  erection  of  the  Science  Hall.  Material  improve¬ 
ment  has,  in  fact,  characterized  the  last  five  years  of  the  history  of  the  institution. 
A  list  of  the  chief  additions  to  the  permanent  equipment  of  the  University  made 
during  this  time  will  be  interesting. 

INCREASE  OF  BUILDINGS  AND  EQUIPMENT  SINCE  1887. 

The  value  in  many  cases  is  only  approximate.  Many  improvements  had  to  be 
made  and  paid  for  little  by  little,  and  I  have  only  undertaken  to  collect  the  largest 
items  from  accounts  extending  over  so  long  a  period.  Much  in  the  way  of  appa- 


572  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


ratus  and  equipment  has  been  added  that  is  not  listed  here.  Fully  two-thirds  of 


these  improvements  were  made  during  the  last  two  years  : 

Addition  to  Agricultural  Building  and  equipment .  $12,  500 

Mechanical  Department  and  equipment .  15, 400 

Electric  light  plant .  3, 400 

Improvements  in  Steward’s  Hall  and  equipment .  2,  250 

Refitting  and  refurnishing  South  College  . .  3,  350 

Improvements  in  other  old  buildings,  not  including  ordinary  repairs  ....  2,  720 

Science  Hall,  furniture,  and  equipment .  56, 000 

Gymnasium  and  equipment  (Y.  M.  C.  A.) . . .  6, 132 

Dairy  at  farm .  550 

Additions  to  equipment  of  Chemical  School .  1, 250 

Equipment  of  Civil  Engineering  School . . .  1, 100 

Equipment  of  Military  Department .  552 

Equipment  of  Zoological  Department .  1,085 

Physical  and  Electrical  Engineering  School .  1, 700 

Offices,  furniture,  etc .  825 

Library — 3,000  volumes  added .  6, 050 

General  furniture  improved .  3, 200 

College  farm,  stock,  and  implements,  added  by  University .  2, 800 

Industrial  Department  equipment .  2, 800 

Part  on  two  professors’  houses .  1, 750 

Tool-house  and  stable . 375 


Approximate  value  of  additions,  buildings,  and  equipment  since 

1887  .  $125, 739 

Experiment  Station  movable  property,  apparatus,  furniture,  etc .  9,260 

The  following  other  improvements  have  been  made  upon  the  University 
grounds  at  expense  of  others  : 

President’s  house .  . . .  $5, 600 

Two  professors’  houses,  exclusive  of  University  payment .  8, 750 

-  $14,350 

Grand  total  of  permanent  improvements  in  five  years — 1887-93 _ $149, 349 

When  we  consider  that  the  University  has  received  no  State  appropriation  during 
this  time,  we  believe  this  will  be  taken  as  a  very  satisfactory  exhibition.  The  build¬ 
ings  were  erected  and  repairs  made  with  the  funds  accruing  from  the  sale  of  land, 
rents,  etc.  The  large  additions  to  equipment  for  teaching,  apparatus,  etc. ,  were  made 
out  of  current  funds.  These  totals  illustrate  most  forcibly  the  power  of  littles  when 
saved  and  invested. 

The  attendance  upon  the  Academic  Department  of  the  University  during  the 
session  of  1891-92  was  as  follows : 


SUMMARY  BY  COURSES  PURSUED. 


I. — Collegiate  course. 


Sub-Fresh. 

Fresh. 

Totals. 

Latin-Scientific . 

12 

26 

38 

Agricultural  and  Scientific . 

41 

41 

Soph. 

Jun. 

Sen. 

Totals. 

Latin-Scientific . 

15 

7 

36 

Literary-Scientific . 

4 

3 

22 

Civil  Engineering . 

5 

4 

20 

Mechanical  Engineering . 

1 

1 

9 

Mining  Engineering . 

3 

3 

State  appointees  at  Knoxville  College . 

27 

Total  Latin-Scientific  . 

74 

Total  Agricultural  and  Scientific . 

41 

KNOXVILLE  COLLEGE,  ATTACHED  TO  UNIVERSITY.  573 


II. — University  courses  ( special  and  graduate). 


Teachers’ Course .  23 

Mechanical  Engineering  .  1 

Latin-Scientific . 2 

Agricultural .  1 

Chemistry .  1 

Literary-Scientific .  1 

Civil  Engineering  .  2 

Languages  and  Literature .  3 

Mathematics  . 1 

Greek  (post-graduate) .  1 

Total  number  in  Academic  Department .  234 

******* 


The  following  shows  that  in  this,  as  in  all  live  educational  insti¬ 
tutions  undertaking  the  new  methods  of  scientific  and  industrial 
training,  the  demands  for  increasing  facilities  are  incessant. 

NEEDS  OF  ADDITIONAL  EQUIPMENT. 

The  various  scientific  departments  need  additions  to  their  equipment.  The  new 
School  of  Physics  and  Electrical  Engineering  requires  many  pieces  of  apparatus, 
some  of  which  we  hope  may  be  secured  early  in  the  new  year  ;  the  School  of  Civil 
Engineering  needs  more  and  better  instruments,  a  new  and  more  powerful  testing- 
machine,  show-cases  for  specimens,  and  many  laboratory  instruments  ;  the  School 
of  Zoology  and  Geology  needs  show-cases  to  contain  valuable  specimens  now  packed 
away,  additional  microscopes,  and  other  apparatus  ;  the  School  of  Agriculture  needs 
most  imperatively  a  new  barn  and  other  farm  buildings,  better  agricultural  imple¬ 
ments,  and  more  stock  ;  the  School  of  Mechanic  Arts  should  have  an  addition  to  its 
building  for  a  foundry,  two  new  lathes,  more  testing  apparatus,  and  many  new 
pieces  of  machinery  for  its  shops ;  the  School  of  Chemistry  has  only  partially 
equipped  its  large  new  laboratories. 

Considerable  additional  apparatus  will  be  absolutely  necessary  in  order  to  carry 
out  the  courses  of  study  already  planned.  It  is  plain,  therefore,  that  the  board 
must  expect  to  invest  a  large  amount  of  money  in  scientific  apparatus  for  several 
years  to  come.  We  have  undertaken  to  provide  facilities  for  laboratory  work  in 
these  different  sciences  and  branches  of  engineering,  and  as  the  classes  advance  the 
apparatus  must  be  provided.  When  all  of  these  new  schools  have  been  runnine  for 
three  or  four  years,  they  will  have  fixed  their  courses  and  secured  a  fairly  complete 
outfit.  I  advise,  therefore,  most  decidedly,  that  we  do  not  undertake  the  establish¬ 
ment  of  any  new  scientific  schools  for  at  least  three  years,  but  devote  all  the  means 
at  our  command  to  the  perfect  equipment  of  those  already  started. 

COLORED  STUDENTS  OF  THE  UNIVERSITY  ATTEND  KNOXVILLE  COL¬ 
LEGE. 

The  opportunities  provided  for  a  university  training  for  colored 
students  are  thus  set  forth: 

Since  our  last  biennial  report,  the  Industrial  Department  of  the  University  of 
Tennessee  for  the  instruction  of  colored  students  appointed  to  free  scholarships  under 
the  agricultural  and  mechanical  college  act,  has  been  placed  upon  an  excellent 
basis.  This  department  is  at  Knoxville,  Tenn.,  located  about  a  mile  from  the 
University,  in  immediate  connection  with  Knoxville  College,  an  excellent  institu¬ 
tion  for  the  education  of  colored  people. 

The  statutes  of  the  State  of  Tennessee  (see  the  Code,  Article  IV.,  “The  Agricul¬ 
tural  College,”  Section  339)  direct  “  that  no  citizen  of  this  State,  otherwise  qualified, 
shall  be  excluded  from  the  privileges  of  the  University  by  reason  of  his  race  or 


574  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


color,  but  the  accommodation  of  persons  of  color  shall  be  separate  from  the  white.” 
The  Board  of  Trustees  of  the  University  have  for  many  years  met  the  requirements 
of  this  clause  by  providing  similar  instruction,  modified  to  suit  the  requirements  of 
the  students  of  this  race,  in  a  separate  department. 

ADDITIONS  TO  THE  EQUIPMENT  OF  KNOXVILLE  COLLEGE. 

In  order  to  make  better  provision  for  the  instruction  of  these  students  in  the 
sciences  pertaining  to  agriculture  and  the  mechanic  arts,  a  special  scientific  and 
shop  building  was  erected  last  year,  and  it  is  now  fairly  well  furnished.  It  contains 
shops  for  work  in  wood  and  iron,  drawing-rooms,  and  laboratories  for  work  in  chem¬ 
istry  and  agriculture.  It  has  a  boiler  and  engine,  and  the  necessary  machinery  and 
tools.  The  laboratories  have  a  good  outfit  of  apparatus.  A  tract  of  land  immedi¬ 
ately  adjacent  to  the  building  is  provided  for  work  in  agriculture  and  horticulture. 
Two  additional  instructors  have  been  employed  for  this  department.  One  instructor 
teaches  the  classes  in  physics,  drawing,  and  mechanic  arts,  and  the  other  has 
charge  of  the  classes  in  chemistry,  botany,  and  agriculture. 

A  contract  has  been  made  with  the  trustees  of  Knoxville  College  under  which  the 
State  students  get  their  general  literary  instruction  in  that  institution,  but  this 
Industrial  Department  and  its  whole  course  of  study  are  under  the  supervision  and 
direction  of  the  Board  of  Trustees  of  the  University,  who  elect  all  of  its  teachers 
and  pay  all  of  its  expenses. 


COLORED  STATE  APPOINTEES. 

Twenty-seven  State  appointees  were  in  attendance  upon  the  department  last 
session,  but  a  large  proportion  of  the  other  students  of  Knoxville  College  get  con¬ 
siderable  benefit  from  it.  Free  scholarships  in  this  department  are  obtained  upon 
exactly  the  same  conditions  as  in  the  other  department  of  the  Agricultural  and 
Mechanical  College. 

In  order  to  further  encourage  this  class  of  persons  in  securing  an  industrial  edu¬ 
cation,  our  Board  has  established  a  number  of  apprenticeships  in  this  department, 
which  enable  worthy  men  to  earn  from  thirty  to  fifty  dollars  per  annum  while  in 
attendance  there.  They  are  given  work  in  the  shops  and  on  the  farm  of  the  depart¬ 
ment,  the  service  rendered  being  paid  for  at  its  market  value.  We  believe  that  the 
facilities  for  the  education  of  the  colored  men  have  been,  thus,  made  fully  equal  to 
their  present  requirements. 

NORMAL  TRAINING  IN  THE  UNIVERSITY. 

The  Teachers'  Department  has  made  substantial  progress  during  the  year.  What 
has  been  accomplished  shows  that  the  department  was  needed,  and  is  designed  to 
do  a  great  deal  of  good  in  educating  young  men  who  have  to  teach  school  as  a 
means  of  advancing  themselves.  It  has  attracted  to  the  University  a  number  of 
mature  young  men,  who  promise  to  make  excellent  scholars  and  teachers.  It  is 
gratifying  to  be  able  to  report  that  the  young  men  who  have  completed  the  course 
in  this  department  are  entering,  with  promise  of  success,  upon  the  work  for  which 
they  were  trained.  Every  one  of  the  nine  students  who  completed  the  course  last 
June  is  now  actively  engaged  in  teaching.  One  is  the  principal  of  a  county  acad¬ 
emy  and  a  County  Superintendent,  one  is  president  of  a  local  college,  another  is  the 
principal  of  a  city  graded  school,  three  are  principals  of  village  schools,  and  the 
others  have  good  positions  in  schools  of  the  best  class.  Nearly  all  of  the  other 
students  in  the  department  are  teaching  in  the  common  schools  at  the  present  time. 
******* 

Respectfully  submitted. 

Chas.  W.  Dabney,  Jr., 

President. 


TENNESSEE  COLLEGE  OP  AGRICULTURE. 


575 


In  connection  with,  the  biennial  report  of  1892,  from  which  the 
above  extracts  are  taken,  the  latest  catalogue  at  hand*  continues  the 
history  of  the  development  of  the  University.  From  this  the  follow¬ 
ing  extracts  are  taken,  showing  the  increase  in  the  number  of  Depart¬ 
ments,  in  the  attendance  of  students,  and  in  the  facilities  afforded 
for  instruction  in  drawing,  and  in  mechanical  training. 

THE  TRUSTEES. 

The  Board  of  Trustees  of  the  University  hold  a  charter  from  the  State  dating 
from  1807.  It  is  limited  to  thirty  members,  chosen  from  the  different  Congressional 
districts  in  the  State,  who  serve  for  life,  or  until  removal  from  the  State,  or  resigna¬ 
tion.  The  Governor,  the  Secretary  of  State,  and  the  Superintendent  of  Public 
Instruction  are  members  ex-officio.  Seven  members  form  a  quorum.  The  Presi¬ 
dent  of  the  University  is  also  President  of  the  Board  of  Trustees ;  the  other  officers 
are  a  Treasurer  and  a  Secretary. 

DEPARTMENTS. 

The  University  of  Tennessee  is  an  integral  part  of  the  public  educational  system 
of  the  State.  As  at  present  organized,  it  forms  the  capstone  of  this  system,  and 
completes  the  work  begun  in  the  common  schools  and  carried  on  through  the 
secondary  and  high  schools.  Its  existence  is  due  chiefly  to  the  bounty  of  the  United 
States,  the  largest  portion  of  its  income  being  derived  from  the  proceeds  of  the  sales 
of  public  lands  granted  to  the  several  States  by  Act  of  Congress  of  July  2,  1862, 
and  from  the  appropriations  made  by  the  Acts  supplementary  thereto. 

The  present  organization  of  the  College  of  Agriculture,  Mechanic  Arts  and 
Sciences,  is  designated  to  meet  the  requirements  of  the  laws  which  provided  this 
foundation. 

ACADEMIC  DEPARTMENT. 

This  department  includes: 

I.  The  College  of  Agriculture ,  Mechanic  Arts  and  Sciences,  with  the  following 
Courses  of  Study  : 

1.  General  Course,  including  the  literary  and  classical. 

2.  Course  in  Agriculture. 

3.  Course  in  Civil  engineering. 

4.  Course  in  Mechanical  engineering,  including  the  electrical. 

5.  Course  in  Mining  engineering. 

Graduates  in  the  General  Course  receive  the  degree  of  Bachelor  of  Arts  if  the 
ancient  languages  were  taken;  otherwise  the  degree  of  Bachelor  of  Science. 

Graduates  in  the  Agricultural,  Civil  engineering,  Mechanical  engineering  and 
Mining  engineering  courses  receive  the  degree  of  Bachelor  of  Science  in  Agriculture, 
Civil  engineering,  etc. 

SCHOOLS. 

I.  School  of  Latin. 

II.  School  of  Greek  and  French. 

III.  School  of  English  and  German. 

IV.  School  of  History  and  Philosophy. 

V.  School  of  Mathematics. 

VI.  School  of  Civil  Engineering.  _ 

*  University  of  Tennessee.  Register  for  1892-93,  and  Announcement  for  1893-94. 
Knoxville,  Tenn. :  Published  by  the  University.  Press  of  Newman  &  Co.  1893. 
Pp.  72. 


57 6  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


VII.  School  of  Physics  and  Electrical  Engineering. 

VIII.  School  of  Mechanical  Engineering  and  Drawing. 

IX.  School  of  Mechanic  Arts. 

X.  School  of  General  and  Analytical  Chemistry  and  Metallurgy. 

XI.  School  of  Organic  and  Agricultural  Chemistry. 

XII.  School  of  Agriculture. 

XIII.  School  of  Botany  and  Horticulture. 

XIV.  School  of  Zoology. 

XV.  School  of  Military  Science  and  Tactics. 

Connected  with  and  forming  a  part  of  the  Academic  Department,  is  a  Teachers’ 
Department,  designed  to  train  teachers  for  the  public  and  private  schools  of  the 
country.  Students  who  complete  the  course  required  receive  a  certificate  with  a 
license  to  teach  in  Tennessee. 

The  requirements  of  the  Code  (Section  339)  that  “  the  accommodation  and  instruc¬ 
tion  of  persons  of  color  shall  be  separate  from  the  white,”  is  met  by  providing  cor¬ 
responding  “accommodation  and  instruction”  in  the  Industrial  Department  of 
Knoxville  College,  in  Knoxville,  for  colored  students  who  pass  the  required  exam¬ 
inations  and  receive  appointments. 

II.  The  University  Department. 

1.  With  courses  for  the  graduate  degrees  of  M.  A.,  M.S.,and  Ph.D. 

2.  With  professional  courses  leading  to  the  degrees  of  C.  E.,  Min.  E., 

and  Mech.  E.,  and  elective  courses  for  special  students. 

PROFESSIONAL  DEPARTMENTS. 

1.  A  Department  of  Law,  with  a  course  leading  to  the  degree  of  B.  L. 

2.  A  Department  of  Medicine,  with  a  course  leading  to  the  degree  of  M.  D. 

3.  A  Department  of  Dentistry,  with  a  course  leading  to  the  degree  of  D.  D.  S. 

FACULTIES. 

A  separate  Faculty  has  charge  of  the  instruction  in  each  department.  The  Fac¬ 
ulties  consist  of  a  dean,  professors  and  associate  professors,  and  aided  by  lecturers, 
instructors,  fellows  and  assistants. 

The  University,  as  a  part  of  the  system  of  public  education  of  the 
State,  is  authorized  to  receive  three  hundred  and  sixty-six  State 
scholars.  These  scholarships  are  awarded  throughout  the  State,  ten 
to  each  Senator  and  three  to  each  Representative  in  the  General 
Assembly.  ‘‘These  State  scholarships  secure  the  holder  free  regis¬ 
tration  and  tuition  until  graduation  or  dismission.”  All  State  sec¬ 
ondary  schools  are,  by  law,  “accredited  schools.”  These  were  estab¬ 
lished  by  the  law  of  March  25th,  1891.  These  have  a  course  of  eight 
years ;  three  years  more  than  the  primary  schools.  The  studies  to 
be  pursued  are  stated  in  the  law.  The  graduates,  under  stated  con¬ 
ditions,  are  to  be  admitted  to  the  University.  There  are,  also,  “  schol¬ 
arships,”  “apprenticeships,”  and  “fellowships,”  connected  with  the 
University  and  carrying  certain  privileges  and  incomes;  much 
space  is  given  in  the  Register  to  the  details  relating  to  them.  As  it 
would  be  impossible  to  give  full  details  of  all  the  institutions  included 
in  this  volume,  that  is  in  no  case  attempted  ;  though  much  more 
of  detail  is  given  in  many  cases  than  would  be  admissible  if  the  rule 
to  confine  the  accounts  only  to  what  relates  to  drawing,  and  mechan- 


577 


UNIVERSITY  OF  TENNESSEE,  AT  KNOXVILLE. 

ical  or  art  training,  were  rigidly  enforced.  The  main  purpose  is  to 
give  the  facts  relating  to  these  branches  as  fully  as  may  seem  desir¬ 
able  and,  also,  to  show  the  development  in  modern  educational  meth¬ 
ods  and  facilities,  that  has  taken  place  during  the  years  since  1880. 
The  following  brief  showing  of  the  location  and  equipment  of  the 
University  is  from  the  full  and  detailed  account  given  in  the  Register: 

LOCATION. 

The  University  is  situated  in  the  suburban  town  of  West  Knoxville,  one-half 
•mile  from  the  Custom-house,  the  center  of  the  city  of  Knoxville. 

Its  location,  eleven  hundred  feet  above  the  sea,  in  the  mountains  of  East  Ten¬ 
nessee,  is  unsurpassed  for  healthfulness  and  beauty.  The  twelve  large  buildings 
stand  in  a  beautiful  campus  of  forty  acres,  covering  a  high  hill  on  the  north  hank 
of  the  Tennessee  river.  They  command  a  view  of  the  valley  of  the  Tennessee  river, 
from  the  Smokies  to  the  Cumberland  mountains,  a  distance  of  one  hundred  miles. 

The  University  has  a  complete  system  of  drains  and  sewers  and  all  the  improved 
sanitary  arrangements.  The  public  buildings,  dormitories  and  grounds  are  lighted 
with  incandescent  electric  lights,  operated  from  the  Mechanical  department. 

BUILDINGS. 

There  are  eleven  large  brick  and  stone  buildings  in  the  beautiful  campus  of  forty 
acres,  three  of  them  new. 

The  Science  hall  contains  the  auditorium,  President’s  offices,  the  library,  reading 
room  and  seminary  room,  the  laboratories  of  Chemistry  and  Physics,  and  the  draw¬ 
ing  rooms  and  lecture  rooms  of  the  schools  of  Civil  engineering  and  of  Mechanical 
engineering. 

There  is  a  fine  library  and  very  complete  laboratories  to  the  uses 
of  which  twelve  apartments  in  the  new  Science  building  are  given. 

MECHANICAL  DEPARTMENT. 

The  present  equipment  of  the  School  of  Mechanic  arts  occupies  two  floors  of  a 
building  about  eightv-four  by  forty  feet,  which  was  erected  especially  for  this 
purpose.  The  whole  of  two  floors  is  occupied  by  machine  shops.  A  large  one-story 
annex  contains  the  blacksmith  shop  and  boiler  room.  The  third  floor  is  occupied 
by  drawing-rooms,  a  blue  print  room,  a  store  room,  a  laboratory,  and  an  office. 

There  are  two  wood-working  shops.  The  first  of  these  is  furnished  with  benches 
and  lockers  for  tools  for  carpentering  and  joining.  The  second  room  contains  ten 
speed  lathes  for  wood-turning,  with  a  full  set  of  tools  for  each  lathe,  kept  in  con¬ 
venient  reach  on  a  tool  rack.  The  tools  are  those  required  for  turning  and  boring 
light  -work. 

All  the  heavier  power  machines  for  wood-working  are  placed  in  another  room 
on  the  ground  floor.  They  form  a  complete  set  for  reducing  lumber  from  its  rough 
state  to  finished  pieces  of  any  kind,  ready  to  be  used  for  pattern-making,  cabinet 
work,  or  carpentry.  Connected  with  the  wood-shops  is  a  drying  kiln. 

The  blacksmith  shop  has  six  power  blast  forges.  A  full  set  of  tools  for  light  and 
medium  work  is  provided  for  each  forge.  The  smoke  is  drawn  away  from  the 
forges  by  a  large  exhaust  fan.  Suitable  benches  and  blacksmiths’  vises  are  also 
provided. 

The  machine  shop  is  fitted  up  with  twelve  benches  and  vises  for  use  in  chipping, 
filing,  and  the  general  work  of  fitting  together  the  various  parts  of  a  machine. 
There  is  also  an  outfit  of  all  the  tools  needed  for  the  general  work  of  the  machinist. 


ART — VOL  4 - 37 


578  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


These  tools  are  also  of  the  newest  and  best  designs  of  workmanship.  They  were 
selected  with  a  view  to  showing  all  the  general  and  more  important  special  methods 
used  in  iron  working.  They  include  engine  and  speed  lathes,  planer,  shaper,  heavy 
and  sensitive  drill  presses,  universal  milling  machine,  universal  reamer  and  milling 
cutter  grinder,  and  emery  tool  grinder. 

Power  is  furnished  by  a  forty -horse-power  Sweet  straight  line  engine  and  a  boiler, 
the  latter  located  in  an  annex.  The  engine  runs  all  the  machines  and  a  dynamo 
for  experimental  purposes  during  the  day,  and  at  night  is  belted  to  the  Edison 
dynamos  in  the  same  room  for  lighting  and  experimenting,  which  light  the  Uni¬ 
versity  buildings  and  grounds.  The  boiler,  beside  supplying  steam  to  the  engine, 
heats  the  building  and  drying  kiln  by  either  direct  connection  with  the  heating 
coils,  or  with  exhaust  from  the  engine. 

The  Department  is  well  supplied  with  steam  gauges,  engine-testing  apparatus, 
volt-meters,  ampere-meters,  resistance  boxes,  and  other  test  instruments  for  elec¬ 
trical  engineering. 

FARM. 

The  School  of  Agriculture  has  a  beautiful  and  wTell  stocked  farm  of  over  one 
hundred  acres,  with  experimental  dairy,  stables,  silos,  root  cellars,  etc.  The  Agri¬ 
cultural  Experiment  Station  affords  many  advantages  for  scientific  students.  In 
addition  to  the  laboratory  work  of  the  Station,  many  experiments  are  in  operation 
in  the  green  house,  on  the  horticultural  grounds,  on  the  farm,  and  in  the  stables. 
A  first-class  working  herd  of  Jersey  and  Holstein-Friesian  cattle,  each,  belongs  to 
the  farm. 

The  gymnasium  is  completely  equipped  with  the  best  apparatus,  baths,  lockers,  etc. 

Before  quoting  the  account  of  the  Schools  of  Mechanic  Arts,  etc., 
from  the  Register,  the  report  of  the  Superintendent  of  the  School 
of  Mechanic  Arts,  given  in  the  Biennial  Report  of  1892,  is  inserted, 
as  giving  a  clearer  view  of  the  methods  of  instruction. 

IX.— School  of  Mechanic  Arts. 

Dr.  Charles  W.  Dabney,  Jr., 

President  University  of  Tennessee : 

Dear  Sir  :  I  have  the  honor  to  submit  the  following  report  of  the  School  of 
Mechanic  Arts : 

EQUIPMENT. 

Since  the  last  report,  several  valuable  additions  have  been  made  to  this  depart¬ 
ment,  though  the  accommodations  are  still  insufficient  to  meet  the  requirements  of 
the  rapidly  increasing  number  of  students.  This  is  particularly  true  of  the  newest 
branch — the  machine-shop — which  has  been  improved  rapidly,  especially  in  the  last 
year.  Every  new  article  added,  however,  has  been  of  the  best  type  in  the  market, 
a  rule  which  seems  to  have  been  the  motto  of  the  department  since  its  start,  and, 
as  a  result,  the  whole  equipment  is  first-class  in  every  respect. 

Wood-shop. — This  department  is  well  equipped  to  give  instruction  to  a  moderate 
number  of  students.  The  carpenter's  shop  is  supplied  with  twenty -six  sets  of  tools, 
each  with  a  good  bench,  bench-stop,  and  Massey  vise.  The  benches  are  so  placed 
as  to  economize  space,  and,  at  the  same  time,  give  good  arrangement  for  light  and 
convenience.  The  tools  are  in  cases  so  constructed  that  when  open  each  tool  is  in 
easy  reach  of  the  student.  The  power  machines  of  the  wood-working  department 
consist  of  a  planer,  combination  rip  and  cross-cut  saw,  jointer,  sharper,  jig-saw, 
borer,  mortiser,  roll-turner,  and  nine  wood-lathes.  Others  are  available  when 
needed. 


TENNESSEE  SCHOOL  OF  MECHANIC  ARTS. 


579 


Blacksmith  shop. — This  shop  is  furnished  with  six  Buffalo  forges,  each  supplied 
with  a  complete  set  of  the  ordinary  blacksmithing  tools,  many  of  which  have  been 
made  by  the  students.  By  means  of  blast  and  exhaust  fans,  each  forge  is  given  a 
blast  from  below  and  a  forced  draught  above. 

Machine-shop. — This  branch  has  an  excellent  equipment  for  the  instruction  of  a 
limited  number  of  students.  In  it  are  found  all  the  tools  and  machinery  essential 
for  the  construction  of  a  great  variety  of  other  articles,  tools,  and  machinery  of 
practical  and  commercial  value.  The  power  machines  consist  of  a  planer,  shaper, 
two  lathes,  drill  press,  milling  machine,  universal  tool  grinder,  sensitive  drill  press, 
and  emery  grinder ;  also  good  sets  of  reamers,  taps,  dies,  drills,  scrapers,  surface 
plates,  etc.  Heavy  benches,  supplied  with  good  vises,  are  placed  in  position  for 
light  and  convenience. 

A  large  new  lathe  and  some  additional  apparatus  for  making  engine  tests  have 
just  been  ordered. 

The  engine  is  a  40  horse  power  Sweet  Straight-Line,  and,  with  the  boiler,  of  like 
size,  is  used  for  the  shops  by  day,  and  the  electric  light  plant  by  night.  The  heat¬ 
ing  of  the  building  can  be  accomplished  either  by  live  steam,  direct  from  the  boiler, 
or  by  the  exhaust  steam  from  the  engine. 

INSTRUCTION. 

Wood-working. — The  student  starts  with  a  complete  exercise  with  each  individual 
tool,  and,  having  become  proficient  with  each,  he  then  takes  up  a  complete  set  of 
joints,  splices,  dovetails,  etc.,  such  as  are  met  with  in  actual  construction  work, 
bringing  into  constant  use  many,  if  not  nearly  all,  of  his  tools.  The  hand  and  eye 
are  now  trained  to  undertake  more  difficult  work,  and  he  passes  to  turning,  pattern¬ 
making,  cabinet-work,  and  the  polishing  of  woods,  all  of  which  give  him  a  thor¬ 
ough  familiarity  with  the  power  machinery  in  cutting,  dressing,  and  shaping  his 
material.  The  aim  is  to  make  the  course  as  practical  as  possible,  in  the  construc¬ 
tion  of  useful  articles,  such  as  models  for  the  drawing  department,  patterns  for 
castings  which  will  be  actually  used  in  the  machine  shop,  and  cabinet  pieces  for 
this  and  other  departments  of  the  University. 

Blacksmithing. — Starting  with  the  management  of  his  fire,  the  handling  of  his 
tools,  and  the  general  manipulation  of  his  forge,  the  student  takes  up  various  exer¬ 
cises  in  forging,  so  graded  that  the  more  difficult  ones  follow  the  simpler,  and  will 
involve  thorough  practice  in  welding  the  various  grades  of  iron  and  steel.  Special 
attention  is  paid  to  the  forging  of  tools  and  tool-dressing.  The  larger  portion  of 
the  lathe,  planer,  and  shaper  tools  for  the  machine-shop  have  been  made  by  the 
students  in  this  department. 

Machine-shop  Practice. — The  student  now  reaches  the  last  department  of  his 
manual  training,  and  he  finds  in  entering  upon  his  two  years  here  that  all  the  skill 
which  he  has  acquired  in  the  other  departments  comes  into  play,  and  he  enters  at 
once  upon  exercises  demanding  the  greatest  of  accuracy.  Commencing  with  thor¬ 
ough  practice  in  vise  work,  he  progresses,  step  by  step,  from  chipping,  filing,  and 
scraping  to  careful  and  particular  exercises  on  each  machine  tool;  and,  when  he 
has  proved  himself  competent,  he  enters  upon  the  construction  of  some  actual  tool 
or  machine.  Care  is  taken  to  so  distribute  his  work  that  he  will  have  a  great  variety 
of  exercises,  involving  every  machine  under  the  difierent  conditions.  A  great 
many  tools,  gears,  a  small  engine,  and  other  articles  have  been  made  by  the  students 
in  this  department.  They  are  now  working  on  a  working-model  engine,  both  of 
which  were  designed  in  the  Mechanical  Department.  They  are  also  building  a 
Mather  motor,  and  will  soon  start  on  an  iron-bed  wood-lathe,  a  twist-drill  grinder, 
and  a  planer  tool-testing  apparatus. 

The  only  branch  the  student  does  not  get  instruction  in,  is  foundry  work  ;  but  it 
is  hoped  that  this  department  will  soon  be  added,  so  that  the  transformation  of  the 


580  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


rough  commercial  material  to  the  finished  machine  will  be  placed  entirely  in  his 
hands. 

The  complete  course  of  manual  training  is  taken  by  the  mechanical  and  electrical 
engineering  students ;  but  those  of  several  other  courses  take  as  much  as  their  time 
will  permit.  The  course  is  not  designed  to  make  a  tradesman  or  artisan  out  of  the 
student,  though  lie  will  be  able  to  take  up  any  of  the  branches  with  profit;  and 
whether  he  be  an  agriculturist  or  a  lawyer,  a  mining  engineer  or  a  business  man, 
the  training  thus  acquired  will  aid  him  in  either  doing  his  own  mechanical  work 
or  knowing  that  it  is  correctly  and  economically  done  when  placed  in  the  hands  of 
others.  But  the  main  purpose  of  the  course  is  intended,  rather,  to  fit  him  for 
designing  and  overseeing,  for  this  practical  training,  taken  along  parallel  with  his 
theoretical,  has  made  him  capable  of  putting  his  ideas  into  practical  form,  and, 
having  once  been  through  similar  work,  he  is  equipped  to  meet  intelligently  the 
problems  of  construction. 

Respectfully  submitted. 

J.  R.  McColl, 

Acting  Superintendent  of  Shops,  in  charge  School  of  Mechanic  Arts. 

VIII.  School  of  Mechanical  Engineering  and  Drawing. 

Professor  to  be  elected;  Mr.  Ferris. 

I.  DRAWING. 

The  instruction  and  practices  in  drawing  extended  throughout  the  various  classes 
of  the  engineering  courses.  The  Freshmen  are  instructed  for  one  term  in  free-hand 
drawing  and  linear  perspective.  The  work  in  the  upper  classes  is  arranged  to  suit 
the  course  of  study  which  the  student  is  pursuing,  or  the  object  which  he  has  in 
view. 

1.  Free-hand  sketching  of  models,  patterns,  pieces  of  machinery,  etc.,  linear 
perspective;  Freshman  class,  all  courses,  first  term  for  Engineering  courses;  second 
term  for  General  course,  three  periods  a  week. 

2.  Drawing  begun  ;  Freshman  class,  engineering  courses,  three  hours  a  week  the 
second  term.  The  class  becomes  familiar  with  the  use  of  drawing  instruments,  in 
making  tracings  of  standard  types  of  machines  and  in  making  detail  working 
drawings  to  scale. 

3.  Mechanical  drawing ;  Junior  class,  engineering  courses,  three  periods  a  week, 
throughout  the  year.  The  work  consists  largely  of  making  detail  working  drawings 
of  standard  types  of  machinery. 

4.  Machine  designing  ;  Senior  class,  Mechanical  engineering  course,  three  periods 
a  week,  throughout  the  .session.  Original  designs  of  various  parts  of  the  steam 
engine,  pump,  etc. 

II.  MECHANICAL  ENGINEERING. 

1.  Descriptive  Geometry  ;  Sophomore  class,  engineering  courses,  three  periods  a 
week,  second  term.  A  theoretical  study  of  the  subject,  together  with  a  number  of 
practical  examples,  of  which  drawings  are  made  under  each  head. 

2.  Kinematics;  Junior  class  for  Mechanical  engineering  course,  second  term, 
three  hours  a  week.  The  geometric  principles  of  machines  and  relative  motion 
of  the  different  parts,  as  the  link-work,  cams,  gearing,  and  belting ;  the  relative 
motions  of  pistons  and  cranks,  eccentrics  and  valves,  etc. 

3.  Materials  of  construction  ;  Senior  class,  Civil  and  Mechanical  engineering 
courses,  second  term,  three  hours  a  week.  The  origin,  nature,  method  of  prepara¬ 
tion  and  useful  properties  of  the  common  metals  and  other  materials- used  in  engi¬ 
neering  structures,  and  their  strength,  elasticity  and  other  essential  qualities. 

4.  Prime  movers ;  Senior  class,  Civil  and  Mechanical  engineering  course,  first 


INDUSTRIAL  DEPARTMENT  FOR  COLORED  YOUTH.  581 


term,  two  hours  a  week  for  the  civil  engineers,  with  an  additional  three  hours 
a  week  for  the  mechanical  engineers,  during  the  second  term.  In  this  course 
the  various  boilers  and  engines  in  use,  together  with  the  various  link  and  valve 
motions,  the  indicator  and  its  applications,  and  tho  proportioning  of  the  different 
parts  of  the  engine,  are  studied. 

IX.  School  of  Mechanic  Arts. 

Mr.  McColi,,  Acting  supt.;  Mr.  Guinn,  foreman  Machine  shop. 

The  object  of  this  School  is  not  to  train  mere  artisans,  such  as  carpenters,  pattern¬ 
makers,  blacksmiths  and  machinists,  but  to  educate  engineers  who  will  have  that 
practical  knowledge  of  the  essentials  of  all  construction  which  will  qualify  them  to 
direct  such  work  intelligently  and  to  judge  as  to  its  proper  execution. 

The  staff  of  the  School  of  Mechanic  arts  consists  of  a  superintendent,  a  machinist, 
a  blacksmith,  a  day  engineer  and  a  night  engineer.  The  latter  is  in  charge  of  the 
dynamos  and  electrical  apparatus. 

The  regular  course  in  Mechanic  arts  begins  with  the  first  term  of  the  Freshman 
year,  and  extends,  with  the  exception  of  the  last  half  of  the  Sophomore  year, 
through  the  whole  four  years  of  the  Mechanical  and  Electrical  engineering  courses. 

1.  Wood- working  :  Exercise  with  hand  tools  and  turning  lathe;  Freshman  class, 
fall  term,  for  all  courses,  except  the  General,  three  periods  a  week.  (These  periods 
are  at  least  two  hours  each.) 

2.  Wood- working:  Care  and  use  of  power  tools,  including  those  for  sawing,  plan¬ 
ing,  jointing,  shaping,  moulding,  boring  and  mortising,  as  required  for  pattern¬ 
making  and  cabinet  work;  Freshman  class,  spring  term,  for  the  Agricultural,  Civil, 
Mechanical  and  Mining  engineering  courses,  three  periods  a  week. 

3.  Iron-working:  Exercises  in  forging,  welding,  and  tempering;  Sophomore  class, 
fall  term,  for  the  Agricultural,  Mechanical  and  Mining  engineering  courses,  three 
periods  a  week. 

4.  Iron-working:  Exercises  in  the  use  of  hand  and  power  tools  in  the  machine 
shop ;  Junior  class,  for  the  Mechanical  engineering  course,  three  periods  a  week, 
throughout  the  year. 

5.  Machine  construction,  requiring  general  use  of  machine  tools  ;  Senior  class, 
fall  term,  for  the  Mechanical  engineering  course,  three  periods  a  week. 

6.  Expert,  work  bringing  into  use  all  skill  acquired  in  the  various  branches  of 
shop-work;  for  the  Senior  class,  spring  term,  six  periods  a  week. 

The  following  is  the  account  of  the  Department  of  the  University 
which  is  given  to  the  education  of  the  colored  youth  of  the  State  who 
desire  University  training: 

Industrial  Department  at  Knoxville  College. 

The  statutes  of  the  State  of  Tennessee  (see  The  Code,  Art.  IV. ,  Sec.  339)  direct 
“that  no  citizen  of  this  State  otherwise  qualified,  shall  be  excluded  from  the  privi¬ 
leges  of  the  University  by  reason  of  his  race  or  color  ;  but  the  accommodation  of 
persons  of  color  shall  be  separate  from  the  white.”  The  Board  of  Trustees  of  the 
University  have  for  many  years  met  the  requirements  of  this  clause  by  providing 
similar  instruction,  modified  to  suit  the  requirements  of  the  students  of  this  race,  in 
a  separate  department. 

The  Industrial  Department  of  Knoxville  College,  located  at  Knoxville,  Tennessee, 
is  the  colored  department  of  the  University  of  Tennessee. 

The  Board  of  Trustees  of  the  University  elect  the  instructors  and  pay  all  the 
salaries  and  current  expenses  from  the  Land  grant  income  and  additions  thereto. 
The  President  of  the  University  and  the  Professors  of  Agriculture  and  Mechanic 
arts  have  immediate  supervision  of  the  course  of  study,  the  equipment  and  the 


582  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


methods  of  instruction  there  used.  This  is  a  department  of  the  University,  like 
any  other. 

This  institution  has  a  complete  outfit  of  buildings,  a  full  faculty  and  a  fine  equip¬ 
ment  for  giving  instruction  in  the  usual  college  branches.  A  new  building  was 
erected  last  year  for  the  laboratories  and  shops  of  this  department.  There  are  shops 
for  work  in  wood  and  iron,  drawing  rooms,  and  laboratories  for  chemistry,  botany 
and  agriculture.  The  building  is  equipped  with  a  boiler  and  engine,  and  the  nec¬ 
essary  machinery  and  tools.  The  laboratories  have  a  good  outfit  of  apparatus.  A 
tract  of  land  immediately  adjacent  to  the  building  is  provided  for  practical  work 
in  agriculture  and  horticulture.  Separate  instructors  in  chemistry,  botany  and 
agriculture,  and  for  di-awing,  mechanic  arts  and  physics  are  provided  for  this  depart¬ 
ment.  All  of  the  work  in  it  will  be  under  the  supervision  and  direction  of  the 
President  and  Board  of  Trustees  of  the  University,  as  are  the  other  departments. 

Students  hi  this  department  receive  State  scholarships  under  the  same  regulations 
as  other  students.  The  Board  of  Trustees  have  created  twelve  separate  apprentice¬ 
ships  in  this  department,  worth  fifty  dollars  per  annum  each,  to  be  awarded  to  the 
most  meritorious  and  promising  students  in  the  regular  industrial  courses.  These 
apprenticeships  will  be  awarded  by  the  President  of  the  University,  upon  the 
recommendation  of  the  President  of  Knoxville  College.  They  secure  work  in  the 
shops  and  on  the  farm  of  the  department,  the  service  required  being  rated  at  its 
market  value. 


COURSE  OF  STUDY. 


State  Students  must  be  prepared  to  enter  the  Second  Year’s  course. 


Agricultural  course. 


Arithmetic. 

English. 

General  History. 
Farmwork. 


Elementary  Algebra. 
Rhetoric. 

Physiology. 

Physiography ;  Agriculture. 


Higher  Algebra. 
Language. 

English  Literature. 
Botany ;  Agriculture. 


Geometry. 

Zoology. 

Political  Economy ;  Logic. 
Agriculture. 


Natural  Philosophy. 
Agricultural  Chemistry. 
Geology. 

Experimental  Farm  Work. 


Mechanical  course. 

FIRST  YEAR. 

Arithmetic. 

English. 

General  History. 

Drawing ;  Shopwork. 

SECOND  YEAR. 

Elementary  Algebra. 

Rhetoric. 

Physiography. 

Drawing  ;  Shopwork  in  Wood. 

THIRD  YEAR. 

Higher  Algebra. 

Language. 

English  Literature. 

Drawing  ;  Shopwork  in  Iron. 

FOURTH  YEAR. 

Geometry. 

Chemistry. 

Political  Economy ;  Logic. 

Designing ;  Shopwork. 

FIFTH  YEAR. 

Natural  Philosophy. 

Trigonometry. 

Care  of  Engine  and  Machinery;  Construc¬ 
tion. 


KNOXVILLE  COLLEGE,  TENNESSEE.  583 


Lectures  and  readings  on  the  studies  of  each  year  in  the  Course.  The  graded 
course  in  shopwork  is  taken  up  as  the  student  is  prepared  and  masters  the  various 
subjects,  according  to  the  judgment  of  the  professor  in  charge. 

For  detailed  information  with  regal’d  to  courses  of  study,  expenses,  etc.,  see  the 
separate  catalogue  of  this  department.  For  this  apply  to  the  President  of  the  Uni¬ 
versity,  or  to  Dr.  J.  S.  McCulloch,  President  of  Knoxville  College,  Knoxville,  Ten¬ 
nessee. 

Summary  of  students  in  the  Academic  Department. 


Sub-freshmen . . . . . '. .  15 

Freshman  Class .  77 

Sophomore  Class . 61 

Junior  Class .  30 

Senior  Class .  19 

University  and  Special  Students .  47 

State  Appointees  at  Knoxville  College .  27 

Total  in  Academic  Department .  266 

Total  number  from  Tennessee .  239 

Total  number  from  other  States .  27 


SUMMARY  BY  COURSES  PURSUED. 


1. 


Latin-Scientific . 

Classical . 

Agricultural  and  Scientific . 

Latin-Scientific . 

Literary-Scientific . 

Civil  Engineering . 

Mechanical  Engineering . 

Mining  Engineering . 

Classical  . 

Agricultural . 

Electrical  Engineering . . 

Total  Agricultural  and  Scientific 

Total  Classical . 

Total  Latin-Scientific . 


Collegiate  courses. 


■freshman. 

Freshman. 

Totals. 

14 

28 

42 

1 

13 

14 

36 

36 

Soph. 

Jun. 

Sr. 

Totals. 

20 

3 

8 

31 

14 

4 

3 

21 

5 

4 

3 

12 

11 

3 

1 

15 

3 

3 

7 

4 

3 

1 

8 

5 

5 

1 

1 

36 

22 

73 

2.  University  courses. 


Agricultural . 1 

Chemistry .  2 

Civil  Engineering .  2 

Greek .  1 

History  and  Political  Science .  1 

Languages  and  Literature .  4 

Latin-Scientific .  2 

Literary-Scientific .  1 

Mechanical  Engineering . . .  2 

Sciences .  3 

Teachers'  Course .  29 

Counted  twice  .  1 


Resume. 


Students  in  the  Academic  Department: 

1.  College  students .  219 

2.  University  and  Special  students .  47 

Total  number  in  the  Academic  Department . 266 

Professional  Departments : 

3.  Law  Department . 1 

4.  Medical  and  Dental  Department .  269 


Total  number  of  students  in  the  University  of  Tennessee 


542 


584  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

The  Faculty  of  the  Academic  Department  of  the  University  num¬ 
ber  21.  Charles  W.  Dabney,  Jr.,  PH.  D.  (Gottingen),  ll.  d.,  Presi¬ 
dent  of  the  University  (1892-93).* 

The  Agricultural  and  Mechanical  College  of  Texas.  Col¬ 
lege  Station,  Brazos  Co.,  Texas. 

This  college  was  established  by  the  Legislature  of  Texas  in  accord¬ 
ance  with  the  United  States  Law  of  1862,  the  provisions  of  which 
were  formally  accepted  by  the  Legislature  November  1st,  1866.  The 
act  establishing  this  college  became  a  law  April  17,  1871. 

By  a  provision  of  the  State  constitution  of  1876,  this  college  was 
made  a  branch  of  the  proposed  University  of  Texas,'  “for  instruction 
in  agriculture,  the  mechanic  arts  and  the  natural  sciences  connected 
therewith.” 

The  county  of  Brazos,  to  secure  its  location,  gave  to  the  State,  for 
the  use  of  the  college,  a  tract  of  2416  acres  of  land,  lying  five  miles 
south  of  the  town  of  Bryan.  The  Houston  and  Texas  Central  Rail¬ 
way  passes  through  the  grounds  and  the  post  office  address  is  Col¬ 
lege  Station. 

The  legislature  made  successive  liberal  appropriations  for  erection 
of  buildings  and  purchase  of  apparatus;  aggregating  in  1881,  the  sum 
of  $202,000.  The  college  was  formally  opened  for  reception  of  stu¬ 
dents  October  4tli,  1876,  with  an  attendance  of  six  students;  which 
however  rapidly  increased.  The  military  feature  of  the  college 
attracted  great  attention;  and  the  second  year,  there  was  an  influx  of 
250  students,  with  only  accommodations  for  150.  The  buildings,  when 
fully  completed,  were  designed  for  an  attendance  of  250;  but  the 
applicants  soon  far  exceeded  this  limit. 

The  permanent  trust  fund  arising  from  the  land  grant  was  $174,000; 
invested  in  7  per  cent  State  Bonds.  A  definite  number  of  State  stu¬ 
dents  are  boarded  and  taught  free  of  cost.  The  purpose  in  founding 
this  college,  as  the  address  delivered  June  26,  1877,  by  the  Hon.  A. 
J.  Peeler,  of  Austin,  Texas,  one  of  the  State  Directors  of  the  college, 
distinctly  shows,  was  that  of  training  up  for  the  great  State  of  Texas, 
from  among  her  own  sons,  the  engineers,  men  of  science,  architects, 
scientific  agriculturists,  and  practical  mechanical  constructors,  that 
were  already,  and  must  soon  be  more  and  more,  in  demand.  This 
admirable  address  shows  a  broad  and  far-reaching  comprehension  of 
the  needs  of  the  community  for  thoroughly  ti’ained  scientific  men, 
as  well  as  a  true  conception  of  the  proper  work  of  such  an  institution 
as  was  intended  by  the  act  of  congress,  which,  while  not  opposing 
classical  or  literary  culture,  sought  to  build  up,  either  in  conjunc¬ 
tion  with  classical  colleges,  or  separately,  institutions  giving  scientific 
training  in  agriculture  and  the  mechanic  arts. 

It  was  soon  felt  that  the  literary  and  military  development  of  this 
college  was  disproportionate  to  that  of  the  studies  it  was  its  special 


585 


AGRICULTURAL  COLLEGE,  TEXAS. 

province  to  teacli,  and  the  President,  being  required  by  law  to 
annually  report,  President  Jones,  in  his  “fourth  annual  Report,” 
under  date  of  July  1st,  1880,  discusses  a  plan  of  reorganization;  and 
states  the  conclusions  of  the  Faculty  as  to  the  desirability  of  rnodi- 
f}dng  the  studies  and  changing  the  courses  from  elective  to  pre¬ 
scribed.  He,  also,  incidentally  discusses  the  kind  of  education  de¬ 
manded.  The  topics  he  treats  are  of  such  interest  in  any  considera¬ 
tion  of  higher  technical  industrial  education,  whether  in  institutions 
indirectly  founded  by  the  government,  or  not,  and  discriminate  so 
clearly  between  the  idea,  once  somewhat  prevalent,  that  the  Morrill 
law  originally  contemplated  only  manual  labor  farm  schools,  and  had 
been  unfairly'  wrested  from  its  purpose;  and  the  other  idea,  that  all 
higher  education  must  needs  he  of  the  classical  type;  that  his  con¬ 
clusions  are  here  quoted  at  some  length;  as  bearing  upon  the  general 
subject  of  the  present  work. 

Comments  by  President  Jones. 

A  little  more  than  six  months  ago  this  institution  was  turned  over  to  the  present 
faculty,  to  mature  by  the  end  of  the  next  session,  a  Plan  of  Reorganization.  They 
found  that  it  had  been  organized  and  conducted  upon  the  university  plan  of  elective 
studies,  with  the  classics  as  its  great  central  idea  ;  that  no  systematic  and  practical 
instruction  had  ever  been  given  in  what  the  law  commanded  should  be  the  “  leading 
object  ” — agriculture  and  the  mechanic  arts  ;  and  that  instead  of  popularizing  the 
study  of  agriculture,  horticulture,  stock-breeding,  and  the  mechanic  arts,  and  thus 
fostering  a  juster  appreciation  of  the  dignity  and  the  importance  of  these  great  indus¬ 
trial  pursuits  which  must  ever  be  the  foundation  of  the  state’s  material  prosperity, 
the  college  had  sedulously  cultivated  a  sentiment  antagonistic  to  the  development  of 
these  branches  of  study,  and  which  continually  decried  them.  It  was  in  spirit  and 
in  fact,  as  far  as  circumstances  permitted,  a  strictly  literary  college — top-grafted  with 
a  strongly  prominent  military  feature.  That  it  should  fail  to  secure  its  support  in 
an  intelligent  public  opinion,  while  thus  conducted  in  the  face  of  the  mandatory 
legal  enactments  under  which  it  was  established  and  endowed,  is  not  to  be  won¬ 
dered  at. 

The  Mon-ill  bill  explicitly  requires  that  the  interest  of  the  endowment  fund  “shall 
be  inviolably  appropriated  by  each  state  which  may  take  and  claim  the  benefit  of 
this  act,  to  the  endowment,  support  and  maintenance  of  at  least  one  college  where 
the  leading  object  shall  be,  without  excluding  other  scientific  and  classical  studies, 
and  including  military  tactics,  to  teach  such  branches  of  learning  as  are  related  to 
agriculture  and  the  mechanic  arts,  in  such  manner  as  the  Legislature  of  the  states 
may  respectively  prescribe,  in  order  to  promote  the  liberal  and  practical  education 
of  the  industrial  classes  in  the  several  pursuits  in  life.” 

THE  STATE  ACCEPTED  THE  PROVISIONS  OF  THE  U.  S.  LAND  GRANT  LAW  OF  1862. 

Our  state  received  the  benefit  of  that  act  by  accepting,  in  1866,  its  provisions,  and 
establishing,  in  1871,  the  Agricultural  and  Mechanical  College  of  Texas.  And,  to 
leave  no  doubt  as  to  the  real  object  of  the  college  and  its  true  relation  to  the  educa¬ 
tional  system  and  industrial  interests  of  the  state,  the  constitution  of  1876  declares: 

Section  13.  The  Agricultural  and  Mechanical  College  of  Texas,  established  by  an 
act  of  the  Legislature,  passed  April  17,  1871,  located  in  the  county  of  Brazos,  is 
hereby  made  and  constituted  a  branch  of  the  University  of  Texas,  for  instruction 
in  agriculture,  the  mechanic  arts,  and  the  natural  sciences  connected  therewith. 


586  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


With  marked  libex  ality  the  state  has  equipped  the  college  with  commodious  build¬ 
ings,  a  well  stocked  farm,  laboratories,  apparatus,  instruments,  means  for  purchas¬ 
ing  tools  and  machinery,  and  all  else  necessary  for  complying  with  the  intention  of 
the  law ;  but  it  has  made  no  provision  for  prominently  developing  the  literary  side 
of  the  institution  either  by  adding  to  the  endowment  fund,  or  paying  the  salary  of 
a  single  professor.  Simple  honesty,  therefore,  requires  that  the  trust  imposed  by 
the  act  of  Congress,  (and  Texas  is  a  bound  trustee  iu  the  matter,)  should  be  strictly 
discharged,  and  that,  without  excluding  purely  literary  studies,  the  main  stress  of 
the  teaching  and  influence  should  fall  upon  the  technical  branches  specified.  There 
is  already  a  wide  demand  in  our  state  for  just  such  scientific  and  practical  indus¬ 
trial  education,  and  if  there  exists  a  demand  equally  as  wide  for  a  broader  and  more 
liberal  literary  and  professional  culture  than  existing  colleges  within  our  limits  can 
supply,  then  the  time  has  come  for  the  establishment  of  the  State  University  ;  it 
lias  an  ample  endowment  fund  already  provided.  For  this  college  to  do  thoroughly 
and  usefully  its  own  distinctive  work  will  tax  to  the  uttermost  its  present  limited 
resources  in  money  and  instructors. 

ILL  RESULTS  WHEN  THE  LAND  GRANT  COLLEGE  IS  MADE  SIMPLY  AN  ADJUNCT  TO 

A  CLASSICAL  COLLEGE. 

Nearly  every  state  in  the  Union  has  taken  advantage  of  the  Morrill  act.  In  many 
the  attachment  of  a  so-called  agricultural  department  to  an  existing  institution  was 
deemed  a  compliance  with  the  law.  The  result  in  every  instance  almost  has  been 
a  disastrous  failure,  due  to  the  overshadowing  influence  of  the  literary  features. 
Over  fifty  colleges  have  received  this  endowment,  and  of  them  all,  the  only  ones 
which  have  proved  eminently  successful  are  those  which  were  organized  and  con¬ 
ducted  as  separate  and  independent  colleges,  for  the  purposes  specified  in  the  act, 
and  for  no  others.  And  this  is  very  pointedly  put  by  President  William  Johnston, 
of  the  Ontario  School  of  Agriculture,  who  in  his  report  on  Agricultural  Education 
in  Germany  and  the  United  States  (1873),  to  the  Hon.  Commissioner  of  Agriculture 
of  Ontario,  Canada,  thus  accounts  for  the  failure  of  so  many  of  our  agricultural 
colleges  :  “The  great  faults  of  the  majority  of  them  are  the  attempts  to  teach  too 
many  subjects  superficially  ;  to  give  too  many  optional  courses,  to  leave  out  a  course 
of  farm  apprenticeship,  and  to  make  their  curriculum  too  literary  and  not  sufficiently 
technical.” 

I  deemed  it  proper  to  call  your  attention,  in  this  connection,  to  the  following 
action  of  the  United  States  Senate  in  March  last : 

Resolved,  That  the  Secretary  of  the  Interior  is  directed  to  furnish  to  the  Senate 
such  information  as  is  in  the  possession  of  the  Bureau  of  Education  in  relation  to 
the  state  of  technical  or  industrial  education  in  the  schools  and  colleges  endowed 
in  whole  or  in  part  by  the  government  of  the  United  States,  and  also  in  other  schools 
and  colleges  in  the  several  states  and  territories  and  the  District  of  Columbia,  and 
the  extent  to  which  provision  has  been  made  for  the  education  of  females  in  tech¬ 
nical  and  industrial  branches  of  education  and  the  number  of  females  in  attendance 
at  said  schools. 

To  the  official  demand  made  upon  me  for  information  concerning  this  college  I 
returned  such  answers  as  the  facts  warranted,  and  I  regret  that  they  could  not  show 
the  technical  and  industrial  side  of  the  college  in  a  more  creditable  condition. 

The  Faculty  have  unanimously  instructed  me,  therefore,  to  recommend  that  the 
present  elective  system  of  studies  be  abolished  and  that  there  be  substituted  for  it 
a  well  arranged  curriculum,  four  years  in  length,  and  embracing,  besides  such  other 
studies  as  your  Board  may  prescribe,  English  Language,  History  and  Literature  ; 
Scientific  and  Practical  Agriculture  :  Horticulture  :  Stock-Breeding,  and  Veterinary 
Science;  Animal  and  Vegetable  Physiology  and  Anatomy;  Physics;  Chemistry; 
Mineralogy  and  Geology ;  German  Language  and  Literature ;  Philosophy  and 


AGRICULTURAL  COLLEGE  OF  TEXAS. 


587 


Political  Economy ;  Mathematics ;  Land  Surveying  and  Leveling ;  Civil  Engi¬ 
neering  ;  Mechanics  ;  Drawing  ;  Book-Keeping  ;  Physical  and  Descriptive  Geogra¬ 
phy,  Elocution,  Declamation  and  Composition  ;  Military  Tactics. 

To  this  curriculum  optional  courses  in  the  Latin  and  Spanish  languages  should 
be  added — the  demand  which  already  exists  for  them  being  quite  large,  and  they 
are  too  important  to  be  omitted.  But  it  is  recommended  that  Greek  and  French  be 
no  longer  taught.  Should  Greek  be  discontinued,  it  is  respectfully  suggested  that 
the  present  course  in  Philosophy,  including  Logic,  Mental  and  Moral  Philosophy, 
and  Political  Economy,  be  given  to  the  Professor  of  Ancient  Languages,  and  that 
his  department  in  future  be  designated  the  chair  of  Latin  and  Philosophy. 

The  course  of  instruction  recommended,  while  it  makes  prominent  the  scientific 
and  technical  features,  affords  at  the  same  time  ample  facilities  for  literary  culture, 
and,  indeed,  requires  a  large  amount  of  it  as  an  essential  for  graduation. 

THE  INDUSTRIAL  DUTIES. 

The  success  and  usefulness  of  this  institution  as  a  school  of  Applied  Science  will 
very  largely  depend  upon  the  tact  and  ability  with  which  the  practical  duties  in  the 
technical  departments  are  arranged  and  enforced.  There  should  be  no  misconcep¬ 
tion  as  to  the  object,  nature,  and  intent  of  these  duties.  They  should  occupy  to 
the  theoretical  courses  of  Agriculture,  Horticulture  and  Mechanics,  relations  analo¬ 
gous  to  those  sustained  by  the  laboratories,  field-work  and  draughting,  and  dissecting 
room  to  the  courses  in  Physics  and  Chemistry,  Engineering,  and  Anatomy  respec¬ 
tively — and  without  these  practical  supplements  no  course  can  be  made  valuable. 
The  nature  and  extent  of  the  labor  to  be  performed  must  be  left  necessarily,  under 
some  general  restrictions  imposed  by  the  Board,  to  the  discretion  and  experience  of 
the  Professors  of  Agriculture  and  Mechanics,  who  are  to  be  directly  responsible  for 
the  success  of  their  departments.  The  field  and  shop  duties  will  not  come  every 
day,  but  will  take  their  regular  place  in  the  round  of  practical  work  which  includes 
also  laboratory  practice  in  Physics  and  Chemistry,  field-work  in  Surveying  and 
Leveling,  Draughting  and  Designing,  military  drills,  Animal  and  Vegetable  Physi¬ 
ology  and  Anatomy,  and  Veterinary  Clinics.  They  will  not  be  intended  to  give 
mechanical  skill  in  field  operations  to  the  student  but  to  make  him  an  intelligent 
applyer  of  the  laws  and  principles  of  nature  on  the  knowledge  of  which  scientific 
agriculture  and  horticulture  are  based. 

INDUSTRIAL  DUTIES  SHOULD  BE  COMPULSORY. 

To  the  question:  Shall  these  duties  be  voluntary  or  compulsory?  my  humble 
judgment  deliberately  and  unhesitatingly  replies  that  they  should  be  compulsory. 
First,  on  social  grounds;  as  all  students  under  the  proposed  curriculum  will  be 
required  to  study  the  science  of  agriculture  and  mechanics,  so  they  should  also  be 
required  to  make  the  necessary  practical  applications  with  their  professors  in  the 
fields  and  the  shops;  otherwise,  there  will  inevitably  arise  in  the  college  a  species  of 
caste,  in  place  of  that  homogeneity  of  feeling  which  should  bind  all  its  members  into 
a  close  fellowship,  and  which,  in  my  judgment,  will  soon  destroy  the  efficiency  and 
influence  of  the  technical  departments,  however  lavishly  money  may  be  spent  in  their 
equipment.  Second,  on  the  ground  of  utility :  The  courses,  if  taught  at  all,  ought 
to  be  made  of  some  value  to  the  student  and  to  the  state.  The  student  of  agricul¬ 
ture  should  be  made  as  familiar  as  possible,  not  with  books  only,  but  with  the  actual 
soils,  manures,  crops,  and  implements  themselves,  and  should  see  and  participate 
in,  as  far  as  practicable,  the  best  methods  of  culture  and  preparation.  The  student 
of  horticulture  must  learn  how  to  plant,  cultivate,  prune,  bud,  and  graft  fruit-trees 
and  vines,  not  in  the  lecture  room,  but  in  the  college  orchard  and  vineyard,  under 
the  professor’s  practical  instruction.  And  the  student  of  mechanics  should  see, 


588  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


handle,  and  use  the  tools  and  machinery  which  are  necessary  for  the  applications 
of  the  principles  of  mechanism  and  construction,  studied  in  the  text. 

THE  COLLEGE  SHOULD  NOT  BE  A  “MANUAL  LABOR  SCHOOL.” 

As  I  said  in  my  report  of  March  last :  All  work  will  be  carefully  performed  under 
the  guidance  of  the  instructors,  who  will  systematically  enforce  attention  to  prin¬ 
ciples  as  well  as  practice,  and  thus  make  the  exercises  a  mental  discipline  no  less 
than  a  training  for  eyes,  hand  and  muscles.  But  no  attempt  should  be  made  to 
convert  this  into  a  manual  labor  school ,  in  the  popular  acceptation  of  the  term,  in 
which  the  student  is  to  be  turned  into  a  veritable  field  hand  or  mechanic,  and  his 
work  received  as  a  full  compensation  for  board  and  tuition  ;  no  college  can  do  this 
and  make  its  academic  course  of  any  value.  The  practical  work  should  be  regarded 
solely  as  a  part  of  the  regular  instruction,  which,  in  after  life,  may  be  valuable  to 
the  student,  whatever  his  profession. 

In  other  words,  just  as  the  professor  of  Chemistry  compels  his  class  to  go  with  him 
through  the  practical  and  experimental  part  of  the  course  in  his  laboratory,  so  the 
professor  of  Agriculture  ought  to  be  allowed  to  require  his  class  to  go  with  him 
through  the  practical  and  experimental  parts  of  his  course  in  his  laboratories,  the 
farm  and  orchard.  This  labor,  being  simply  instructive  and  for  the  student’s  bene¬ 
fit,  should,  of  course,  be  without  remuneration. 

The  Fifth  Annual  Report  by  the  President,  for  1880-’81,  shows 
that  a  rearrangement  of  the  courses  has  been  adopted.  The  plan  of 
instruction  consists  of  an  Agricultural  course  and  a  Mechanical 
course  each  of  three  years.  All  students  must  enter  one  or  the 
other.  The  classics  are  optional  studies. 

The  studies  of  the  first  year  are  the  same,  in  the  English  branches 
and  mathematics;  but  the  agricultural  books  and  farm  practice,  are 
given  in  the  one,  and  Free  hand  drawing  and  shop  practice,  in  the 
other.  Drawing  in  all  its  industrial  forms,  and  direct  shop  practice, 
run  through  the  succeeding  two  years  of  the  Mechanical  course. — 
Drawing  does  not  appear  in  the  schedule  of  the  Agricultural  course. 

The  President  announces  that  a  building  has  been  fitted  up  with 
suitable  tools  for  wood  and  metal  working. 

The  following  extracts  from  the  report  of  Professor  Van  Winkle, 
in  charge  of  the  “Department  of  Mechanical  Engineering  and  Draw¬ 
ing,”  set  forth  the  purpose  of  the  new  departure  and  the  course  of 
training: 


DEPARTMENT  OF  MECHANICAL  ENGINEERING  AND  DRAWING. 

President  J.  G.  James  : 

Sir:  I  have  the  honor  to  submit  herewith  a  report  of  the  organization,  work  and 
condition  of  the  Department  of  Mechanical  Engineering  and  Drawing  for  the  ses¬ 
sion  of  1880-81.  In  organizing  this  department  due  consideration  was  paid  to — 
The  wants  and  resources  of  the  State. 

The  character  of  student  material  to  be  dealt  with. 

The  appliances  requisite  for  giving  such  a  course  of  practical  and  theoretical 
instruction  as  would  be  most  beneficial  to  the  community  and  consequently  most 
valuable  to  the  graduate. 

The  urgent  and  increasing  demands  of  the  State  are  for  skilled  artisans — those 
who  are  able  to  do  good,  practical  work,  or  take  positions  in  manufactories  and 


MECHANICAL  COLLEGE  OF  TEXAS. 


589 


other  mechanical  pursuits  as  superintendents  and  foremen — whether  in  the  con¬ 
struction  and  operation  of  railroads,  cotton  and  woolen  machinery,  or  building  of 
structures  and  machines  for  developing  our  natural  resources. 

The  immense  water  powers  of  Texas  should  be  turned  to  good  account  in  driving 
thousands  of  spindles  and  looms.  Capital,  dormant  or  invested  abroad  in  similar 
enterprises,  is  ready  to  lend  its  assistance  in  preparing  our  staple  products  for  the 
large  and  growing  demands  of  home  consumption.  But  the  State  is  almost  entirely 
dependent  upon  foreign  skill  and  labor  in  the  mechanical  pursuits,  and  the  com¬ 
paratively  few  enterprises  already  in  existence  are  crippled  and  stagnated.  The 
importance  of  the  problem  is  fully  appreciated,  and  it  is  incumbent  upon  us  to  find 
a  speedy  solution.  The  novelty  of  this  course  of  instruction  may  require  an  expo¬ 
sition  of  its  objects,  which  being  clearly  understood,  will  serve  as  the  best  explana¬ 
tion  of  its  details,  viz :  To  give  a  good  education  based  on  mathematics,  physical 
sciences  and  drawing,  and  a  sufficient  familiarity  with  their  practical  application 
in  the  mechanic  arts  to  secure  to  the  student  a  livelihood  and  to  the  State  a  valuable 
member  of  society  in  exercising  and  disseminating  his  technical  knowledge. 

The  scope  of  a  single  trade  is  too  narrow  for  purposes  of  instruction  by  classes  : 
moreover,  there  are  certain  principles  underlying  them  all.  The  great  variety  of 
tools  used  in  mechanical  processes  of  the  present  day  are  only  combinations  of  a 
few  elementary  hand-tools.  All  pupils  should,  therefore,  take  the  same  course  of 
elementary  instruction,  after  which,  encouragement  should  be  given  in  those  special 
branches  for  which  they  show  an  aptitude.  Students  possess  different  talents  to  be 
developed — some  exhibiting  a  tact  for  drawing  and  designing,  others  for  directing 
operations  or  for  mechanical  manipulation  ;  but,  to  be  proficient  in  any  industrial 
branch,  a  thorough  knowledge  of  all  pertaining  to  it  is  as  essential  to  the  director 
as  to  him  who  actually  frames  the  house,  bores  the  steam  engine  cylinder,  or  builds 
the  structure  or  machine.  Each  must  not  only  be  familiar  with  his  own  work,  but 
know  exactly  what  to  expect  from  those  connected  with  him.  In  order  to  intelli¬ 
gently  direct  others,  he  must  know  their  capabilities  ;  to  follow  the  directions  of 
others  he  must  know  how  to  interpret  and  supply  their  wants.  For  practical 
instruction  the  student  requires  only  physical  strength  and  common  sense.  But 
text-books  on  mechanical  subjects  employ  principles  of  mathematics,  physics  and 
chemistry,  as  well  as  those  of  practice.  Instruction  in  these  branches  must,  there¬ 
fore,  precede  theoretical  or  text-book  mechanics.  Thus  arranged,  the  practical 
value  of  the  course  is  directly  in  proportion  to  the  time  spent.  The  student  feels 
this,  and  is  prepared  to  receive  his  theoretical  training  with  higher  appreciation 
and  broader  criticism. 


THE  COURSE. 

The  course  of  instruction  is  in  three  parts,  viz  : 

Practice. — Shop  work  and  mechanical  laboratory. 

Drawing. — Free-hand,  geometrical  and  mechanical. 

Theoretical. — By  lecture  and  text-book. 

In  the  shops  practical  instruction  is  given — first,  in  elementary  construction,  that 
the  pupil  may  acquire  a  most  intimate  knowledge  of  practice  and  skill  in  the  use  of 
tools  and  work-shop  appliances.  He  is  conducted  through  the  shop  exactly  as 
though  assuming  the  lowest  place  in  a  manufacturing  establishment,  successively 
filling  higher  positions,  until  finally  graduated  as  superintendent.  Practical  instruc¬ 
tion  is  never  carried  to  the  extent  of  weariness  or  drudgery,  but  is,  on  the  contrary, 
a  pleasant  transition  from  study  and  recitation.  All  work  is  executed  after  draw¬ 
ings  to  which  it  must  conform.  Beginning  with  exercises  in  framing  and  joinery 
by  use  of  hand-tools,  the  pupil  is  promoted  to  the  use  and  care  of  wood  working 
machinery,  such  as  circular  and  fret  saws,  the  turning  lathe  and  exercises  in  pat¬ 
tern  making.  He  is  then  made  tool  and  stock  clerk  and  timekeeper,  thus  famil- 


590  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


iarizing  himself  with  any  special  tools  which  may  have  escaped  his  notice  in  the 
wood  department,  and  becomes  acquainted  with  makes,  sources  and  prices  of  the 
shop  equipment.  He  then  takes  a  course  of  filing,  chipping,  screw  cutting  with 
taps  and  dies,  and  other  vise  work,  and  erecting  of  machinery;  is  then  put  in  charge 
of  the  boiler,  whence  he  is  duly  promoted  to  engineer  to  take  charge  of  the  power 
and  its  transmission.  This  is  followed  by  a  course  in  drilling,  boring,  turning  lathe, 
screw-cutting  and  other  machine  tool  work. 

The  above,  including  the  bulk  of  shop  practice,  covers  the  first  two  years  of  the 
course,  which,  together  with  the  preparation  in  other  departments  of  the  college, 
has  laid  the  foundation  for  a  course  in  Mechanical  Engineering  and  laboratory  prac¬ 
tice.  Beginning  in  the  third  year,  lecture  room  instruction  is  given  in  the  follow¬ 
ing  subjects,  the  practical  illustrations  of  ■which,  together  with  the  students’  specially 
elected  line  of  work,  forming  the  basis  of  practice  in  the  junior  and  senior  years  : 

General  properties  of  building  materials. 

Experiments  on  strength  of  materials. 

Masonry,  framing. 

Bridges,  roofs,  roads,  railroads  and  river  improvements. 

Iron,  kinds  of — manufacture  of  wrought  and  pig — mechanical  properties. 

Steel :  kinds  and  how  made,  uses  and  how  worked. 

Shafting  and  transmission  of  power. 

Study  of  construction  and  operation  of  steam  engines  ;  original  essays  and  criti¬ 
cisms  of  machines  and  structures  of  various  kinds  throughout  the  course. 

Special  study  of  construction  of  locomotive — from  complete  set  of  original  work¬ 
ing  drawings — grist  mills,  cotton  mills  and  machinery — silver  mills — plantation 
machinery,  railroad  equipments. 


DRAWING. 

is  the  short-hand  language  of  modern  science.  It  is  a  universal  language,  common 
to  all  men,  showing  at  a  glance  what  words  would  be  inadequate  to  express,  and 
is  indispensable  to  the  mechanic  and  engineer.  The  course  begins  in  the  first  year, 
embracing  lettering  (free  hand)  sketching,  geometrical  problems  and  construction 
(with  instruments),  plotting  of  surveys  and  level  section  of  drawing  and  elements 
of  machines.  In  the  third  and  fourth  year  elements  of  mechanism.  Descriptive 
Geometry,  Shades,  Shadows  and  Perspective;  drawing  of  original  designs  for  ma¬ 
chines  and  structures,  and  drawing  for  graduating  thesis. 

The  Sixth  Annual  Catalogue  for  session  of  1881-’82,  shows  the  new 
departments  evidently  well  established.  The  following  is  the  pro¬ 
gramme  thus  given: 

Department  of  Mechanical  Engineering  and  Drawing. 

Professor  Franklin  Van  Winkle,  M.  E. 

The  aim  of  this  department  is  the  instruction  of  the  pupil  in  the  applications  of 
the  sciences  to  Engineering  and  the  Mechanic  Arts  in  a  manner  which  will  be  thor¬ 
ough,  practical  and  of  direct  utility. 

Instruction  is  imparted  by  practice  (in  shops  and  drawing  office)  text-books  and 
lectures. 

The  following  subjects  are  taught : 

I.  Mechanical  Drawing.—  This  subject  is  taught  by  lecture  and  text-book,  and  by 
practice,  free-hand  and  with  drawing  instruments ;  and  embraces  free-hand  sketch¬ 
ing  and  shading  of  geometrical  solids,  and  intersection  of  solids,  lettering,  sketching 
of  farm  implements,  with  dimensions  ;  geometrical  construction  with  instruments  ; 
drafting  to  scale,  and  architectural  drawing,  and  drawing  of  constructions  in  wood ; 


INDUSTRIAL  DEPARTMENT,  COLLEGE  OF  TEXAS. 


591 


projection  of  elementary  pieces  of  mechanism  ;  projectional  drawing  of  machines 
and  structures  from  sketches  and  measurements  ;  drawing  of  designs  for  machines 
and  structures ;  drawing  for  graduating  thesis. 

Text-Books  :  McCord’s  Mechanical  Drawing,  Lectures. 

All  drawings  are  original  and  not  copied  by  the  student. 

Methods  of  reproducing  and  blue-printing  are  also  taught. 

Each  student  must  provide  himself  with  a  set  of  drawing  instruments.  The  cost 
will  be  about  $8  for  all  that  is  required. 

He  will  make  his  own  “  T  ”  square  and  set  squares  (triangles)  in  the  shops  as  part 
of  his  regular  exercises  there.  Pencils,  paper  and  ink  can  be  obtained  at  the  college 
book  store  at  regular  market  prices. 

II. — Engineering. — Instruction  in  this  branoh  of  the  department  is  by  text-book 
and  lecture.  Like  drawing  with  shop  work,  the  instruction  here  is  made  concurrent 
with  shop  work  and  drawing. 

Theoretical  instruction  is  practically  illustrated  and  applied  by  the  student  for 
himself. 

The  subjects  taught  are  : 

Materials  of  Construction. — Their  resistance  with  experiments  on  their  strength, 
&c. 

Masonry. — Foundations,  walls,  arches,  &c. 

Carpentry. — Framing,  floors,  roofs,  &c. 

Bridges.— Of  stone,  wood,  iron,  suspension,  &c. 

Roads. — Common,  railways,  and  railway  appliances. 

Determination  of  formulae  for  strength  of  beams  and  columns  with  verification 
by  experiments  ;  the  steam  engine  and  steam  machinery,  with  practical  experiments 
on  college  engine  with  indicator  and  dynamometer ;  special  study  of  the  locomotive, 
from  complete  set  of  working  drawings,  iron  and  steel  as  materials  of  construction. 

The  student  to  write  a  monthly  essay  in  the  department,  and  before  graduation, 
to  submit  a  thesis  on  approved  subject,  accompanied  by  drawings  and  shop  work. 

Text-Books. — Mahan's  Civil  Engineering,  Fairbank’s  Elements  of  Mechanism, 
Bourne’s  Catechism  of  Steam  Engine,  Lectures.  *  *  * 

Industrial  Department. 

Professors  Georgeson  and  Van  Winkle. 

Each  student  is  required  to  labor  ten  hours  a  week  throughout  the  session.  The 
Agricultural  students,  in  the  fields,  orchards  and  gardens ;  the  Mechanical  students, 
in  the  shops.  *  *  * 


shops  and  shop  work. 


F.  M.  Gilbert,  Foreman. 


The  Mechanical  Department  occupies  a  two-story  wooden  building,  84x34  feet, 
and  two  small  attached  rooms.  In  order  to  give  systematic  practical  instruction  it 
has  been  organized  as  follows  : 


1.  Carpenter  shop. 

2.  Forge  shop. 

3.  Vise  shop. 


4.  Wood-working  Machine  shop. 

5.  Metal-working  Machine  shop. 

6.  Steam  Enginery. 


Five  thousand  dollars  have  been  spent  for  tools,  machinery,  12  horse  power  engine 
and  boiler,  and  materials  necessary  for  a  thorough  equipment  of  these  shops  on  a 
useful  basis  and  the  student,  who  will  complete  the  prescribed  three  years’  course  of 
work  in  passing  through  them,  will  be  well  fitted  for  commencing  life  in  some  man¬ 
ufacturing  or  mechanical  pursuit.  As  evidence  of  each  year’s  proficiency,  he  will  be 
expected  to  produce  some  piece  of  work  of  value  and  usefulness. 


592  EDUCATION  IN  THE  INDUSTRIAL  AND  EINE  ARTS. 

All  shop  work  is  executed  from  drawings  furnished  to  the  student,  or  made  by 
him  ;  he  is  instructed  how  to  read  and  measure  drawings  to  make  free-hand 
sketches  with  dimensions  of  work  in  hand,  and  to  make  out  correct  bill  of  material 
from  same  before  beginning  his  exercise  with  tools.  All  work  must  come  up  to 
the  standard  of  good  workmanship,  before  he  is  allowed  to  begin  the  next  exercise 
or  work.  Students  are  held  strictly  accountable  for  the  preservation  and  order  of 
the  tools  or  machines  to  which  they  are  assigned,  after  having  been  taught  how  to 
put  them  in  order. 

Pocket  callipers  and  a  24  inch  rule  are  needed  by  each  student ;  they  can  be 
gotten  here. 

Before  any  student  in  this  department  can  graduate,  lie  must  place  on  exhibition 
some  tool,  implement  or  machine  which  he  has  made  in  the  shops,  and  which  has 
been  pronounced  satisfactory  by  the  Professor  of  Mechanical  Engineering. 

There  is  shown  a  total  attendance  for  1881-’82,  of  258  students;  59 
Agricultural,  199  Mechanical,  no  students  in  last  year  of  the  Agri¬ 
cultural  course,  and  only  4,  in  the  second  year. 

LATER  HISTORY. 

The  latest  catalogue  at  hand*  shows  that  the  college  is  developing 
healthily,  with  a  small  increase  in  the  number  of  students.  The  reg¬ 
ular  undergraduate  course  has  been  increased  from  one  of  three,  to 
one  of  four  years;  and  a  Post  Graduate  course  of  two  years  added.  In 
January,  1888,  the  Board  of  Directors  established  a  Government 
“Agricultural  Experiment  Station”,  in  connection  Avitli  the  college; 
in  accordance  with  the  law  passed  by  Congress,  in  1887,  appropriating 
$15,000  a  year,  for  the  establishing  of  such  stations  in  the  several 
States. 

The  college  has  developed  on  the  lines  laid  down  in  the  reorgan¬ 
ization,  as  given  in  the  catalogue  of  1880-81.  Its  general  purpose 
is  thus  stated  in  the  present  catalogue  : 

OBJECTS  AND  PRESENT  POLICY. 

The  act  of  Congress  which  established  the  State  Agricultural  and  Mechanical 
Colleges  defines  their  objects,  but  under  the  act  there  have  been  foimded  as  many 
different  schools  as  there  are  States.  These  institutions  have  presented  a  variety  of 
educational  schemes,  which  have  embraced  nearly  all  gradations  from  the  classical 
and  mathematical  college  to  the  manual  labor  industrial  school.  In  view  of  this 
fact,  it  is  proper  to  state  as  definitely  as  possible  the  interpretation  given  to  the  act 
of  Congress  by  the  authorities  of  this  college,  and  the  manner  in  which  they  are 
endeavoring  to  carry  out  its  provisions. 

The  general  object  of  this  college  is  to  excite  and  foster  in  the  minds  of  our  people 
an  enthusiastic  appreciation  of  the  attractiveness  and  value  of  those  pursuits  by 
which  the  material  development  of  the  country  is  advanced. 

It  proposes  to  equip  boys  for  their  future  career  by  the  fullest  development  of 
their  powers  with  reference  to  the  wants  of  life,  and  acquaint  them  thoroughly, 
both  theoretically  and  practically,  with  the  duty,  the  dignity  and  the  nobility  of 
labor.  There  is  a  great  field  opening  in  our  State  for  practical  technical  employ- 
_ _ _ _ • _ 

*  Seventeenth  Annual  Catalogue  of  the  Agricultural  and  Mechanical  College  of 
Texas.  Session  1892-’93.  Railroad  Depot,  Express  and  Money  Order  office,  College 
Station,  Texas.  Austin  ;  Ben  C.  Jones  &  Co.,  State  Printers.  1893.  Pp.  79. 


SCIENTIFIC  TRAINING  IN  TEXAS  COLLEGE. 


593 


ment  and  a  growing  demand  for  the  services  of  those  fitted  for  labor  in  every  branch 
of  scientific  knowledge,  and  we  are  now  compelled  to  draw  upon  the  skilled  labor 
of  other  countries  to  fill  the  most  lucrative,  honorable  and  important  positions  in 
every  industrial  enterprise.  In  face  of  this  fact,  there  can  be  no  exaggeration  of 
the  value  of  an  institution  which  will  afford  the  direct  advantage  of  conducting  the 
student  from  the  simplest  mechanical  principles  to  the  complex  order  of  artistic 
ingenuity  by  enabling  him  to  combine  principles,  construct  models  and  call  into 
activity  his  ingenuity  for  designing ;  while  a  practical  knowledge  of  the  use  of  tools 
can  be  acquired  in  one-half  the  time  necessary  under  the  ordinary  methods  of 
obtaining  a  trade  knowledge  as  an  apprentice,  kept  at  such  work  only  as  proves 
most  profitable  to  the  employer. 

After  discussing  the  value  of  scientific  training  in  Agriculture  and 
Horticulture,  as  tending  to  the  development  of  self-reliant  manhood 
in  the  students,  and  commending  the  military  training,  for  the  value 
of  its  exercises  and  discipline,  both  upon  the  health  and  the  morale 
of  the  students;  the  business  of  the  college  is  stated  to  be  to  turn  the 
attention  of  the  young  men  of  the  State,  from  the  so-called  “learned 
professions  ”,  to  the  scientific  studies  dii’ectly  bearing  upon  the  devel¬ 
opment  of  the  material  resources  of  the  State. 

These  objects  are  sought  to  be  obtained  : 

By  a  thorough  course  of  instruction  in  all  practical  and  useful  branches  of  knowl¬ 
edge,  with  continual  application  of  principles  to  work  in  the  shops,  fields,  gardens, 
vineyards,  orchards,  pastures,  dairies  and  other  laboratories. 

By  relying  upon  text  books  as  little  as  possible  and  leading  the  students  to  seek 
information  directly  from  observation  and  experiment. 

By  inculcating  the  dignity  of  intelligent  labor — banishing  the  idea  that  the  farmer 
or  mechanic  who  is  worthy  of  the  name  need  be  any  less  learned  than  the  profes. 
sional  man. 

By  inducing  in  the  mind  of  the  student  an  enthusiastic  love  of  nature  and  the 
study  of  natural  laws,  whereby  agricultural  and  mechanical  processes  become 
invested  with  absorbing  interest,  and  are  pursued  in  a  spirit  which  leads  to  progress 
and  success. 

It  will  thus  be  seen  that  the  authorities  of  this  school  adhere  to  the  interpretation 
of  the  act  founding  it,  which  has  been  given  by  the  author  of  this  act,  and  which 
has  been  adopted  by  all  the  successful  colleges  of  similar  origin,  namely:  That  this 
college  is  not  a  trade  school,  designed  to  take  the  place  of  the  old  apprenticeship 
system,  but  an  institution  where  young  men  may  receive  broad  and  liberal  training 
in  all  those  sciences  and  arts  which  contribute  to  useful  citizenship  in  the  pursuit 
of  all  productive  industries. 

METHODS  AND  SCOPE  OF  INSTRUCTION. 

The  courses  of  instruction  cover  all  that  is  comprised  in  the  curricula  of  the  best 
institutions  of  our  times,  except  the  ancient  languages.  The  time  usually  devoted 
to  these  is  here  given  to  the  application  of  the  principles  in  the  fields,  shops,  and 
laboratories.  Mere  text  book  study  is  regarded  as  comparatively  of  little  value 
unless  supplemented  by  intelligent  practice  in  applied  science.  This  practice  occu¬ 
pies  from  six  to  eight  hours  per  week. 

EXPERIMENTAL  WORK. 

This  furnishes  the  chief  means  of  training  students  in  accordance  with  this  view, 
and  hence  a  most  important  subsidiary  object  of  this  institution  is  the  discovery 
and  dissemination  of  all  sorts  of  information  with  regard  to  industrial  pursuits. 

#  *  *  *  *  *  * 

ART — VOL  4 - 38 


594  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ART8. 


REGULAR  COURSES  OF  STUDY. 

There  are  two  regular  courses  of  study  and  practice  leading  to  degrees  and 
extending  through  four  years  each.  They  are  identical  for  the  first  year,  thus 
giving  the  student  the  advantage  of  elementary  training  in  subjects  that  are  of 
equal  importance  to  every  one,  and  affording  opportunity  for  intelligent  choice 
between  the  courses  as  continued  separately  through  the  three  succeeding  years. 
In  the  third  year,  or  second  class,  there  is  a  still  further  specialization  by  which  the 
student  may,  in  the  agricultural  course,  vary  his  studies  with  reference  to  obtaining 
either  of  two  degrees,  that  is,  Bachelor  of  Scientific  Horticulture  (B.  S.  H.)  or  Bach¬ 
elor  of  Scientific  Agriculture  (B.  S.  A.).  In  the  mechanical  course  a  similar  special¬ 
ization  is  provided  for  by  which  the  student  is  given  choice  between  the  degrees  of 
Bachelor  of  Civil  Engineering  (B.  C.  E.)  and  Bachelor  of  Mechanical  Engineering 
(B.  M.  E.). 

All  regular  students  must  pursue  either  the  agricultural  or  the  mechanical 
course,  and  there  is  no  course  of  instruction  which  is  not  industrial. 

The  languages  are  optional,  except  as  shown  in  the  curricula,  and  may  be  studied 
as  subjects  outside  of  the  regular  courses.  There  is  no  charge  for  any  optional 
study. 

In  view  of  the  great  practical  importance  of  the  German  and  Spanish  languages 
for  business  purposes  in  our  State,  special  attention  is  given  to  these. 

Post  Graduate  Courses  are  offered  in  the  following  subjects  : 

“Agriculture;  Mechanical  Engineering ;  Horticulture;  Botany; 
Experimental  Agriculture ;  Civil  Engineering;  Physics  ;  Mathe¬ 
matics;  Chemistry;  Geology  and  Mineralogy;  Modern  Languages  ; 
English;  and  Drawing.” 

The  following  12  “Departments  of  Instruction”  for  undergrad¬ 
uates  are  comprised  in  the  College: 

“English  and  History;”  “Mechanical  Engineering;”  “Shops 
and  Shop  Work;”  “Agriculture;”  “  Chemistry  and  Mineralogy  ;” 
“Mathematics;”  “Veterinary  Science;”  “Military  Science  and 
Tactics;”  “Civil  Engineering  and  Physics;”  “Horticulture  and 
Botany ;  ”  “  Languages  ;  ”  “  Drawing.  ” 

The  courses  in  Mechanical  Engineering  and  in  shop  work  have 
been  set  forth  in  the  previous  pages  and  are  substantially  the  same 
as  are  described  in  the  present  catalogue.  The  following  extract 
gives  the  course  in  Drawing  as  it  is  given  through  the  present  four 
years  course  in  the  two  main  divisions  of  the  College : 

•  Department  of  Drawing. 

Professor,  F.  E.  Giesecke,  M.  E. 

Assistant,  D.  W.  Spence,  C.  E. 

The  course  of  instruction  given  in  this  department  extends  through  four  years  ; 
the  work  of  the  different  classes  is  shown  in  the  following  outline  of  the  course  of 
study: 

Fourth  Class — Penmanship  and  Free-Hand  Drawing :  The  lessons  in  penman¬ 
ship  tend  to  teach  the  student  to  write  a  plain  and  rapid  business  hand,  by  means 
of  the  muscular  movement.  The  instruction  in  free-hand  drawing  is  intended 
altogether  as  means  of  training  the  student’s  hand  and  eye,  as  well  as  his  mind. 
The  drawing  books  used  are  selected  from  Thompson’s  Primary  and  Advanced 
Free-hand  Series. 


DRAWING  IN  TEXAS  COLLEGE  OF  AGRICULTURE.  595 


Third  Class — Agricultural  Course :  Free-hand  drawing,  one  and  one-half  hours 
per  week  throughout  session.  Thompson’s  Advanced  Free-hand  and  Model  and 
Object  Series  are  used. 

Second  Class — Agricultural  Course :  Mechanical  drawing,  two  hours  per  week 
during  spring  term.  This  short  course  in  drawing  is  given  to  enable  the  student  to 
make  the  drawings  necessary  to  his  study  and  practice  of  surveying. 

Third  Class — Mechanical  Course:  Mechanical  drawing,  three  hours  per  week 
throughout  session.  The  student  is  taught  the  use  of  the  drawing  instruments  in 
the  drawing  of  simple  figures,  geometrical  problems,  and  lettering  during  the  fall 
term.  During  the  winter  and  spring  terms  projection  drawing  is  taught  to  prepare 
the  student  for  the  study  of  descriptive  geometry.  Practice  in  free-hand  drawing 
is  continued  in  this  as  well  as  in  the  two  higher  classes  as  an  essential  part  of  the 
regular  work. 

Second  Class — Mechanical  Course :  Descriptive  geometry  three  hours  per  week 
during  fall,  and  two  hours  during  winter  term.  Faunce’s  Descriptive  Geometry  is 
used  as  a  text-book,  and  is  supplemented  by  weekly  original  problems.  Two  hours 
per  week  during  each  term  are  devoted  to  drawing  higher  plane  curves,  gear  teeth, 
screws,  and  various  conventional  signs  used  by  draughtsmen.  During  the  spring 
term  the  student  makes  working  drawings  of  parts  of  machines  which  involve  the 
principles  he  has  studied  in  descriptive  geometry.  Those  who  take  the  B.  M.  E. 
course  receive  lectures  on  the  materials  used  in  machine  construction  during  this 
term. 

First  Class — Mechanical  Course :  The  drawing  in  the  fall  term  will  consist  of 
exercises  in  tinting,  tracing  blue  printing,  and  isometric  projections.  Applicants 
for  the  degree  of  B.  M.  E.  will  in  addition  receive  lectures  on  machine  designing, 
and  will  have  practical  exercises  at  the  drawing  board,  during  the  winter  and  spring 
term,  in  designing  and  making  working  drawings  of  machine  elements  or  of  simple 
machines.  Applicants  for  the  degree  of  B.  C.  E.  will  be  required  to  make  a  number 
of  working  drawings,  general  and  detail,  of  such  machines,  buildings  or  structures 
as  is  thought  advisable. 

Equipment :  The  department  is  equipped  with  a  good  set  of  skeleton  and  solid 
models  and  plaster  casts  for  free-hand  drawing;  a  complete  set  of  Schroeder’s 
models  for  descriptive  geometry,  and  a  number  of  drawing  instruments,  which  are 
only  used  occasionally.  There  are  also  provided  for  the  students’  use  all  necessary 
instruments,  squares,  and  triangles,  so  that  the  materials  only  have  to  be  purchased 
by  the  student.  These  can  be  obtained  at  the  College  book  store. 

The  Catalogue  gives  copies  of  the  Land  Grant  Laws  passed  by  Con¬ 
gress,  a  brief  summary  of  the  different  acts  passed  by  the  Legisla¬ 
ture  of  Texas,  and  a  copy  of  the  existing  State  law,  relating  to  the 
College  ;  also,  a  copy  of  the  U.  S.  law  establishing  the  Experiment 
Station. 

The  following  “  Summary”  shows  the  attendance  during  the  Aca¬ 
demic  year  1892-’93 : 


Post  graduates .  4 

First  class . 17 

Second  class .  69 

Third  class .  100 

Fourth  class . 103 


Total .  293  # 


596  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Board  of  Directors. 


The  government  of  this  College  is  vested  in  a  Board  of  Directors,  consisting  of 
five  members,  appointed  by  the  Governor  of  the  State.  They  are  “  selected  from 
different  sections  of  the  State,  and  hold  office  for  six  years,  or  during  good  behavior, 
and  until  their  successors  are  qualified.” 

Hon.  A.  J.  Rose,  President . Salado 

Hon.  W.  R.  Cavitt . Bryan 

Hon.  John  E.  Hollingsworth,  Commissioner  of  Insurance,  Statistics,  History, 

and  Agriculture,  ex-officio . Austin 

Dr.  J.  D.  Fields . Manor 

Hon.  John  Adriance . Columbia 

The  Board  of  Directors  of  the  College  are  also  the  governing  Board  of  the  Exper¬ 
iment  Station. 

Tlie  “Faculty  and  Other  Officers”  number  31.  L.  S.  Ross,  is 
President. 


The  University  of  Vermont  and  State  Agricultural  Col¬ 
lege,  Burlington,  Vermont. 

In  1863,  the  General  Assembly  of  Vermont  authorized  the  three 
classical  Colleges  of  the  State  to  unite  in  one  State  University,  which 
was  to  be  organized  in  accordance  with  the  provisions  of,  and  was 
to  receive  the  income  arising  from,  the  United  States  Land  Grant 
of  1862.  This  project  failing,  the  Vermont  Agriculture  College  was 
chartered  in  1864,  on  certain  conditions,  not  complied  with.  An  act 
was  therefore  passed  November  9,  1865,  incorporating  the  State 
Agricultural  College  chartered  in  1864,  with  the  University  of  Ver¬ 
mont,  which  was  founded  in  1791.  The  act  specifically  directs  that 
the  University  shall  always  maintain  “such  instruction  in  the 
various  branches  of  learning  as  is  contemplated  in  the  several 
charters  of  the  institutions  hereby  united.” 

In  accordance  with  this  law  the  University  maintains  a  Depart¬ 
ment  of  Art,  with  the  four  years’  course  common  to  the  higher  clas¬ 
sical  colleges,  and  a  Department  of  Applied  Science,  organized  in 
accordance  with  the  provisions  of  the  United  States  Law  of  1862, — 
also,  with  a  four  years’  course. — There  is,  in  addition,  a  “Literary 
Scientific  ”  course,  differing  from  the  regular  classical  course  only  in 
the  substitution  of  certain  scientific  studies  in  place  of  the  study  of 
the  Greek  language. 

All  the  courses  in  both  departments  are  open  to  young  women,  on 
the  same  conditions  as  to  young  men.  ' 

A  Medical  School  is  also  attached  to  the  University.  An  account 
of  the  Park  Gallery  of  Art,  attached  to  the  University,  will  be  found 
among  those  of  the  Art  collections  of  the  country,  to  be  given  in  a 
.  later  volume  of  this  Report. 

The  Department  of  Applied  Science  presents  the  following  courses : 

A  course  in  Civil  Engineering. 


THE  UNIVERSITY  OF  VERMONT,  BURLINGTON. 


597 


A  course  in  Theoretical  and  Applied  Chemistry. 

A  course  in  Agriculture  and  Related  Branches. 

A  course  in  Metallurgy  and  Mining  Engineering. 

The  studies  of  Freshman  year  are  common  to  all  the  courses.  In 
Drawing — “Geometrical,”  is  taught  the  first  term;  “Elementary 
Projection,”  the  second;  “  Church’s  Descriptive  Geometry,”  the  third. 

In  the  course  in  Engineering,  Drawing  is  pursued  through  the 
four  years.  Sophomore  year,  the  first  term,  “  Descriptive  Geometry; 
Plotting.” 

Sophomore  year,  2nd  term,  “Shades  and  Shadows;  Isometrical 
Drawing.” 

Sophomore  year,  3rd  term,  “Shading  and  Tinting ;”  “  Topograph¬ 
ical  Drawing.” 

Junior  year,  1st  term,  “Linear  Perspective;”  2nd  term,  Plotting 
Surveys  of  previous  term;  Construction  of  Maps;”  3rd  term,  “Struc¬ 
tural.” 

Senior  year:  1st  term,  “Mahan’s  Stone  Cutting;”  2nd  term, 
“  Graphical  Statics.” 

In  the  Agricultural  Course,  Drawing  is  taught,  the  1st  term  of 
Sophomore  year  as  “Descriptive  Geometry  completed;”  it  does  not 
appear  in  the  schedule  of  subsequent  terms,  nor  at  all,  in  either  of 
the  other  courses  of  study. 

In  the  Biennial  Report  of  the  Trustees,  for  1879-’80  occur  the  fol¬ 
lowing  statements  in  regard  to  the  courses  of  the  Department  of 
Applied  Science. 

The  courses  in  agriculture,  chemistry,  civil  engineering  and  mining,  are  de¬ 
signed  to  introduce  young  men  into  these  professions  through  a  training  in  the 
general  and  special  sciences  which  relate  to  them.  The  industries  of  the  world  are 
no  longer  mere  handicrafts.  Every  industry  has  a  scientific  basis,  a  thorough  under¬ 
standing  of  which  is  greatly  helpful  to  success  and  essential  to  inventive  improve¬ 
ment.  The  young  men  who  are  entering  upon  these  professions  are  slow  to  appre¬ 
ciate  these  facts,  but  the  educational  institutions  of  the  land  must  recognize  and 
proclaim  them  till  they  are  universally  accepted.  An  eminent  civil  engineer  says : 
“Scientific  training  is  indispensable  to  any  considerable  success.  Those  who  with 
out  such  preparation,  engage  as  chain-men  or  axe-men  in  an  engineer  corps,  expect¬ 
ing  to  work  their  way  up,  will  be  bitterly  disappointed.  Science  and  practice  are 
both  indispensable  to  an  accomplished  engineer.  The  latter  he  can  get  ‘  in  the  field.’ 
The  former  can  be  obtained  only  at  the  schools.”  It  is  the  same  with  agriculture, 
mining,  pharmacy,  dyeing,  &c.  Each  of  these  industries  is  encircled  by  a  group 
of  sciences  waiting  to  be  auxiliary  to  it,  if  their  help  is  invoked  and  will  be  received. 

The  various  scientific  courses,  agricultural,  chemical,  mining,  engineering,  are 
designed  to  furnish  this  kind  of  instruction  to  those  who  are  looking  forward  to 
one  of  these  industries. 

The  catalogue  for  1880-’81,  shows  a  total  attendance  of  76  students 
in  the  undergraduate  departments.  There  were,  in  addition,  143 
Medical  students. 


598  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


LATER  HISTORY. 

The  latest  Catalogue  at  hand,  that  for  1892-’93,*  shows,  in  the 
following  statement,  that  the  University  has  kept  pace  with  the 
developments  of  Science;  which  continually  makes  new  demands 
upon  Educational  Training.  The  schools  of  “Sanitary  Engineer¬ 
ing,”  “Electrical  Engineering,”  and  “Mechanical  Engineering,” 
demonstrate  the  progress,  since  1880,  in  the  needs  of  Institutions 
which  undertake  to  fit  students  for  the  Scientific  Professions. 

Instruction  is  given  in  the  University,  in  : 

I.  The  Department  of  Arts,  which  embraces :  1.  The  usual  Classical  Course  in 
the  Languages,  ancient  and  modern,  Mathematics,  Physical  Science,  Mental,  Moral 
and  Political  Philosophy,  Rhetoric,  Literature  and  History,  and  leads  to  the  degree 
of  Bachelor  of  Arts  ;  2.  The  Literary-Scientific  course,  in  which  the  studies  of  the 
Classical  course  are  pursued  with  the  exception  of  Greek,  and  which  leads  to  the 
degree  of  Bachelor  of  Philosophy. 

II.  The  Scientific  Departments,  embracing  the  studies  required  (1.)  by  the  Morrill 
Act  of  1862,  which  provides  that  instruction  be  given  not  only  in  “classical  and 
other  scientific  studies,”  but  especially  in  “branches  of  learning  relating  to  Agri¬ 
culture,  and  the  Mechanic  Arts ;  ”  and  (2.)  by  the  Endowment  Act  of  1890,  which 
provides  for  instruction  in  “Agriculture,  the  Mechanic  Arts,  the  English  language, 
and  the  various  branches  of  mathematical,  physical,  natural  and  economic  science, 
with  special  reference  to  their  applications  in  the  industries  of  life.” 

These  Departments,  are : 

1.  The  Department  of  Engineering,  which  includes  (a)  Civil  and  Sanitary  Engineer¬ 
ing  ;  (b)  Electrical  Engineering  ;  (c)  Mechanical  Engineering. 

2.  Chemistry. 

3.  Agriculture. 

The  degree  in  each  case  is  Bachelor  of  Science,  see  index,  degrees. 

III.  The  Department  of  Medicine,  leading  to  the  degree  of  Doctor  of  Medicine. 

The  University  has  been  enriched  by  the  gift  of  the  choice  library 
of  the  late  Hon.  George  P.  Marsh,  ll.  d.  ,  an  honored  son  of  Vermont, 
formerly  U.  S.  Minister  to  Italy,  a  scholar  and  author  of  world  wide 
recognition.  This  library  of  between  twelve  and  thirteen  thousand 
volumes  is  especially  rich  in  Philology,  History  and  Physical  Geog¬ 
raphy.  Hon.  Frederick  Billings,  of  Woodstock,  Vermont,  purchased 
and  presented  this  library  to  the  University,  and  added  to  his  gift 
that  of  a  Library  building,  thus  described  in  the  catalogue: 

The  beautiful  and  commodious  Billings  Library,  erected  at  a  cost  exceeding 
$150,000,  with  a  shelving  capacity  of  100,000  volumes,  contains  the  general  library 
of  the  University  and  the  special  collections.  The  apse,  originally  designed  for  the 
Marsh  collection,  has  been  appropriated  to  the  use  of  the  reference  library  and  read¬ 
ing  room. 

The  gift  of  $10,000  which  Mr.  Billings  made  for  the  increase  of  the  Library,  is 
now  being  expended,  and  several  thousand  volumes  have  already  been  added. 

*  Catalogue  of  the  University  of  Vermont  and  State  Agricultural  College,  Burling¬ 
ton,  Vermont,  1892-93.  Burlington  Free  Press  Association  Printers  and  Binders 
1892.  Pp.  113. 


VERMONT  AGRICULTURAL  COLLEGE. 


599 


There  is,  also,  a  Museum  building  with  large  mineralogical  collec¬ 
tions;  and  other  collections  of  natural  history,  archeology,  and  coins. 

In  the  Engineering  courses,  drawing  enters  as  an  essential  part 
in  the  course.  In  Agriculture  there  is  no  evidence  that  it  is  taught, 
nor  does  the  catalogue  show  any  courses  in  drawing  other  than 
“Mechanical.” 

The  development  of  Manual  Training,  to  an  account  of  which  the 
previous  volume  of  this  Report  was  so  largely  given,  has  record 
here  in  the  new  buildings  adapted  to  instruction  in  Mechanics. 

THE  MECHANICAL  BUILDINGS. 

The  University  has  recently  completed  the  construction  of  a  group  of  buildings 
suitable  for  the  lecture  rooms  and  workshops  required  for  giving  instruction  in  both 
Mechanical  and  Electrical  Engineering. 

The  buildings  consist  of  a  machine  and  carpenter  shop,  a  foundry  and  forge  shop, 
and  a  building  for  recitation  and  lecture  rooms.  The  latter  building  is  of  brick, 
sixty  feet  long  and  thirty-five  feet  wide,  three  stories  high  with  a  high  and  well- 
lighted  basement,  and  contains  six  recitation  rooms. 

The  foundry  and  the  forge  shop  is  another  brick  building  forty-four  feet  long  by 
thirty-two  feet  wide.  The  foundry  is  supplied  with  a  cupola  furnace,  brass  furnace, 
core  oven  and  facilities  for  moulding.  The  forge  shop  contains  eight  forges,  anvils, 
a  hand  drill  and  the  hand  tools  necessary  for  instruction  in  this  branch. 

The  machine  and  carpenter  shop  is  a  building  seventy  feet  long  by  thirty  wide, 
two  stories  in  height.  The  upper  story  is  used  for  the  carpenter  shop  and  is  supplied 
with  carpenter  benches,  a  full  line  of  tools  for  manual  work,  six  wood  turning 
lathes,  an  eight-inch  pattern-maker’s  lathe,  a  circular  saw  and  a  scroll  saw.  A 
portion  of  this  story  is  also  used  for  the  making  of  blue  prints,  or  the  reproduction 
of  drawings.  The  machine  shop  in  the  lower  story  of  this  building  contains  three 
engines  lathes,  a  hand  lathe,  a  planer,  a  milling  machine,  two  upright  drills,  a 
grindstone,  emery  wheels  and  filing  and  chipping  benches.  The  lower  story  con¬ 
tains  a  Harris-Corliss  engine  of  twenty-five  horse  power,  a  dynamo  specially 
designed  and  provided  with  extra  armatures  and  field  coils  and  used  both  for  pur¬ 
poses  of  instruction  and  to  generate  electricity  for  lighting  the  Engineering  build¬ 
ings,  and  for  testing  lamps,  motors,  etc. 

The  basement  of  the  recitation  building  contains  a  general  testing  machine  of 
50,000  lbs.  capacity,  manufactured  by  Riehle  Brothers  of  Philadelphia  and  fitted  for 
tensile,  compression,  or  transverse  tests,  with  an  electric  micrometer,  for  measuring 
elongation.  It  also  contains  a  cement  tester  of  2,000  lbs.  capacity,  an  electrical 
storage  battery  of  sixty  cells,  and  other  apparatus  used  in  these  departments.  The 
buildings  adjoin  and  communicate  conveniently  with  one  another. 

A  full  agricultural  course  is  given.  The  students  in  agriculture 
are  required  to  take  a  full  course  of  shop  work  in  wood  and  iron;  and 
to  attend  lectures  and  recitations  on  “the  elements  of  mechanism.” 

The  military  instruction  and  training  required  by  the  Land  Grant 
Law,  is  given  under  the  direction  of  an  Army  officer,  detailed  for  that 
purpose  by  the  U.  S.  War  Department. 

Tuition  is  sixty  dollars  a  year;  the  total  of  College  Bills  is  given 
from  $91.50  to  $113.00,  according  to  room  accommodation.  All  neces- 


600  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

sary  expenses  of  College  Bills  and  board,  washing,  etc. ,  range  from 
$204.00,  to  $272.50.  Attendance  of  students  is  given  as  follows: 

Summary  of  Students. 


Seniors, .  44 

Juniors, . 55 

Sophomores, .  53 

Freshmen .  69 

-  221 

Students  in  Dairy  School, .  37 

Students  in  Medical  College,  . . . : .  190 

Total, .  ...  448 


The  Faculty  of  the  Department  of  Engineering  number  fourteen, 
in  addition  to  the  President  of  the  University.  The  Teaching  Force 
of  the  University,  not  counting  the  Medical  Faculty,  numbers  fifty- 
one,  in  addition  to  the  President.  There  are,  in  addition,  ten  special 
professors  in  the  Medical  Department. 

Matthew  Henry  Buckham,  D.  D. ,  President. 

Virginia  Agricultural  and  Mechanical  College,  Blacks¬ 
burg,  Va. 

The  General  Assembly,  by  act  approved  March  19th,  1872,  gave 
one  third  of  the  land  script  allotted  to  Virginia,  under  the  United 
States  Grant  of  1862,  to  the  Hampton  Normal  and  Agricultural 
School;  and  set  apart  the  remaining  two  thirds,  for  the  founding  of 
a  new  institution  to  be  called  the  Virginia  Agricultural  and  Mechan¬ 
ical  College,  to  be  located  at  Blacksburg,  Montgomery  County;  pro¬ 
vided  the  real  estate  belonging  to  the  Preston  and  Olin  Institute, 
should  be  transferred  to  it,  and  that  the  county  should  appropriate 
$20,000  as  an  addition  to  its  funds. 

These  conditions  were  complied  with  and  the  new  institution  was 
opened  October  1st,  1872,  with  an  attendance  of  131  students. 

The  real  estate  of  the  “Institute,”  consisted  of  five  acres  of  land 
on  which  was  a  three  story  college  building,  of  100  by  40  feet. 

An  additional  estate  of  some  250  acres,  but  a  quarter  of  a  mile  dis¬ 
tant,  was  purchased  for  the  farm  of  the  new  institution. 

The  committee  appointed  to  report  upon  a  plan  for  the  organization 
of  the  proposed  institution  made,  through  its  chairman  Hon.  Wm. 
H.  Ruffner,  State  Superintendent  of  Education,  an  admirable  state¬ 
ment  of  the  Polytechnic  and  Agricultural  training  institutions  in 
Europe,  quoting  at  some  length  from  the  excellent  and  well  known 
report  on  Education  in  Europe  and  the  United  States,  made  by  Hon. 
John  W.  Hoyt,  ll.d.* — The  conclusions  reached  were  that  the  new 

*  Paris  Universal  Exposition,  1867.  Reports  of  the  United  States  Commissioners. 
Report  on  Education,  by  John  W.  Hoyt,  United  States  Commissioner,  Washing¬ 
ton,  Government  Printing  Office,  1870.  Pp.  398. 

These  Reports  by  the  Government  Commissioners  were  issued  in  six  large 
volumes.  Published  by  authority  of  the  Senate,  under  direction  of  the  Secretary 
of  State,  and  Edited  by  William  P.  Blake,  Commissioner  of  the  State  of  California. 
Dr.  Hoyt's  Report,  is  the  last  of  the  five  reports  contained  in  Volume  VI. — I.  E.  0. 


VIRGINIA  AGRICULTURAL  AND  MECHANICAL  COLLEGE.  G01 


Institution  should  bo  practical,  and  should  not  trench  upon  the 
ground  already  occupied  by  University,  or  College;  but  should  seek 
to  train  practical  agriculturists  and  mechanics. 

A  schedule  of  a  three  years  course  was  recommended,  the  first 
years  studies  to  be  common  to  both  the  Agricultural  and  Mechanical 
courses.  In  both  courses  Drawing,  “  Free  hand  ”  and  “  Mechanical,” 
holds  an  important  place  and  is  continued  through  the  entire  course. 

The  repoi't  closes  with  an  appeal  for  additional  and  continued 
State  aid,  as  follows: 

We  have  this  tremendous  argument  to  back  our  appeal  for  an  increase  of 
endowment,  viz  :  that  this  is  the  first  thing  the  State  has  ever  done  in  the  way  of 
collegiate  education  for  the  masses  of  her  people,  and  even  this  is  but  the  turning  over 
of  a  gift  from  the  Federal  government.  To  neglect  the  special  wants  of  the  great 
producing  classes  is  not  only  unjust,  but  exceedingly  unwise.  It  is  toward  them 
the  vitalizing  power  of  technical  education  should  be  most  studiously  directed,  and 
the  forms  of  education  should  be  so  varied  that  its  forces  will  take  effect  through¬ 
out  the  entire  mass. 

The  Land-Grant  was  a  recognition  by  Congress  of  the  claim  of  the  producing 
classes  for  forms  of  scientific  education  really  suited  to  their  wants,  and  the  action 
of  the  Legislature  of  Virginia  in  creating  a  separate  college  was  a  similar  recogni¬ 
tion.  This  action  of  our  Legislature  was  as  wise  in  policy  as  it  was  just  in  princi¬ 
ple,  and  may  be  regarded  as  an  indication  of  the  intention  of  that  body  to  provide 
whatever  may  be  necessary  for  its  support.  We  cannot  suppose  that  our  industrial 
classes  will  be  left  wholly  dependent  upon  the  bounty  of  Congress  for  the  means  of 
technical  education.  Day  laborers  being  left  out  of  view,  farmers  and  mechanics 
constitute  the  great  bulk  of  our  population.  There  are  in  Virginia,  by  the  census 
of  1870,  73,000  farms,  which  no  doubt  represent  at  least  that  number  of  farmers 
(including  proprietors  and  tenants).  We  have  not  yet  been  able  to  ascertain  the 
number  of  mechanics  in  the  State,  but  supposing  it  to  be  one-third  less  than  the 
numbers  of  farmers,  we  have  something  like  125,000  white  farmers  and  mechanics 
in  the  State,  which  is  within  25,000  of  the  whole  number  of  white  registered  voters 
in  1869. 

These  facts  compared  with  our  educational  statistics  show  where  lies  the  great 
field  for  technical  education,  and  furnish  a  guaranty  for  the  ultimate  success  of 
the  Virginia  Agricultural  and  Mechanical  College. 

The  Legislature  subsequently  made  appropriations  running 
through  several  years,  for  additional  buildings. 

In  1880,  Mr.  Ruffner,  at  the  request  of  the  Board  of  Visitors  of  this 
College,  undertook  a  tour  of  observation  among  the  industrial  col¬ 
leges  of  the  country,  extending  his  visit  to  Canada.  His  Report,  a 
a  pamphlet  of  39  pages,  in  which  he  also  embodies  a  brief  account  of 
such  other  of  the  land  grant  colleges  as  he  did  not  personally  visit, 
is  full  of  interest.  A  few  paragraphs  from  his  concluding  remarks 
are  here  given: 

Having  thus  completed  such  review  as  time  allows,  of  the  systems  of  educa. 
tion  practiced  in  American  Agricultural  and  Mechanical  Colleges,  I  will  close  with 
some  brief  remarks  founded  on  the  facts  observed. 

I.  As  heretofore  intimated,  there  is  exhibited  surprising  contrariety  of  sentiment 
in  respect  to  the  meaning  of  the  act  of  Congress  of  1862,  under  which  these  insti¬ 
tutions  are  largely  supported.  Some  colleges  aim  to  provide  liberally  all  the  educa- 


602  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


tional  facilities  either  required  or  hinted  at  in  the  act  of  Congress.  Others  feel  at 
liberty  to  go  just  so  far  in  supplying  facilities  as  the  means  will  pay  for,  and  no 
farther.  *  *  * 

At  the  bottom  of  all  these  variations  lies  a  question  which  has  never  been  squarely 
met  as  it  should  have  been — namely,  whether  the  leading  aim  of  these  colleges 
should  be  to  benefit  the  industrial  classes  personally  or  to  benefit  them  technically  ; 
that  is,  whether  the  industrial  classes  are  to  be  benefitted  generally,  in  and  for 
themselves  as  persons,  or  benefitted  by  increasing  their  intelligence  and  skill  in 
their  industries.  For  example,  shall  a  technical  college  aim  to  provide  general 
education  for  the  sons  of  farmers  and  mechanics  which  will  simply  increase  their 
general  ability,  or  special  education  whereby  those  who  are  looking  forward  to  the 
farm  or  the  shop  may  be  taught  and  trained  in  and  for  their  respective  occupations. 

TO  PROVIDE  TECHINICAL  TRAINING  WAS  THE  EVIDENT  INTENT  OP  CONGRESS. 

The  doubt  that  seems  to  exist  in  reference  to  this  point  has  checked  the  harmoni¬ 
ous  development  of  the  technical  idea  in  education.  The  former  interpretations 
cannot  be  maintained,  because  if  the  technical  idea  be  thrown  out,  the  whole  pro¬ 
ceeding  of  Congress  in  creating  these  colleges  becomes  irrational,  and  the  colleges 
themselves  can  offer  no  good  reason  to  the  public  why  they  should  exist  at  all ;  for 
as  respects  the  common  branches  of  study,  farmers  and  mechanics  want  no  pro¬ 
vision  different  from  what  is  made  for  other  people.  Congress  meant  to  promote 
the  public  interest  by  doing  something  for  the  industrial  classes  that  would  be 
equivalent  to  what  has  been  done  for  the  professional  classes  in  other  vocations. 

And  those  who  have  studied  the  history  of  the  technical  idea  all  over  the  world, 
must  observe  the  specializing  tendency  of  education  everywhere  ;  that  is,  the  ten¬ 
dency  to  have  special  courses  for  special  things,  and  to  weave  liberal  studies  into 
these  courses,  less  or  more,  according  as  these  studies  may  or  may  not  contribute 
to  the  practical  result  aimed  at.-  A  course  of  study  must  do  the  thing  aimed  at,  or, 
whatever  be  its  general  merits,  it  is  a  failure.  *  *  * 

It  is  very  certain  that  the  thing  demanded  by  the  public  of  the  technical  college 
is  the  technical  feature.  This  is  what  they  look  for,  and  talk  about,  and  criticise. 
There  must  be  something  to  show  that  this  school  is  not  a  sham,  but  a  reality  true 
to  its  name. 

SPECIAL  DEVELOPMENT  ACCORDS  WITH  LOCAL  ENVIRONMENT. 

The  problem  as  to  just  how  the  end  can  best  be  reached,  is  one  which  has  to  be 
studied  and  decided  by  each  State  for  itself.  There  will  be  certain  cardinal  points 
which  should  be  the  same  in  all,  but  there  are  other  points  on  which  each  college 
should  pursue  a  course  adapted  to  its  peculiar  conditions.  For  example,  it  does  not 
necessarily  follow  that  because  compulsory  manual  labor  for  three  hours  every  day 
is  a  successful  college  feature  in  Canada  or  Michigan,  that  it  would  be  successful 
in  Virginia.  The  theory  is  right  that  to  every  technical  course  there  should  be  a 
‘ practicum,'  as  some  now  term  manual  exercises, — and  theoretically  there  is  a  cer¬ 
tain  right  proportion  between  exposition  and  actual  practice— but  all  theories  in 
education  as  in  other  things  should  be  modified  according  to  the  materials  to  be 
operated  on.  Whilst  much  may  be  done  to  educate  public  sentiment,  true  wisdom 
dictates  that  nothing  should  be  attempted  in  education  to  which  the  public  cannot 
be  induced  to  respond  promptly.  Colleges  must  work  among  the  people,  not  above 
them.  The  people  must  understand  the  college,  and  love  it,  and  be  proud  of  it — and 
thus  only  Can  you  have  a  prosperous  and  useful  college. 

The  catalogue  for  the  session  of  1880-81,  shows  that  the  institution 
is  well  equipped  with  buildings  and  with  “shops  which  are  provided 


VIRGINIA.  AGRICULTURAL  AND  MECTIANICAL  COLLEGE.  603 


with  a  good  steam  engine,  and  with  several  excellent  machines.” 
There  is  a  preparatory  department  of  one  year,  and  a  course  of  three 
years;  in  each  of  the  years  of  the  college  courses  drawing  is  taught. 

VI.  Mechanics  and  Drawing. 

Professor  Blackford. 

There  are  three  classes  in  Drawing — the  Junior,  Intermediate  and  Senior.  No 
rigid  order  of  subjects  is  imposed,  but  all  through  regard  is  had  to  the  taste,  apti¬ 
tude  and  prospective  wants  of  the  student.  The  course  includes  Topographical,  Pen 
and  Ink,  Pencil,  Water-Color,  Architectural  and  Mechanical  Drawing.  A  course 
of  Descriptive  Geometry  belongs  to  the  Intermediate  Year. 

The  Senior  class  in  Mechanics  studies  the  theory  of  mechanics,  as  illustrated  in 
modern  machinery,  engineering  and  construction. 

The  College  Shops  are  under  the  control  of  the  Professor  of  Mechanics.  As  means 
may  be  afforded,  they  will  be  put  into  steady  and  vigorous  operation — -affording  to 
Students  the  opportunity  of  gaining  skill  in  the  use  of  tools  and  machinery. 

The  catalogue  shows  a  total  attendance  of  78  students  for  the  year  1880-’81. 

The  College  in  1893. 

The  article  by  the  President,  from  which  the  following  extracts  are 
taken,  is  a  full  and  authoritative  showing  of  the  present  prosperous 
development  of  the  college.  The  article  closes  with  a  statement  of 
the  further  needs  of  the  college  in  the  way  of  additional  buildings 
and  equipment,  to  enable  it  to  receive  all  who  now  seek  admission, 
in  numbers  largely  in  excess  of  present  accommodations.  These 
statements  are  here  omitted.  It  will  be  observed  that  the  course  has 
been  lengthened  by  a  year,  it  being  now  the  usual  college  course  of 
four  years;  and  that  the  facilities  for  Engineering  and  Mechanical 
training  have  been  multiplied.  The  practical  feature  of  supplying 
electrical  light  to  the  Village  of  Blacksburg  is  certainly  an  inter¬ 
esting  “object  lesson,”  illustrating  the  economic  character  of  the 
education  here  given  ;  the  electrical  light  plant  having  thus  nearly 
paid  for  itself  within  the  first  year.  From  this  statement  by  the 
President,  and  from  the  details  of  the  several  courses  as  given  in  the 
latest  catalogue,  the  practical  quality  of  the  thorough  training  here 
given  in  Agriculture,  and  in  Mechanics,  is  very  apparant. 

The  Outlook  at  the  Virginia  Agricultural  and  Mechanical  College. 

By  Dr.  J.  M.  McBryde. 

[Reprinted  from  The  Southern  Planter,  October,  1893.] 

As  you  know,  f  have  been  promising  to  give  to  the  farmers  of  Virginia,  through 
the  medium  of  your  excellent  journal,  a  short  account  of  the  present  organization 
and  condition  of  our  Agricultural  and  Mechanical  College — an  institution  which  was 
established  largely  for  the  advancement  of  their  interests  and  which  depends  in 
great  part  upon  their  patronage  and  support.  I  have  deferred  submitting  such 
account  until  I  could  write  with  some  assurance  as  to  the  results  of  the  late  re-or¬ 
ganization  of  the  College.  I  shall  endeavor  to  be  as  brief  as  the  nature  of  the  subject 
will  permit. 


604  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Reorganization. — The  College  was  thoroughly  re-organized  by  action  of  the  Board 
of  Visitors  in  July,  1891,  by  the  election  of  a  President,  the  appointment  of  several 
new  professors,  and  the  adoption  of  new  courses  of  study. 

The  object  arrived  at  in  the  reorganization  was  to  make  the  College  a  real  school 
of  Applied  Science — an  Institution  of  Technology  that  will,  in  due  time,  be  an  honor 
to  the  State.  Such  instructors  and  equipments  were,  therefore,  provided  as  would 
give  thorough  theoretical  and  practical  instruction  in  the  courses  underlying  Agri¬ 
culture  and  Mechanics  and  other  culturists,  civil,  mechanical  and  electrical  engi¬ 
neers  and  analytical  chemists,  and,  in  time,  mining  engineers,  architects,  viticul¬ 
turists,  veterinarians,  etc.  At  the  same  time,  it  was  recognized  that  the  students 
were  not  only  to  be  trained  as  specialists,  but  also  to  be  educated  for  the  duties  of 
citizenship.  Provision  was,  therefore,  made  for  instruction  in  English,  Political 
Economy,  Constitutional  History,  and  Ethics. 

In  order  to  give  practical  effect  to  these  views,  the  following  positions  were  estab¬ 
lished  :  Professorships  of  Mathematics  and  Civil  Engineering,  Mechanical  Engi¬ 
neering,  Horticulture  (including  also  Entomology  and  Mycology),  English  (including 
History  and  Political  Economy),  Biology,  Military  Science  and  Tactics. 

Adjunct  Professorships  of  Modern  Languages,  Physics,  and  Electrical  Engineer¬ 
ing,  General  Chemistry  (including  also  Geology  and  Mineralogy),  Agriculture,  An¬ 
alytical  Chemistry,  and  Veterinary  Medicine. 

Assistant  Professorship  of  Mathematics. 

Instructorships  in  Machine  Work,  Wood  Work,  and  Book-keeping. 

In  the  establishment  of  a  regular  gradation  in  the  teaching  force,  the  value  of 
the  principle  of  promotion,  with  increase  of  salary  for  faithful  service,  was  clearly 
recognized.  It  was  sought  to  make  the  stimulus,  inherent  in  this  principle,  bear 
upon  the  younger  teachers. 

COURSES  OF  STUDY  AND  METHODS  OF  INSTRUCTION. 

The  scheme  of  study  and  methods  of  teaching  adopted  may  be  succinctly  set 
forth  as  follows : 

The  Sciences,  especially  those  related  to  Agriculture  and  the  Mechanic  Arts,  hold, 
in  strict  accordance  with  the  Acts  of  Congress  from  which  the  College  derives  its 
income,  the  foremost  place.  Large  provision  is  made  for  instruction  in  their  prin¬ 
ciples  and  applications  to  the  industries  of  life. 

In  order  to  meet  the  wants  of  different  classes  of  students,  nine  distinct  courses 
of  study  are  offered — seven  courses,  of  four  years  each,  leading  to  the  degree  of 
Bachelor  of  Science,  and  two  courses,  of  two  years  each,  for  certificates.  All  are 
grouped  under  the  two  general  heads  of  Agricultural  and  Mechanical.  Under  the 
first  head  are  included  the  degree  courses  of  Agriculture,  Horticulture,  Applied 
Chemistry,  and  General  Science,  and  the  Shorter  Course  of  Practical  Agriculture  ; 
under  the  second,  the  degree  course  of  Civil  Engineering,  Mechanical  Engineering, 
and  Electrical  Engineering,  and  the  Shorter  Course  of  Practical  Mechanics. 

The  first,  or  freshman,  years  of  all  the  courses  are  very  nearly  the  same,  and  in¬ 
clude  the  fundamental  studies — Mathematics,  History,  English,  and  Inorganic 
Chemistry,  as  well  as  Physiology  and  Book-keeping.  The  courses  begin  to  diverge 
in  the  Sophomore  year,  and  the  differentiation  is  complete  in  the  Junior  year. 

Every  course  contains  a  certain  element  of  general  or  liberal  culture  in  addition 
to  the  special  or  technical  studies  appropriate  to  it,  the  aim  being  to  give  the  students 
a  practical  as  well  as  theoretical  knowledge  of  the  sciences  related  to  the  profession 
or  pursuit  he  proposes  to  follow,  and,  at  the  same  time,  to  fit  him  intelligently  to 
discharge  the  duties  of  citizenship.  To  this  end  he  is  made  to  study  the  Constitu¬ 
tional  History  of  his  country  and  the  general  questions  affecting  its  material  inter¬ 
ests,  and  is  taught  the  correct  and  ready  use  of  his  mother  tongue.  The  general  or 


AGRICULTURAL  COLLEGE,  BLACKSBURG,  VIRGINIA.  605 


liberal  studies  required  in  every  degree  course  are  Mathematics,  English,  French, 
German,  General  and  Constitutional  History,  Physiology,  Political  Economy  and 
Ethics. 

A  course  of  preparatory  or  sub-collegiate  study,  covering  one  year,  is  arranged 
for  applicants  unable  to  meet  the  requirements  for  admission  to  the  Freshman 
Class. 


PRACTICAL  WORK  REQUIRED  IN  EACH  COURSBi 

The  method  of  instruction  adopted  combines  theory  with  practice.  Laboratory 
or  practical  work  is  required  in  every  department.  In  English  and  Modem  Lan¬ 
guages  compositions  and  other  written  exercises  are  exacted  ;  in  Physics,  Chemistry, 
Mineralogy,  Mycology,  Botany,  Zoology  and  Physiology,  laboratory  work ;  in  the 
different  branches  of  Engineering,  shop  or  field  work  and  mechanical  drawing ;  in 
Agriculture  and  Horticulture,  shop  and  fieldwork;  in  Veterinary  Medicine,  dis¬ 
secting  and  clinics.  Such  practical  work  is  intended  to  illustrate,  emphasize  and 
apply  the  principles  and  theories  propounded  in  the  lecture-room. 

The  drills  and  other  military  exercises  required  in  every  course,  in  connection 
with  the  shop  and  field  work,  develop  the  bodily  powers  of  the  student  and  greatly 
contribute  to  Ins  physical  well-being. 

The  courses  of  study  are  so  arranged  as  to  give  the  student  sixteen  hours  of  class 
work  or  recitation  and  fifteen  hours  of  laboratory,  shop  or  field  work  a  week.  The 
lecture  or  recitation  continues  one  hour ;  the  exercises  or  work  in  the  laboratory, 
shop  or  field  three  hours. 

All  required  work  in  the  shop  or  field  is  held  to  be  instructive  and  is  not  paid  for. 
The  College  provides,  as  far  as  its  meaus  permit,  uninstructive  work  or  manual 
labor  for  the  students  needing  pecuniary  assistance.  Such  work  is  paid  for  at  rates 
proportioned  to  the  value  of  the  labor  performed.  By  our  schedule  of  lectures  a 
student  has  at  his  own  disposal  about  fifteen  hours  a  week,  which  he  can,  if  he 
chooses,  devote  to  such  labor.  It  is  possible  for  an  industrious  student  to  earn  from 
$2  to  $4  a  month,  or  $25  to  $40  during  the  session. 

NECESSARY  EXPENSES. 


The  cost  of  the  session  is  estimated  as  follows  : 


Tuition  fee . 

Matriculation  fee  (payable  only  once) . 

Infirmary  fee  (covering  medical  attendance,  etc.) . 

Contingent  fee  (deposit  to  cover  damages  and  balance  returnable  at  end  of 

session) . 

Steam  heating . 

Electric  lights  .  . 

Janitor’s  fee . 

Board  at  $9  per  month — nine  months . 

Washing  at  $1  per  month — nine  months . 

Uniform . 

Text-books . 


$30. 00 
5.00 
5.00 

5.00 

9.00 

2.70 

2.25 

81.00. 

9.00 

16.75 

10.00 


$175. 70 

Provision  is  made  by  Statute  for  the  free  education  at  the  College  of  200  young 
men  from  the  State.  The  act  reads  as  follows : 

“A  number  of  students,  double  the  number  of  members  of  the  House  of  Dele¬ 
gates,  making  two  hundred,  shall  have  the  privilege  of  attending  said  College  free 
of  tuition,  to  be  selected  by  the  school  trustees  of  the  respective  counties,  cities,  and 
election  districts  for  said  delegates,  with  reference  to  the  highest  proficiency  and 


606  EDUCATION  IN  THE  INDUSTRIAL  AND  EINE  ARTS. 


good  character,  from  free  schools  of  their  counties,  or,  in  their  discretion,  from 
others  than  those  attending  said  free  schools.” 

The  cost  of  the  entire  session  of  nine  months  to  holders  of  State  Scholarships  is, 
bj  this  provision,  reduced  to  $145.70. 

AID  OFFERED  TO  NEEDY  STUDENTS. 

The  College,  in  addition  to  this  provision,  endeavors  to  assist  young  men  of  limited 
means  in  their  efforts  to  secure  a  collegiate  training.  Such  young  men  are  fully 
alive  to  the  importance  of  application  and  study,  and  disposed  to  improve  to  the 
utmost  the  advantages  offered  them  here.  To  give  effect  to  this  aim,  all  paid 
employ6s  have  been,  as  far  as  possible,  dispensed  with  and  their  work  divided  among 
needy  students.  In  this  way  we  are  enabled  to  give  remunerative  work  to  nearly 
fifty  young  men.  The  amounts  paid  them  range  from  $5  to  $20  per  month.  Some 
run  our  engines  and  dynamos  ;  some  fire  our  furnaces  and  boilers  ;  some  sweep  out 
the  shops  and  clean  the  machinery ;  some  make  brooms,  others  milk ;  a  number 
are  employed  in  our  several  departments  making  out  and  collecting  bills  for  milk 
and  vegetables  sold,  for  electric  lighting  and  work  done  for  outsiders  in  our  shops, 
directing  and  mailing  our  Station  bulletins  (14,000  copies  of  each  monthly  bulletin 
are  issued),  and  quite  a  number  will  hereafter  wait  at  our  tables  in  the  mess.  The 
young  men  engaged  in  such  laudable  efforts  to  work  their  way  through  college 
generally  have  excellent  records  as  students,  and  all  are  greatly  respected  by  their 
fellow-students.  They  promise  to  make  self-reliant,  sturdy,  and  well-equipped 
men.  The  sentiment  of  the  students  in  regard  to  manual  labor  is  admirable.  The 
demand  for  work  of  any  kind  that  will  aid  them  to  pay  their  way  in  part  through 
College — no  matter  how  severe  and  exacting  it  may  be — is  far  beyond  our  power 
to  meet. 

And  in  addition  to  this  demand  for  work  from  our  own  students,  hundreds  of 
letters  come  to  us  from  young  men  all  over  the  State  pressing  upon  us  their  desire 
to  avail  themselves  of  the  advantages  offered  them  here,  frankly  pleading  their 
poverty,  but  affirming  their  willingness,  nay,  eagerness,  to  accept  any  work  that 
will  aid  them  in  meeting  their  collegiate  expenses.  A  labor  fund,  which,  in  a  large 
number  of  States,  is  annually  given  by  their  legislatures  to  Colleges  like  ours,  would 
enable  us  to  meet  this  demand,  and  to  train  for  success,  in  industrial  pursuits  a 
large  number  of  bright  and  promising  youths  who  are  now  cut  off  by  their  poverty 
from  all  hope  of  advancement  in  life.  The  sums  allowed  in  other  States  generally 
range  from  $5,000  to  $10,000  a  year.  The  smallest  amount,  $5,000,  would  enable 
us  to  aid  from  50  to  100  young  men  in  partly  working  their  way  through  College, 
and  at  the  same  time,  by  means  of  their  labor,  to  improve  our  farm,  gardens  and 
orchard,  add  to  our  buildings  and  other  equipments,  and  greatly  beautify  our 
grounds.  It  is  not  our  intention  to  establish  beneficiary  positions.  Every  young 
man  is  all  the  better  and  more  independent  for  helping  himself  to  the  best  of  his 
ability. 

RECENT  ADDITIONS  TO  BUILDINGS  AND  EQUIPMENT. 

Among  the  many  improvements  effected  since  the  reorganization  of  1891  may  be 
briefly  mentioned  the  following  : 

Veterinary  Infirmary,  a  wooden  building  of  nine  rooms,  supplied  with  steam, 
water,  and  gas.  Forge  and  Foundry,  one-stoi-y  brick  building,  erected  and  partially 
equipped  with  the  appropriation  of  $3,750,  allowed  us  by  last  General  Assembly. 
The  body  is  110  feet  by  30  feet,  with  an  L  60  feet  by  30  feet,  and  a  second  L  25  feet 
by  30  feet.  The  Forge  shop  is  supplied  with  0  forges,  a  blower,  and  the  necessary 
blacksmith’s  tools ;  the  foundry,  with  a  cupola.  Two  thousand  dollars  additional 
will  be  required  fully  to  equip  the  forge  and  foundry. 


COLLEGE  ENTERPRISE  IN  ELECTRICAL  LIGHTING.  607 


A  combined  creamery  and  cheese  factory  is  nearly  completed — erected  out  of 
proceeds  of  farm  produce.  From  this  same  source  we  have  been  able  to  supply  the 
farm  with  additional  silos,  stabling,  and  laborer’s  cottages. 

A  convenient  house  has  been  rented  and  fitted  up  as  an  infirmary.  The  ward  is 
well  lighted,  and  contains  12  beds.  It  is  under  the  immediate  charge  of  a  com¬ 
petent  matron. 

An  old  building,  called  the  Pavilion,  and  used  for  Commencement  exercises,  has 
been  fitted  up  for  a  Mess  Hall. 

The  wooden  building,  formerly  used  for  shops,  has  been  fitted  up  for  a  Steam 
Laundry.  A  party,  not  connected  with  the  College,  has  put  in,  at  his  own  risk,  an 
excellent  steam  laundry  plant,  the  College  merely  guaranteeing  to  him  the  washing 
of  the  students. 

A  small  brick  magazine  has  been  erected  for  the  storage  of  ammunition,  and  a 
neat  wooden  building  over  our  reservoir. 

The  floors  of  the  basement  rooms  in  the  two  academic  buildings  have  been  lowered, 
and  the  rooms  formerly  used  for  cellars,  coal-bins,  etc. ,  have  been  converted  into 
excellent  lecture-rooms  and  laboratories. 

A  large  5,000-gallon  tank  has  been  put  in  the  tower  of  the  Dormitory  building. 
By  this  arrangement,  a  good  head  of  water  is  furnished  to  all  our  laboratories  ;  and 
in  case  of  fire,  a  stream  of  water  can  be  thrown  on  the  roofs  of  all  the  buildings  on 
College  Hill.  With  our  reservoir  of  14,000  gallons,  and  two  tanks  of  6,000  gallons, 
we  are  enabled  to  keep  a  large  reserve  supply  of  water.  Our  supply  comes  from 
an  excellent  spring. 


ELECTRICAL  LIGHTING  ENTERPRISE. 

Our  system  of  electric  lights  has  been  extended  into  the  village  of  Blacksburg. 
The  income  derived  from  the  extension  has  been  nearly  sufficient  to  cover  its  cost 
within  the  year. 

The  more  important  additions  to  our  equipment  may  be  summarized  as  follows  : 
The  partial  equipment  of  the  new  Forge  and  Foundry  has  been  referred  to  above. 

All  the  lecture-rooms,  offices  and  laboratories  have  been  supplied  with  new  seats, 
tables,  desks  and  cases,  and  the  dormitories  and  infirmary  with  new  furniture, 
made  by  our  own  students  in  the  shops. 

One  hundred  and  fifty  new  Springfield  rifles  and  two  pieces  of  artillery,  together 
with  the  necessary  belts,  bayonets,  etc. ,  were  secured  last  spring  from  the  General 
Government. 

A  laboratory  has  been  fitted  up  for  assaying,  in  order  to  carry  on  the  work  in 
this  line  ordered  by  the  last  General  Assembly.  The  Act  imposed  upon  the  Board 
of  Agriculture  the  duty  of  assaying  any  minerals  sent  in  for  examination  by  any 
land-owner  in  the  State.  Under  an  arrangement  made  with  the  Board  of  Agri¬ 
culture,  several  hundred  assays  have  been  made  by  our  chemist  during  the  last 
year. 

An  electric  clock,  designed  and  made  entirely  in  our  shops,  has  been  put  in  and 
connected  by  wires  with  every  College  and  Station  building.  We  now  have  uni¬ 
form  time  in  every  department  of  the  College. 

Large  additions  of  live  stock,  including  Holstein  and  Guernsey  cattle,  and  Berk¬ 
shire,  Poland-China,  and  Essex  swine,  have  been  purchased  for  the  farm,  and  some 
fifteen  grade  cows  added  to  the  dairy  herd,  which  supplies  all  the  milk  consumed 
in  the  College  Mess. 

The  farm  has  also  arranged  to  supply  the  Mess  with  meat. 

Chemical,  physical,  biological,  mycological,  and  bacteriological  laboratories  have 
been  fitted  up  and  supplied  with  the  necessary  apparatus. 


60S  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


THE  EQUIPMENT  AND  FACILITIES  OF  THE  COLLEGE. 

As  at  present  equipped  for  its  important  and  expensive  work — for  all  scientific 
and  technical  work  is  necessarily  expensive — the  College  has  buildings  and  lands 
as  follows  :  Campus  of  about  thirty-five  acres  of  land  ;  a  farm  of  about  three  hun¬ 
dred  acres ;  two  large  academic  buildings,  of  three  stories  each,  containing  library, 
reading  room,  two  society  halls,  ten  lecture  rooms,  physical  laboratory,  botanical 
laboratory,  chemical  laboratory  (four  rooms),  assay  laboratory  (four  rooms),  and 
four  offices ;  dormitory  building  containing  seventy -two  rooms ;  horticultural  build¬ 
ing  containing  lecture  room,  mycological  laboratory,  and  five  office  rooms,  with 
adjacent  greenhouse,  boiler  room  and  vegetable  storeroom  ;  veterinary  infirmary, 
with  lecture  room,  bacteriological  laboratory,  museum,  dissecting  room,  operating 
room,  drug  room  and  offices  ;  creamery  and  cheese  factory  ;  mechanical  building 
containing  wood  shop,  machine  shop,  engine  room,  storeroom,  lavatory,  boiler 
room,  and  office ;  forge  and  foundry  building,  containing  forge  room,  foundry,  and 
large  office ;  steam  laundry,  with  twelve  students’  rooms  on  second  floor  ;  five  pro¬ 
fessors’  houses  ;  six  laborers’  cottages  ;  stables,  silos,  etc. ;  orchards,  vineyards,  and 
gardens. 

The  Station  has  carried  on  many  lines  of  experimental  research.  The  results 
already  reached  have  been  given  to  the  public  in  the  bulletins : 

******* 

Fourteen  thousand  copies  of  each  bulletin  are  printed  and  distributed  among  the 
farmers  of  the  State.  We  hold  ourselves  prepared  to  furnish  our  publications  to 
any  farmer  of  the  State  making  written  application  for  them. 

One  hundred  and  sixteen  students  were  enrolled  during  the  session  of  1891-92 ; 
177  during  the  session  of  1892-93 — an  increase  of  61.  From  the  number  of  letters 
received,  there  is  every  promise  that  we  shall  have  from  225  to  250  students  next 
session  (1893-94). 

The  President  under  date  of  March  22nd,  1894,  announces  the  enrol¬ 
ment  of  236  students  in  attendance. 

The  appeal  for  increased  State  support  is  thus  introduced: 

The  needs  of  the  College  are  many  and  pressing.  Its  buildings  are  insufficient  to 
accommodate  the  rapidly-increasing  number  of  students. 

*  X-  *  *  *  *  * 

The  special  attention  of  his  readers  was  called  by  the  editor  of 
“  The  Southern  Planter,”  to  the  article  from  which  the  above  extracts 
are  taken;  and  the  plea  of  the  President  for  additional  aid  from  the 
State,  heartily  endorsed. 

The  latest  catalogue,*  is  illustrated  with  views  of  the  buildings 
and  of  the  interior  of  the  woodworking  shop.  There  is  no  course  in 
Drawing  other  than  in  the  Mechanical  Drawing  essential  to  the 
several  courses  in  Engineering,  and  to  the  Course  in  Mechanics.  In 
these  courses  drawing  is  taught  through  the  four  years  ;  each  class 
meeting  twice  a  week,  and  giving  a  session  of  three  hours  to  their 
drawing. 


*  Catalogue  of  the  Virginia  Agricultural  and  Mechanical  College,  1892-’93,  Blacks¬ 
burg,  Virginia.  Richmond,  Va. :  Everett  Waddy  Co.  Publishers  and  Printers,  1893. 
Ill.  Pp.  80. 


SHOP  WORK,  IN  VIRGINIA  COLLEGE. 


609 


In  the  Department  of  Shop  Work,  there  are  eight  classes.  A  direc¬ 
tor,  and  three  assistants,  have  charge  of  this  department.  The 
details  given  of  the  courses  in  Mechanical  Engineering,  Electrical 
Engineering,  and  in  Shop  Work,  show  that  the  standard  of  training 
in  these  studies  is  in  accord  with  the  demands  of  modern  scientific 
and  industrial  education.  The  following  details  given  in  the  cata¬ 
logue  show  the  existing  facilities  for  shop  work. 

Department  of  Shop  Work. 

Director  Anderson.  Instructors  Cunningham,  Bray  and  Porcher. 
******* 

Equipment. — The  main  building  is  40  by  110  feet,  two  stories  high.  The  machine 
shop,  the  supply  room  and  the  engine  room  are  on  the  first  floor  ;  the  wood-working 
room  is  on  the  second  floor,  and  the  store  rooms  for  lumber  in  the  attic.  The  wash 
room  is  between  the  two  floors.  Power  is  furnished  by  a  fifty-horse  power  Buckeye 
engine,  which  also  drives  the  electric  light  dynamo.  This  is  connected  to  the  main 
head  shaft  by  a  friction  clutch,  so  that  the  shafting  of  the  shops  can  be  started  or 
stopped  at  pleasure  without  interfering  with  the  engine.  The  shafting  of  each  room 
is  also  connected  with  its  head  shaft  by  a  clutch. 

During  last  summer  a  very  substantial  one-story  brick  building  was  erected  for 
use  as  a  Foundry  and  Forge  Shop.  The  body  of  the  building  is  110  feet  by  30  feet. 
At  one  end  there  is  an  L  60  feet  by  30  feet  and  at  the  other  an  L  35  feet  by  30  feet. 
The  forge  shop  occupies  the  60  feet  by  30  feet  L  and  is  now  partially  equipped  and 
in  operation. 

The  foundry  is  not  yet  equipped,  but  is  expected  to  be  in  running  order  by  the 
opening  of  next  session.  The  boiler  and  coal  house  is  a  brick  building  32  x  45  feet 
detached  from  the  other  buildings. 

Steam  is  generated  by  a  battery  of  two  sixty-horse  power  horizontal  return 
tubular  boilers,  fitted  with  all  modern  appliances.  One  supplies  sufficient  steam 
for  our  needs  and  the  other  is  kept  in  reserve.  The  shops  throughout  are  heated 
by  exhaust  steam  from  the  engine  and  lighted  by  incandescent  lights. 

The  Wood-working  room  is  40x110  feet,  and  contains  eighteen  work- benches 
(described  below) ;  twelve  13"x  5 'turning-lathes  (described  below);  one  large  turning 
lathe,  one  combination  rip  and  cut-off  circular  saw,  one  large  circular  saw,  one 
hand-saw,  one  scroll-saw,  one  mortising  and  boring  machine,  a  reversible  shaper, 
one  double-headed  universal  wood- worker,  one  24”  surface  planer  with  tongue 
and  grooving  attachment,  one  Daniel’s  planer,  one  steam  glue  heater  and  one 
steaming-box.  The  work-benches  are  8x2J  feet,  strongly  and  neatly  built  of  oak. 
Below  are  two  closets,  and  at  the  back  of  the  top  are  two  tool-cases,  each  case  con¬ 
taining  the  following  tools  :  One  rip-saw,  one  panel-saw,  one  tenon-saw,  one  joint- 
plane,  one  jack-plane,  one  smoothing-plane,  one  block-plane,  one  claw-hammer, 
one  mallet,  one  set  of  chisels,  one  set  of  gouges,  one  screw  driver,  one  scriber,  one 
framing-square,  one  try-square,  one  bevel-square,  one  marking  and  mortise-gauge, 
one  pair  of  compasses,  one  bit-brace,  one  set  bits,  one  brad-awl,  one  oil-stone,  one 
oil-can,  one  rale  and  one  dust-brush.  Each  bench  is  fitted  with  a  Massey’s  vise  ; 
one  bench  accommodates  two  students  working  on  alternate  days,  each  student 
having  exclusive  use  of  one  set  of  tools  and  one  closet.  The  turning  lathes  are 
equipped  similarly  to  the  benches,  each  lathe  having  two  sets  of  tools.  Each  set 
is  arranged  on  a  system  of  boards,  and  kept  when  not  in  use  in  cases  under  the 
lathe ;  when  used  these  boards  are  placed  on  the  rear  end  of  the  lathe,  where  the 
tools  can  be  easily  reached  by  the  student  at  work.  A  set  of  lathe  tools  includes 
three  turning  gouges,  three  turning  chisels,  one  parting  tool,  one  pair  of  calipers, 


ART — VOL  4 - 39 


610  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


one  pair  of  dividers,  one  hammer,  one  oil-stone,  one  slip-stone,  one  oil-can,  and 
one  dust-brush.  As  with  the  benches,  each  lathe  accommodates  two  students  on 
alternate  days,  each  student  having  a  set  of  tools  and  a  case  to  himself.  Sixteen 
feet  is  cut  off  at  one  end  of  this  room  ;  a  part  of  this  space  is  used  as  the  instructor’s 
office.  Among  other  things  kept  in  this  office  is  a  complete  set  of  tools  not  in  such 
frequent  demand  as  to  necessitate  their  being  included  in  the  regular  sets.  The 
remaining  part  of  the  space  is  made  dust  proof,  and  used  as  a  finishing  room. 

The  Forge  Shop  now  contains  six  improved  cast-iron  forges,  with  water  and  coal 
boxes  and  adjustable  hoods ;  six  180-pounds  Peter  Wright  anvils ;  six  complete  sets 
of  forge  tools,  each  consisting  of  four  pairs  of  tong3,  one  sledge,  one  flatter,  one 
set-hammer,  one  cold  chisel,  one  hot  chisel,  one  hardy,  two  punches,  two  pairs  of 
fullers,  two  pairs  of  swages,  one  shovel  and  two  pokers ;  twelve  sets  of  hand-tools, 
each  consisting  of  one  hand-hammer,  one  prick  punch,  one  12"  square,  one  pair  of 
calipers,  one  pair  of  dividers ;  two  benches  fitted  with  three  vises,  and  having  below 
eighteen  locked  cupboards  in  which  the  students  keep  their  hand-tools  and  unfin¬ 
ished  work.  In  one  corner  of  the  forge  shop  is  an  8x8  feet  office  for  the  instructor, 
in  which  is  kept  a  complete  set  of  fullers,  swages,  punches,  headers  and  other  tools 
for  general  use.  A  35"  Buffalo  blower  furnishes  blast  for  the  forges. 

The  Machine  Shop  occupies  a  space  80  x40  feet,  and  contains  eleven  work -benches 
(described  below),  one  14"x  6'Flather  engine  lathe  with  taper  attachment,  two  14"x6' 
Flather  engine  lathes,  three  17''x5’  Muller  engine  lathes,  one  16"x8'  Reed  engine 
lathe,  one  10"x5'  Reed  engine  lathe,  one  12"x4'  Diamond  hand  lathe,  one  10"  speed 
lathe,  one  15"  Walcott  shaper,  one  10"x  10"x22"  Hendy  planer,  one  24''x24’'x  5'  Gray 
planer,  one  No.  15  Brainard  universal  milling  machine,  one  18”  Reed  drill  press,  one 
emery  grinding  machine,  one  grinding  stone,  one  pipe  vise  and  bench  with  tools 
for  working  pipe  up  to  3".  In  the  instructor’s  office  are  kept  for  general  use  in  the 
shop  complete  sets  up  to  one  inch  of  twist  drills  and  taps  and  dies,  up  to  two  inches 
of  reamers  and  mandrils ;  an  assortment  of  files  of  various  sizes  and  shapes,  of  cal¬ 
ipers,  scales,  squares,  hammers*  chisels,  and  many  other  tools.  The  work-benches 
are  on  the  same  plan  as  those  of  the  wood-room.  They  are  eight  feet  long  and  two 
and  a  half  feet  wide,  and  have  a  four  and  a  half  inch  swivel  jaw  machinist’s  vise 
on  each  end  ;  in  the  centre  of  rear  edge  are  four  cases  of  tools  (two  for  each  vise) 
and  below  are  four  closets.  Each  tool-case  contains  the  following :  One  ball-pin 
hammer,  two  cold  chisels,  two  cape  chisels,  one  prick  punch,  six  assorted  files,  one 
scraper,  one  4"  scale,  one  3"  machinists’  square,  one  centre  gauge,  one  scriber,  one 
pair  of  6”  outsider  calipers,  one  pair  of  5"  inside  calipers,  one  pair  3"  outside  spring 
calipers,  one  pair  5"  spring-dividers,  one  10"  monkey-wrench,  one  screw-driver,  one 
set  of  eight  lathe  cutting  tools,  one  oil-stone,  one  oil-can,  one  file  card,  one  pair  of 
copper  jaws  for  vise,  and  one  dust-brush.  Each  bench  will  accommodate  four 
students  (two  on  alternate  days),  each  student  having  a  set  of  tools  and  a  closet  to 
himself.  Each  machine  has  a  box  under  it,  in  which  its  attachments  are  kept,  and 
a  stool  near  it  for  the  reception  of  tools  when  in  use. 

The  Supply-Room,  located  in  the  main  building,  is  14  x  22  feet,  and  is  fitted  up 
with  shelves,  racks,  cases,  etc.,  for  the  storage  of  supplies.  A  dry-kiln  for  drying 
lumber  is  situated  over  the  boiler-room  and  heated  by  steam. 

The  situation  and  surroundings  of  the  college  are  thus  described  : 

LOCATION. 

The  college  is  located  in  one  of  the  most  beautiful  sections  of  Southwest  Virginia, 
It  immediately  adjoins  the  town  of  Blacksburg,  is  about  eight  miles  distant  from 
the  Norfolk  and  Western  railroad,  and  one  hundred  miles  west  of  Lynchburg.  Its 
situation  on  the  summit  of  the  Alleghanies,  some  2,100  feet  above  sea  level,  secures 
for  it  a  delightful  summer  climate.  Several  of  the  most  popular  watering  places 
in  the  State  are  only  a  few  miles  away.  The  winters  are  by  no  means  severe. 


HAMPTON  NORMAL  AND  AGRICULTURAL  INSTITUTE.  611 

The  nearest  railroad  point  is  Christiansburg  depot.  There  is  a  daily  line  of  hacks 
between  this  depot  and  Blacksburg.  The  two  places  are  also  connected  by  a  tele¬ 
phone  line. 

The  summary  of  attendance  for  the  year  1892-93,  is  given  in  the 
catalogue  as  follows. 

RECAPITULATION. 


Graduate  Students .  10 

Under-Graduate  Students: 

Seniors .  6 

Juniors .  12 

Sophomores .  28 

Freshmen .  54 

—  100 

Special  Students . . 50 

Total  Collegiate  Students .  ...  160 

Sub-Freshmen  Students .  17 

Total  .  177 


The  “Faculty  and  Officers”  of  the  College,  number  twenty-seven. 
John  M.  McBryde,  ph.  d.,  ll.  d.,  is  the  President. 

Hampton  Normal  and  Agricultural  Institute,  Hampton, 

Virginia. 

This  Institute,  which  has  become  one  of  the  best  known,  as  it  is 
one  of  the  most  interesting,  of  the  educational  institutions  in  the 
country,  was  established  in  1868,  by  the  American  Missionary  As¬ 
sociation  of  New  York,  with  the  purpose  of  aiding  in  the  education 
of  the  colored  people.  It  was  opened  in  April  1868,  with  an  attend¬ 
ance  of  fifteen  scholars,  on  a  manual  labor  basis.  In  1870,  it  was 
chartered  by  the  General  Assembly  of  Virginia-,  a  Corporation  of 
17  members  being  created  under  the  corporate  title  of  “  The  Trustees 
of  the  Hampton  Normal  and  Agricultural  Institute,”  empowered  to 
elect  their  own  successors.  In  March,  1872,  the  Legislature  granted 
to  it  one  third  of  Virginia’s  share  in  the  United  States  Land  Grant 
to  Agricultural  Colleges.  The  remaining  part  of  the  fund  going,  as 
already  stated,  to  found  the  Agricultural  College  for  whites  at  Blacks¬ 
burg; 

This  sum  was  invested  in  State  6  per  cent  Bonds.  The  State 
annually  pays  the  interest  $10,000,  to  apply  to  the  many  expenses  of 
the  institution.  The  United  States  Freedman’s  Bureau,  also  made 
liberal  grants  by  which  needed  buildings  were  erected.  Benevolent 
individuals  have  also  given  land  and  funds  for  needed  purposes, 
while  many  annual  scholarships  of  $70  each,  are  endowed. 

The  Institute  has  taken  a  farm  of  600  acres,  and  is  building  a 
machine  shop,  etc.  The  wise  management  and  the  enthusiasm  of  Col 
Armstrong,  the  principal  of  the  school,  having  created  a  very  gen¬ 
eral  interest  in  his  undertaking.  It  is  largely  due  however,  to  the 


612  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


experiment  here  inaugurated  in  April  1878,  of  training  Indian  youth, 
that  especial  interest  has  been  awakened  in  the  work  of  the  Hamp¬ 
ton  Institute.  The  two  races  have  been  taught  together  and  so  far 
the  experiment  has  met  with  great  success. 

Speaking  of  the  Indians,  the  Principal  in  report  of  1879,  says  : 

The  girls  go  to  school  five  days  each  week,  are  taught  sewing,  household  work, 
and  are  to  be  instructed  in  cooking  and  gardening. 

The  boys  work  on  the  farm,  a  few  in  shops,  an  entire  day  each  week,  and  besides, 
are  divided  into  squads  so  that  each  one  works  two  hours  daily  for  four  days  each 
week  in  the  “  training  shop,”  under  Mr.  G.  B.  Starkweather,  where  they  are  taught 
the  use  of  tools,  and  to  work  in  wood,  iron,  tin  and  leather.  Saturday  is  holiday, 
with  free  access  to  shops,  where  many  resort  voluntarily. 

Our  Indian  youth  are  encouraged  to  practice  and  improve  in  their  native  art. 
Painting  on  paper,  fans,  and  on  pottery,  brings  them  pocket  money  which  keeps 
them  cheerful. 

The  negro  has  the  only  American  music  ;  the  Indian  has  the  only  American  art. 

I  believe  it  to  be  a  duty  to  preserve,  and  in  a  wise  and  natural  way  to  develop 
both.  The  latter  is  curiously  suggestive  of  ancient  Egyptian  or  oriental  styles. 
There  is  an  oriental  expression  in  the  Indian's  countenance. 

Our  Indian  paintings  are  much  sought  after,  and  are  doing  good  in  many  places 
as  reminders  of  the  needs  of  a  noble  but  wronged  people. 

In  tlie  Report  of  1880,  tbe  Principal  thus  speaks  of  the  progress, 'of 
the  Indian  pupils : 

Their  studies  are  rudimentary;  teaching  is  chiefly  by  the  object  method.  They 
are  now  reading  simple  stories,  are  eager  to  learn,  and  most  interesting  as  pupils. 

In  work  they  are  slow,  but  as  a  rule,  willing,  and  have  made  satisfactory  prog¬ 
ress.  In  the  Indian  workshops  the  following  articles  have  been  made:  a  one-horse 
cart  complete,  and  quantities  of  spokes  and  other  materials  used  in  wheel-wrighting; 
a  variety  of  small  and  useful  articles  of  blacksmith  work  ;  all  the  wooden  tables 
used  in  the  school,  and  many  articles  of  woodwork;  all  the  tinware  needed  by  the 
school ;  most  of  the  shoe-mending,  and  a  few  pairs  of  shoes.  They  have  replaced 
broken  window-panes,  and  done  many  small  jobs  in  painting  and  other  mechanical 
work.  They  have,  under  direction  of  a  carpenter,  built  a  two-story  carriagehouse, 
24  x  50  ft.,  weather-boarded  and  shingled. 

The  farm  squad  has  worked  regularly  half  a  day,  cultivating  the  various  crops. 

The  girls  have  had  instruction  in  household  industries,  washing,  ironing,  and 
cooking.  They  are  learning  to  make  and  mend  their  own  clothes. 

Instead  of  receiving  clothing  as  fast  as  it  was  worn  out,  the  boys  have  been  put 
on  wages,  out  of  which  they  are  expected  to  purchase  their  clothing;  there  is  some 
waste,  but  the  consequences  of  any  folly  are  sure  to  be  felt,  and  a  valuable  lesson 
in  the  use  of  money  is  thus  given.  Putting  men  on  a  manly  footing  is  the  best 
way  to  promote  manhood.  This  fact  is  at  the  bottom  of  any  success  with  the 
weaker  races  of  our  country.  • 

The  government  allows  $150  per  year,  for  each  Indian  pupil;  this 
however,  with  the  earnings  of  his  labor,  does  not  meet  the  cost;  the 
deficiency  is  made  up  by  gifts  of  individuals  and  societies. 

The  school  differs  from  most  of  the  other  institutions  that  have 
arisen  under,  or  are  benefitted  by,  the  United  States  Land  Grant,  in 
that  it  is  really  a  manual  labor  school.  “  Labor  is  required  of  all  for 
the  sake  of  discipline  and  instruction.  Day  scholars  are  expected 


613 


HAMPTON  INSTITUTE  (l880). 

to  work  at  the  rate  of  one  hour  a  day  without  compensation,  at  such 
industries  as  may  be  assigned  them.  Students  usually  work  during 
one  school  day  each  week  and  the  whole  or  half  of  Saturday,  thus 
securing  four  whole  days  for  study  each  week,  and  from  one  and  a 
half  to  two  days  of  work.” 

EMPLOYMENTS  TAUGHT. 

“  The  following  is  a  list  of  school  industries  : 

The  farm,  with  bone-grinding,  grist-mill,  soap-making,  blacksmith’s  shop, 
butcher’s  shop,  and  milk-dairy. 

The  engineer’s  department,  with  knitting-machines,  broom-shop,  shop  for  iron¬ 
work,  rag-carpets  weaving,  and  carpenter-shop. 

Girls’  industrial  department,  for  making  and  mending  garments,  and  learning  to 
sew  by  hand  and  machine. 

Household  work,  including  washing,  ironing,  table  duty,  and  cooking  lessons  for 
the  girls.”  *  *  *  * 

The  problem  of  the  school,  industrially  is — 1st.  To  make  labor  as  instructive  as 
possible.  2nd.  To  turn  it  to  the  best  account. 

By  giving  each  student  one  and  a  half  or  two  days’  work  each  week,  and  four 
whole  days  for  study  (by  having  a  detail  of  one-fifth  out  of  each  school  day,  and 
all  or  one-half  on  Saturdays),  his  mental  interests  do  not  suffer  materially ;  he  is 
physically  better  off  ;  is  able  to  pay  about  one-half,  in  some  cases  the  whole,  of  his 
personal  expenses  ;  is  better  fitted  to  take  care  of  himself,  and  becomes  more  of  a 
man. 

Labor  schools  are  expensive.  We  do  not  expect  our  industries,  as  a  whole  to 
pay.  They  are  primarily  educational ;  yet  they  have,  under  the  circumstances, 
done  well  this  year  ;  and  in  time  some  of  them  will,  I  think,  be  remunerative  ;  but 
that  is  not  to  the  point. 

In  respect  to  its  manual  labor  feature,  the  school  has  been  considered  an  experi¬ 
ment. 

A  fair  conclusion  is  this  :  If  its  friends  are  ready  to  pay  the  increased  cost  of 
giving  a  practical  education,  by  training  both  hand  and  head,  the  work  can  be  done 
here ;  and  the  student  will  be  fitted  for  life  far  better  than  he  would  be  without 
that  drill. 

In  addition  to  the  regular  students  there  are  so  called  work  students, 
who  pass  their  first  year  at  work,  for  wages,  all  day  through  the 
whole  year,  and  attend  night  classes. — “They  earn  enough,  often, 
to  carry  them  through  all  the  rest  of  their  course  in  the  Institute, 
and  get  habits  of  industry  and  self  help  to  last  them  their  lifetime.” 

OF  THE  SCHOOL  AND  STUDENTS. 

The  course  of  study  is  three  years.  The  first  two  include  elementary  studies  of 
a  wide  range  ;  the  last,  higher  mathematics  and  some  scientific  instruction  ;  enough, 
I  think,  for  the  purpose  of  the  school,  which  is  to  develop  character  and  educate 
teachers  for  the  colored  race.  Political,  natural,  and  moral  science  in  the  senior 
year  test  their  powers,  and  are  needed  both  for  mental  discipline  and  for  their  prac¬ 
tical  value.  I  need  not  dwell  on  the  academic  work  of  the  Institute,  although  it  is 
the  leading  department,  to  which  all  others  are  subsidiary.  It  requires  the  entire 
time  of  twenty  teachers.  It  embraces  the  studies  of  a  primary,  grammar,  and  high- 
school  course.  No  dead  languages  are  taught.  Our  advanced  work  will  more  and 
more  be  scientific.  In  this  direction  almost  nothing  has  been  done  for  the  colored 


614  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


race.  It  will  be  of  great  use  to  them  iu  the  development  of  the  resources  of  the 
country  about  them. 

The  standard  of  admission — a  knowledge  of  reading  and  writing,  and  of  arith¬ 
metic,  through  long  division — cannot  be  raised  till  more  thorough  work  shall  be 
done  in  the  public  free  schools.  The  crowds  that  irregularly  attend  them,  as  badly 
off  for  books  as  for  clothing,  make  slow  progress. 

In  the  course  of  study  of  the  first  year,  “Map  drawing”  is  taught. 
Regular  instruction  in  practical  farming  is  begun  with  the  hoys  and 
continued  throughout  the  three,  years  course,  while  like  teaching  in 
sewing  and  household  industries  is  taught  the  girls. 

Free-hand  drawing  is  one  of  the  regular  studies  of  the  second  year, 
it  is  not  given  the  last  year. 

An  attendance  of  211  colored  hoys  and  160  colored  gii’ls,  in  all 
371;  and  of  62  Indian  boys  and  28  Indian  girls,  in  all  90;  making  a 
total  of  461  students,  is  reported  for  1881. 

A  total  of  501  pupils,  is  reported  for  1881— ’82 ;  of  these  there  are  28 
Indian  girls  and  61  Indian  boys.  In  all,  89  Indian  youth.  Leaving  a 
total  of  412  colored  students;  of  these  173  are  girls,  and  239  boys. 

A  NOBLE  LIFE. 

The  death  of  General  Armstrong,  which  took  place  on  Thursday 
May  11th,  1893;  a  few  days  before  the  celebration  of  the  twenty  fifth 
anniversary  of  the  founding  of  the  Institute,  to  which  his  life  had 
been  so  unreservedly  devoted;  lends  a  deeper  interest  to  his  latest 
words,  contained  in  his  twenty  fifth  annual  report,  for  the  year  ending 
June  30th,  1893,  which  he  had  prepared  for  that  occasion.  Before 
this,  in  the  book  issued  by  the  Institute,  entitled,  “  The  Records  of 
Hampton’s  Twenty-Two  Years’  Work”*  the  principal  had,  for  the 
first  time,  given  a  personal  statement  concerning  his  own  life  work. 
Some  sixty  pages  of  this  book  were  issued  in  pamphlet  form  two  years 
before  the  Volume.  These  bits  of  autobiography,  and  details  of  the 
origin  and  growth  of  the  wonderful  work  which  he  initiated  and  ac¬ 
complished;  are,  in  themselves,  so  full  of  interest,  and  are  so  intimately 
related  to  the  race  problems  of  education  which  confront  the  Ameri can 
people,  that  no  apology  is  needed  for  their  introduction  here.  The 
experiments  of  industrial  training  undertaken  at  Hampton,  are  so 
directly  in  line  with  the  topics  treated  in  this  volume  of  the  present 
Report,  and  are  of  such  vital  importance  to  the  future  welfare  of  the 
African  and  Indian  populations  of  these  United  States,  that  the 
methods  there  adopted  are  stated  here  at  unusual  length.  The  judg¬ 
ment  of  General  Armstrong,  as  to  the  kinds  of  training  best  adapted 

*  Twenty-Two  Years’  Work  of  the  Hampton  Normal  and  Agricultural  Institute, 
at  Hampton,  Virginia.  Records  of  Negro  and  Indian  Graduates  and  Ex  Students, 
with  historical  and  personal  sketches  and  testimony  on  important  race  questions 
from  within  and  without,  to  which  are  added,  by  courtesy  of  Messrs.  Putnams  & 
Sons,  N.  Y.,  some  of  the  Songs  of  the  Races  gathered  in  the  School.  Illustrated 
with  views  and  maps.  Hampton  Normal  School  Press.  1893.  Pp.  520. 


THE  LIFE  WORK  OF  GENERAL  ARMSTRONG. 


615 


to  the  wise  development  of  our  African  fellow  citizens  now  number¬ 
ing  over  eight  millions,  is  entitled  to  the  most  serious  consideration 
by  blacks  and  whites  alike.  The  daring  experiment  by  him  begun 
and  carried  out  with  such  gratifying  success,  challenges  the  attention 
of  all  educators. 

Of  this  heroic  man,  whose  life  ended  at  the  comparatively  early 
age  of  fifty  four  years,  the  Christian  Union,  in  an  appreciative 
memorial  editorial  in  its  issue  of  May  10th,  1893,  says:  “His  whole 
life  was  a  consecrated  one.  Hampton  Institute  is  a  nineteenth-cen¬ 
tury  cathedral,  built  by  a  ninteenth-century  saint,  to  the  glory  of 
God.  ”  To  the  two  races  so  greatly  wronged  by  the  white  race  on  this 
Continent,  he  gave,  and  inspired  others  to  give,  unstintingly. 

His  faith  in  the  generous  cooperation  of  the  good  people  of  America, 
knew  no  shadow  of  doubt,  and  his  personal  devotion  to  the  welfare 
of  those  children  of  the  darker  races,  left  no  opportunity  for  failure. 
In  this  so  called  “Age  of  Materialism;”  Hampton  Institute,  stands  in 
glorious  protest  against  the  aspersion,  and  furnishes  striking  evidence 
of  the  existence  and  efficacy  of  Christian  self  abnegation  and  sac¬ 
rifice. 


THE  MEMORIAL  SERVICE. 

On  the  afternoon,  of  the  “  Anniversary  Day,”  Monday,  May  25th, 
1893,  was  held  the  memorial  service  to  the  Founder  of  the  Institute. 
A  great  throng  were  in  attendance.  Distinguished  Divines  from  the 
North,  friends  and  Trustees  of  the  Institute,  paid  eloquent  tributes 
to  the  memory  of  the  man.  From  the  addresses  made,  two  typical 
tributes,  illustrating  the  wisdom,  generous  nature  and  greatness  of 
this  Great  Teacher,  are  here  quoted  from  the  report  of  the  memorial 
service  in  the  New  York  Evangelist,  of  June  15th,  1893.  The  first 
is  by  a  colored  Teacher,  trained  at  Hampton,  who  has  himself  suc¬ 
cessfully  directed  a  similar  school  in  the  far  South;  Mr.  Booker  T. 
Washington,  Principalof  the Tuskegee  Normal  School,  Alabama:  the 
other  is  by  an  old  Virginian,  a  resident  of  Hampton,  who,  as  an  ex- 
Confederate  officer,  might  well  have  been  prejudiced  against  this 
Union  General,  who  came  there  as  a  special  champion  and  guardian 
of  the  enfranchised  negroes.  To  have  developed  in  one  of  these 
despised  contrabands  such  qualities  as  his  address  indicates;  or  to 
have  overcome  the  natural  prejudice  of  a  Virginian  and  former  slave 
owner,  evidences  both  the  integrity  of  character  and  the  rare  abilities 
of  the  Teacher,  as  well  as  the  powerful  personal  influence  of  the 
man;  which  was  so  marked  a  characteristic  of  General  Armstrong. 

In  addition  to  the  income  of  the  institution  arising  from  the  Land 
Grant  Fund,  the  annual  appropriation  by  the  State  Legislature,  and 
the  profits  from  the  Farm,  and  Work  Shops;  General  Armstrong  was 
forced  himself  each  year,  to  raise  some  sixty  thousand  dollars  by 
personal  appeals  to  the  benevolence  of  private  individuals  through- 


61  6  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


out  the  country.  With  a  faith  that  never  faltered  he  successfully 
accomplished  his  self-imposed  task;  and,  possibly,  bynosurer  method 
could  the  great  work  that  was  being  wrought  out  at  Hampton, 
have  been  so  effectually  brought  to  the  knowledge  of  the  American 
people.  To  successsully  create,  care  for  and  direct  in  all  their  mater¬ 
ial  and  educational  needs,  a  community  of  several  hundred  persons  ; 
and  by  his  own  exertions,  to  secure  as  a  free  gift  each  year,  so  large  a 
sum  of  money  by  personal  addresses  and  appeals  to  the  community, 
argues  the  possession  of  extraordinary  executive  capacity  and  un¬ 
common  self  devotion  to  duty. 

Such  was  the  life  work  of  Samuel  C.  Armstrong,  subsequent  to 
his  patriotic  service  in  the  Armies  of  the  Union.  *  Of  the  man  and  of 
his  influence  over  his  pupils,  his  former  scholar  thus  bore  witness  at 
the  memorial  meeting  just  referred  to: 

ADDRESS  BY  PRESIDENT  WASHINGTON,  OF  TUSKEGEE. 

It  is  comparatively  easy  to  speak  of  the  General  as  our  teacher,  but  he  was  more. 
He  was  the  heart  of  our  race,  and  held  us  so  strongly  and  tenderly  there  that  the 
great  heart  broke  when  most  men  were  just  beginning  to  live.  He  was  more  than 
a  friend ;  the  power  of  his  love,  his  confidence,  his  personality  was  so  great  that 
his  students’  reverence  is  almost  worship.  But  the  last  thing  he  would  want  is 
words  of  praise :  every  spark  of  energy  in  him  went  to  the  purpose  of  lifting  up 
the  unfortunate.  His  work  in  Virginia  you  all  know.  The  rose  I  place  on  his 
grave  is  his  work  at  Tuskegee.  Eleven  years  ago  it  began  with  thirty  pupils  and 

*1  am  indebted  to  President  Frissell  for  a  copy  of  the  touching  “  Memoranda” 
written  by  General  Armstrong  and  found  after  his  death,  deposited  with  his  will. 
In  these  few  words,  from  beyond  the  tomb  as  it  were,  the  genuine  simplicity,  rev¬ 
erent  devotion,  and  cheerful  spirit  of  the  man,  appear.  A  few  sentences  from  the 
opening  and  closing  paragraphs,  are  here  quoted.  He  wishes  no  biography,  states 
the  main  incidents  of  his  life,  and  is  thankful  for  all  the  blessings  he  has  recited; 
speaks  tenderly  of  wife  and  children ;  and  rejoices  in  his  opportunities  at  Hampton, 
which  “  has  blessed  me  in  so  many  ways.” — I.  E.  C. 

The  paper  was  written  “  to  say  things  that  I  should  wish  known  should  I  suddenly 
die.  I  wish  to  be  buried  in  the  school  grave  yard,  among  the  students,  where  one 
of  them  would  have  been  put  had  he  died  next.  I  wish  no  monument  or  fuss 
whatever  over  my  grave;  only  a  simple  headstone — no  text  or  sentiment  inscribed, 
only  my  name  and  the  date.  I  wish  the  simplest  funeral  service,  without  sermon 
or  attempt  at  oratory— a  soldier’s  funeral. 

I  hope  there  will  be  enough  friends  to  see  that  the  work  of  the  School  shall  con¬ 
tinue.  Unless  some  shall  make  sacrifices  for  it,  it  cannot  go  on.  A  work  that 
requires  no  sacrifice  does  not  count  for  much  in  fulfilling  God’s  plans.  But  what 
is  commonly  called  sacrifice  is  the  best,  happiest  use  of  one’s  self  and  one’s  re¬ 
sources — the  best  investment  of  time,  strength,  and  means.  He  who  makes  no 
such  sacrifice  is  most  to  be  pitied.  He  is  a  heathen,  because  he  knows  nothing  of 
God.  *  *  *  Prayer  is  the  greatest  power  in  the  world.  *  *  *  Hampton  must 
not  go  down.  See  to  it,  you  who  are  true  to  the  black  and  red  children  of  the 
land,  and  to  just  ideas  of  education.  The  loyalty  of  my  old  soldiers,  and  of  my 
students,  has  been  an  unspeakable  comfort.  It  pays  to  follow  one’s  best  light— to 
put  God  and  country  first;  ourselves  afterwards.  Taps  has  just  sounded.”  “  S.  C. 
Armstrong.” 

“Hampton,  Va.,  New  Year’s  Eve,  1890.” 


DEATH  OF  GENERAL  ARMSTRONG;  MEMORIAL  ADDRESSES.  617 


one  teacher ;  to-day  it  has  six  hundred  students  and  thirty -four  teachers,  owns  one 
thousand  four  hundred  acres,  twenty-eight  buildings,  of  which  seventeen  were 
built  by  our  students. 

Our  great  chief  taught  us  that  all  material  success  is  nothing  except  as  it  con¬ 
tributes  to  the  elevation  of  mankind.  How  has  Tuskegee  stood  this  test.  Its  white 
neighbors  have  become  its  friends,  and  respect  General  Armstrong  and  his  work. 
Into  the  darkness  around  it,  where  a  dense  population  of  colored  people  live,  in 
ignorance  and  abject  poverty  and  degradation,  Tuskegee  teachers  have  gone  and 
revolutionized  different  communities.  General  Armstrong  saw  that  to  raise  men 
there  must  be  training  of  head,  heart,  and  hand.  Four  hundred  Tuskegee  students 
have  received  enough  to  go  out  and  give  it.  They  have  taught  30,000  children  in 
the  Gulf  States.  Tuskegee  has  been  instrumental  in  starting  industrial  schools  at 
Calhoun  and  Mt.  Meigs,  and  in  starting  the  annual  Tuskegee  Conference  of  Far¬ 
mers.  At  first  General  Armstrong's  methods  were  opposed  by  many.  Now  they 
are  seen  to  be  right  all  through  the  South.  There  are  still  millions  to  reach.  Let 
it  be  the  ambition  of  Hampton's  children  to  work  as  he  worked,  till  we  carry  a 
drop  of  his  life-blood  to  every  darkest  corner  of  the  darkest  South,  and  in  doing  so, 
we  shall  not  forget  to  uphold  the  hands  of  him  whom  General  Armstrong  loved, 
and  on  whose  shoulders  his  mantle  has  fallen.”  [Rev.  H.  B.  Frissell,  newly  appointed 
Principal,  to  the  satisfaction  of  all  at  Hampton], 

******* 

From  the  several  eloquent,  appreciative  and  touching  addresses, 
illustrating  as  they  did,  the  various  phases  of  this  strong  man’s 
character;  showing  his  great  heart  full  of  sympathy  for  all  the 
oppressed,  his  rare  tact,  discretion  and  executive  force,  the  two 
tributes  which,  on  the  one  hand,  prove  his  power  over  his  pupils,  and 
on  the  other,  his  success  in  winning  the  friendship  of  a  hostile,  or,  at 
least,  an  indifferent  community,  are  chosen.  The  words  of  his  former 
pupil  have  already  been  given.  Later  in  the  exercises  his  Hampton 
neighbor  spoke,  as  follows: 

ADDRESS  BY  COL.  TABB. 

Colonel  Thomas  Tabb  of  Hampton,  Va. ,  an  ex-Confederate  officer,  but  for  many 
years  a  iriend  and  Trustee  of  Hampton  Institute,  spoke  most  feelingly  of  his  own 
and  other  citizens’  admiration  and  respect  for  General  Armstrong,  whom  he  had 
known  for  twenty-five  years  and  more,  since  he  came  to  Hampton  as  officer  in 
charge  of  ten  counties  of  Virginia,  under  the  Freedman’s  Bureau,  in  care  of 
“refugees,  Freedmen,  and  abandoned  lands.”  “  He  came  in  the  dark  days,  when 
the  ex-Confederate  and  the  widows,  and  childless  were  returning  to  the  deserted 
homes.  Courts  were  shut;  the  Bureau  administered  justice.  Many  were  embittered. 
He  had  a  difficult  position.  But  he  impressed  us  at  once  as  no  man  had  done,  as  a 
true,  brave,  just,  impartial  man,  fearless  of  consequences,  impartially  just  to  white 
and  colored.  Sweet  memories  come  to  me  of  his  goodness  to  those  who  needed  it. 
The  bravest  are  the  tenderest.  These  magnificent  buildings  tell  the  story  of  his 
accomplishments ;  more  than  that,  the  hundreds  of  young  men  and  women  who 
all  through  this  land  have  gone  to  elevate  their  people.  They  are  his  monument. 
People  of  every  class,  condition,  and  race  stood  by  his  grave  to  do  him  reverence. 
It  is  my  pride  to  have  known  this  great  man  for  twenty-five  years,  a  man  of  intense, 
earnest  enthusiasm  and  of  superior  judgment,  a  man  of  utter  self-forgetfulness — this 
is  a  hero.  Like  Christ  himself,  he  gave  his  splendid  life  to  his  country,  to  human¬ 
ity,  to  God.” 


618  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


From  the  story  of  “Hampton’s  Twenty  Two  Years,”  already 
referred  to,  the  following  extracts  are  taken.  In  view  of  recent 
incidents  occurring  in  connection  with  Hawaii,  the  fact  that  Gen¬ 
eral  Armstrong  was  native  horn  to  the  islands,  and  that  his  early 
life  was  passed  there,  lends  present  interest  to  his  words.  His  evi¬ 
dent  life  training  for  the  great  work  he  was  to  do  at  Hampton,  is 
suggestive  and  impressive.  The  childhood  of  this  son  of  mission¬ 
ary  parents,  passed  among  these  simple  heathen  people ;  the  later 
experience  of  the  negroes,  acquired  during  the  war  for  the  Union, 
which  brought  so  closely  under  his  observation  the  enslaved  Afri¬ 
cans  ;  all  fitted  him,  as  perhaps  no  other  man  in  the  whole  country 
was  fitted,  to  successfully  undertake  the  unique  enterprise  of  attempt¬ 
ing  to  civilize  two  alien  races.  Such  preparation  and  such  success 
give  weight  and  authority  to  his  words. 

In  the  preface  to  the  work  from  which  these  autobiographical 
notes  are  taken,  reference  is  made  to  a  former  publication  issued  by 
Putnam’s,  New  York,  in  1873,  entitled  “  Hampton  and  its  Students 
and  the  condition  then,  with  that  in  1893,  is  thus  contrasted: 

Since  that  time,  its  buildings  have  increased  from  five  or  six  to  over  forty;  its 
students  from  175  to  650  boarding  students,  representing  twenty-two  states  and 
territories ;  it  is  known  as  the  first  of  the  modern  Eastern  Schools  for  Indians  as 
well  as  the  first  Southern  School  o its  kind  for  the  freedmen,  and,  with  its  repre¬ 
sentatives  of  nine  other  races  or  nationalities — Afro-Cuban,  Russian,  Native  Afri¬ 
can,  Armenian,  Persian,  Chinese,  Japanese,  Australian  and  Hawaiian, — may  claim 
to  have  “  put  a  girdle  around  the  world.”  Graduating  its  first  class  in  1871,  it  has 
now  728  graduates  (25  of  them  Indians),  almost  without  exception  teachers  and 
leaders  of  their  people,  chiefly  in  the  country  districts  of  Virginia  and  neighboring 
Southern  states.  These,  with  at  least  half  as  many  more  colored  under-graduates 
who  teach  and  do  other  work,  and  about  345  returned  Indian  students,  the  great 
majority  of  whom  have  done  well,  are  the  fruit  and  measure  of  Hampton’s  work 
for  two  races. 

The  following  are  General  Armstrong’s  words  with  which  the 
book  begins  : 

FROM  THE  BEGINNING. 

[By  S.  C.  Armstrong.] 

It  meant  something  to  the  Hampton  School,  and  perhaps  to  the  ex-slaves  of 
America,  that,  from  1820  to  1860,  the  distinctively  missionary  period,  there  was 
worked  out  in  the  Hawaiian  Islands,  the  problem  of  the  emancipation,  enfran¬ 
chisement  and  Christian  civilization  of  a  dark-skinned  Polynesian  people  in  many 
respects  like  the  Negro  race. 

From  1831,  my  parents,  Richard  Armstrong  of  Pennsylvania  and  Clarissa  Chap¬ 
man  of  Massachusetts,  were  missionaries,  till  my  father’s  appointment,  in  1847,  as 
Minister  of  Public  Instruction,  when  he  took  charge  of,  and  in  part  built  up,  the 
five  hundred  Hawaiian  free  schools  and  some  of  the  higher  educational  work,  until 
his  death  in  1860. 

Born  there  in  1839,  and  leaving  the  country  in  1860,  to  complete  my  education 
under  Dr.  Mark  Hopkins  at  Williams  College,  Mass.,  I  had  distinct  impressions  of 
the  people,  of  the  work  for  them  and  of  its  results.  Let  me  say  here,  that  what¬ 
ever  good  teaching  I  may  have  done  has  been  Mark  Hopkins  teaching  through  me. 


AUTOBIOGRAPHICAL  NOTES  BY  GENERAL  ARMSTRONG.  619 


On  horseback,  and  in  canoe  tours  with  my  father  and  alone,  around  those  grandly 
picturesque  volcanic  islands,  inspecting  schools  and  living  much  among  the  natives 
(then  generally  Christianized),  I  noticed  how  easily  the  children  learned  from  books, 
how  universally  the  people  attended  church  and  had  family  prayers — always  charm¬ 
ingly  hospitable ;  and  yet  that  they  lived  pretty  much  in  the  old  ways ;  all  in  one 
room,  including  the  stranger  within  their  gates,  who  usually  had,  however,  the 
benfit  of  the  raised  end  and  a  curtain.  They  seemed  to  have  accepted,  but  not  to 
have  fully  adopted,  Christianity ;  for  they  did  not  have  the  conditions  of  living 
which  make  high  standards  of  morality  possible. 

While  far  above  the  plane  of  heathenism,  most  of  its  low  and  cruel  practices 
having  disappeared,  and  while  they  were  simple  and  sincere  believers,  contributing 
of  their  substance  to  the  churches  more,  in  proportion,  than  any  American  com¬ 
munity  of  which  I  now  know,  they  could  not,  under  the  circumstances,  keep  up 
to  a  high  level  of  conduct;  the  “old  man”  in  them  had  pretty  much  his  own  way. 
They  were  like  the  people  to  whom  the  epistles  of  the  New  Testament  were  written: 
they  were  grown  up  children. 

To  preach  the  Gospel  rather  than  to  organize  living  was  the  missionary  idea. 
Devoted  women  visited  their  houses,  and  practical  morality  was  thundered  from 
the  pulpit.  “  Let  him  that  stole  steal  no  more,”  or  the  like,  was  the  daily  precept, 
followed  by  severe  church  discipline;  but  houses  without  partitions,  and  easy-going 
tropical  ways,  after  generations  of  licentious  life,  made  virtue  scarce. 

They  were  not  hypocrites,  and,  from  their  starting  point,  had  made  a  great 
advance.  “Our  saints  are  about  up  to  your  respectable  sinners,”  said  a  returned 
missionary. 

Illustrating  two  lines  of  educational  work  among  them,  were  two  institutions  : 
the  Lahaina-luna  (government)  Seminary  for  young  men,  where,  with  manual 
labor,  mathematics  and  other  higher  branches  were  taught;  and  the  Hilo  Boarding 
and  Manual-labor  (missionary)  School  for  boys,  on  a  simpler  basis,  under  the  devoted 
David  B.  Lyman  and  his  wife.  As  a  rule,  the  former  turned  out  more  brilliant; 
the  latter,  less  advanced  but  more  solid  men. 

In  making  the  plan  of  the  Hampton  Institute,  that  of  the  Hilo  School  seemed  the 
best  to  follow. 

Mr.  Lyman’s  boys  had  become  among  the  best  teachers  and  workers  for  their 
people;  while  graduates  of  the  higher  school,  though  many  had  done  nobly  at  home 
and  in  foreign  fields,  had  frequently  been  disappointing. 

Hence  came  our  policy  of  only  English  and  generally  elementary  and  industrial 
teaching  at  Hampton,  and  its  system  of  training  the  hand,  head  and  heart.  Its 
graduates  are  to  be  not  only  good  teachers,  but  skilled  workers,  able  to  build  homes 
and  earn  a  living  for  themselves  and  encourage  others  to  do  the  same. 

WAR  EXPERIENCES  WITH  THE  FREEDMEN. 

Two  and  a  half  years’  service  with  Negro  soldiers  (after  a  year  as  Captain  and 
Major  in  the  125th  New  York  Volunteers) — as  Lieut.  Colonel  and  Colonel  of  the 
Ninth  and  Eighth  Regiments  of  U.  S.  Colored  Troops,  convinced  me  of  the  excel¬ 
lent  qualities  and  capacities  of  the  freedmen.  Their  quick  response  to  good  treat¬ 
ment  and  to  discipline,  was  a  constant  surprise.  Their  tidiness,  devotion  to  their 
duty  and  their  leaders,  their  dash  and  daring  in  battle,  and  ambition  to  improve — 
often  studying  their  spelling  books  under  fire — showed  that  slavery  was  a  false, 
though  doubtless,  for  the  time  being,  an  educative  condition,  and  that  they  deserved 
as  good  a  chance  as  any  people. 

In  March,  1866,  I  was  placed  by  General  O.  O.  Howard,  Commissioner  of  the 
Freedmen’s  Bureau,  in  charge  of  ten  counties  in  Eastern  Virginia,  with  headquarters 
at  Hampton,  the  great  “  contraband  ”  camp ;  to  manage  Negro  affairs  and  to  adjust, 
if  possible,  the  relations  of  the  races. 


620  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Colored  squatters  by  thousands  and  General  Lee’s  disbanded  soldiers  returning  to 
tlieir  families,  came  together  in  my  district,  on  hundreds  of  “abandoned”  farms 
which  government  had  seized  and  allowed  the  freedmen  to  occupy.  There  was 
irritation,  but  both  classes  were  ready  to  do  the  fair  thing.  It  was  about  a  two 
years’  task  to  settle  matters  by  making  terms  with  the  land-owners,  who  employed 
many  laborers  on  their  restored  homes.  Swarms  went  back  on  passes  to  the  ‘  ‘  old 
plantation,”  with  thirty  days’  rations,  and  nearly  a  thousand  were  placed  in  fami¬ 
lies  in  Massachusetts,  as  servants,  through  the  agency  of  a  “  Home”  in  Cambridge- 
port,  under  charge  of  a  committee  of  Boston  ladies. 

THE  NEGROES  SUCCESSFULLY  MADE  TO  BE  SELF  SUSTAINING. 

Hardest  of  all  was  to  settle  the  ration  question  ;  about  two  thousand,  having  been 
fed  for  years,  were  demoralized  and  seemed  hopeless.  Notice  was  given  that  in 
three  months,  on  Oct.  1,  1866,  all  rations  would  be  stopped,  except  to  those  in  hos¬ 
pital,  for  whom  full  provision  was  made.  Trouble  was  expected,  but  there  was 
not  a  ripple  of  it,  or  a  complaint,  that  day.  Their  resource  was  surprising.  The 
Negro  in  a  tight  place  is  a  genius. 

It  was  my  duty,  every  three  months,  to  personally  visit,  and  report  on  the  con¬ 
dition  of  the  ten  counties ;  to  inspect  the  Bureau  office  in  each,  in  charge  of  an 
army  officer  ;  to  investigate  troubles  and  to  study  the  relations  of  the  races.  The 
better  class  of  whites  were  well  disposed,  but  inactive  in  suppressing  any  miscon¬ 
duct  of  the  lower  class.  Friendliness  between  the  races  was  general,  broken  only 
by  political  excitement,  and  was  due,  I  think,  to  the  fact  that  they  had  been  brought 
up  together,  often  in  the  most  intimate  way,  from  childhood :  a  surprise  to  me,  for, 
on  missionary  ground,  parents,  with  the  spirit  of  martyrs,  take  every  pains  to 
prevent  contact  of  their  children  with  the  natives  around  them. 

Martial  law  prevailed  ;  there  were  no  civil  courts,  and,  for  many  months,  the 
Bureau  officer  in  each  county  acted  on  all  kinds  of  cases,  gaining,  generally,  the 
confidence  of  both  races.  When  martial  law  was  over  and  the  rest  were  everywhere 
discontinued,  the  Military  Court  at  Hampton  was  kept  up  by  common  consent,  for 
about  six  months. 

Scattered  families  were  reunited.  From  even  Louisiana — for  the  whole  South 
was  mapped  out,  each  county  officered,  and  as  a  rule,  wisely  administered — would 
come  inquiries  about  the  relatives  and  friends  of  one  who  had  been  sold  to  traders 
years  before ;  and  great  justice  and  humanity  were  done  in  bringing  together 
broken  households. 

CREDIT  GIVEN  TO  GENERAL  HOWARD  AND  THE  FREEDMEN’S  BUREAU. 

General  Howard  and  the  Freedmen’s  Bux-eau  did  for  the  ex-slaves,  from  1865  to 
1870,  a  marvellous  work,  for  which  due  credit  has  not  been  given ;  among  other 
things,  giving  to  their  education  an  impulse  and  a  foundation,  by  granting  three 
anti  a  half  millions  of  dollars  for  school  houses,  salaries,  etc. ,  promoting  the  educa¬ 
tion  of  about  a  million  colored  children.  The  principal  Negro  educational  institu¬ 
tions  of  to-day,  then  starting,  were  liberally  aided,  at  a  time  of  vital  need.  Hampton 
received  over  $50,000.00  through  General  Howard,  for  building  and  improvements. 

On  relieving  my  predecessor,  Capt.  C.  B.  Wilder,  of  Boston,  at  the  Hampton 
headquarters,  I  found  an  active,  excellent  educational  work  going  on  under  the 
American  Missionary  Association  of  New  York,  which,  in  1862,  had  opened,  in  the 
vicinity,  the  first  school  for  freedmen  in  the  South,  in  charge  of  an  ex-slave,  Mrs. 
Mary  Peake.  Over  fifteen  hundred  children  were  gathering  daily ;  some  in  old 
hospital  barracks — for  here  was  Camp  Hamilton,  the  base  hospital  of  the  Army  of 
the  James,  where,  during  the  war,  thousands  of  sick  and  wounded  soldiers  had 
been  cared  for,  and  where  now  over  six  thousand  lie  buried  in  a  beautiful  National 


AUTOBIOGRAPHICAL  NOTES  BY  GENERAL  ARMSTRONG.  G21 

Cemetery.  The  largest  class  was  in  the  “Butler  School”  building,  since  replaced 
by  the  fine  “  John  G.  Whittier  School-house.” 

HISTORIC  SITUATION  OF  HAMPTON. 

Close  at  hand,  the  pioneer  settlers  of  America  and  the  first  slaves  landed  on  tins 
continent ;  here  Powhatan  reigned ;  here  the  Indian  was  first  met ;  here  the  first 
Indian  child  was  baptised ;  here  freedom  was  first  given  the  slave  by  General 
Butler’s  famous  “contraband”  order;  in  sight  of  this  shore,  the  battle  of  the 
“Monitor”  and  “Merrimac”  saved  the  Union  and  revolutionized  naval  warfare ; 
here  General  Grant  based  the  operations  of  his  final  campaign.  The  place  was 
easily  accessible  by  railroad  and  water  routes  to  the  North,  and  to  a  population  of 
two  millions  of  Negroes  ;  the  centre  of  prospective  great  commercial  and  maritime 
development — of  which  Newport  News,  soon  to  have  the  largest  and  finest  ship 
yard  in  the  world,  is  beginning  the  grand  fulfilment — and,  withal,  a  place  most 
healthful  and  beautiful  for  situation. 

I  soon  felt  the  fitness  of  this  historic  and  strategic  spot  for  a  permanent  and  great 
educational  work. 

The  suggestion  was  cordially  received  by  the  American  Missionary  Association, 
which  authorized  the  purchase,  in  June,  1867,  of  “  Little  Scotland,”  an  estate  of 
125  acres  (since  increased  to  190),  on  Hampton  River,  looking  out  over  Hampton 
Roads. 

GENERAL  ARMSTRONG  UNEXPECTEDLY  CALLED  TO  THE  WORK. 

Not  expecting  to  have  charge,  but  only  to  help,  I  was  surprised,  one  day,  by  a 
letter  from  Secretary  E.  P.  Smith,  of  the  A.  M.  A.,  stating  that  the  man  selected 
for  the  place  had  declined,  and  asking  me  if  I  could  take  it.  I  replied,  “  Yes.” 

Till  then  my  own  future  had  been  blind  ;  it  had  only  been  clear  that  there  was  a 
work  to  do  for  the  ex-slaves,  and  where  and  how  it  should  be  done. 

A  day-dream  of  the  Hampton  School  nearly  as  it  is,  had  come  to  me  during  the 
war  a  few  times ;  once  in  camp  during  the  siege  of  Richmond,  and  once  one  beau¬ 
tiful  evening  on  the  Gulf  of  Mexico,  while  on  the  wheel  house  of  the  transport 
steamship  “  Illinois,”  enroute  for  Texas,  with  the  25th  Army  (Negro)  Corps  for 
frontier  duty  on  the  Rio  Grande  river,  whither  it  had  been  ordered,  under  General 
Sheridan,  to  watch  and  if  necessary  defeat  Maximilian  in  his  attempted  conquest 
of  Mexico. 

The  thing  to  be  done  was  clear  :  to  train  selected  Negro  youth  who  should  go  out 
and  teach  and  lead  their  people,  first  by  example,  by  getting  land  and  homes ;  to 
give  them  not  a  dollar  that  they  could  earn  for  themselves  ;  to  teach  respect  for 
labor,  to  replace  stupid  drudgery  with  skilled  hands ;  and,  to  these  ends,  to  build 
up  an  industrial  system,  for  the  sake  not  only  of  self-support  and  intelligent  labor, 
but  also  for  the  sake  of  character.  And  it  seemed  equally  clear  that  the  people  of 
the  country  would  support  a  wise  work  for  the  freedmen. 

I  think  so  still. 

The  missionary  plan  in  Hawaii  had  not,  I  thought,  considered  enough  the  real 
need  and  weaknesses  of  the  people,  whose  ignorance  alone  was  not  half  the  trouble. 
The  chief  difficulty  was,  with  them,  deficient  character,  as  it  is  with  the  Negro. 
He  is  what  his  past  has  made  him  ;  the  true  basis  of  work  for  him,  and  all  men,  is 
the  scientific  one— the  facts  of  heredity  and  surrounding :  all  the  facts  of  the  case. 

There  was  no  enthusiasm  for  the  manual  labor  plan.  People  said,  “  It  has  been 
tried  at  Oberlin  and  elsewhere,  and  given  up  ;  it  don’t  pay.” 

“ Of  course,”  said  I,  “it  cannot  pay  in  a  money  way,  but  it  will  pay  in  a  moral 
way  ;  especially  with  the  freedmen.  It  will  make  them  men  and  women  as  noth¬ 
ing  else  will.  It  is  the  only  way  to  make  them  good  Christians.” 


622 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  School  has  had,  from  the  first,  the  good  fortune  of  liberal-minded  Trustees, 
who  accepted  its  unformulated,  practical  plan  when  it  opened  in  April,  1868,  with 
two  teachers  and  fifteen  pupils,  and  adopted  my  formal  report  of  1870,*  the  year  of 
its  incorporation  under  a  special  Act  of  the  Assembly  of  Virginia. 

SELF  HELP,  THE  FUNDAMENTAL  IDEA  OF  HAMPTON. 

By  the  Act  of  Incorporation,  the  School  became  independent  of  any  association 
or  sect,  and  of  government.  It  does  work  for  the  state  and  general  government, 
for  which  it  receives  aid,  but  is  not  controlled  or  supported  by  them. 

From  the  first,  it  has  been  true  to  the  idea  of  education  by  self-help,  and  I  hope 
it  will  remain  so.  Nothing  is  asked  for  the  student  that  he  can  provide  by  his  own 
labor ;  but  the  system  that  gives  him  this  chance  is  costly.  The  School  depends 
on  charity  for  $60,000.00  ;  the  student  gets  nothing  but  an  opportunity  to  work  his 
way.  While  the  work-shops  must  be  made  to  pay  as  far  as  possible,  instruction  is 
as  important  as  production. 

Steadily  increasing,  its  full  growth,  just  reached,  is  650  boarding  students,  from 
24  states  and  territories,  averaging  18  years  of  age,  136  of  them  Indians  ;  80  officers, 
teachers  and  assistants,  of  whom  half  are  in  the  eighteen  industrial  departments 
and  shops;  300  children  in  the  “Whittier”  (primary)  department. 

THE  COST  OF  THE  SCHOOL  TO  THE  PUBLIC. 

The  School  is  maintained  at  a  total  annual  cost  of  about  $155,000.00.  Deducting 
the  labor  payments  of  Negro  students,  (say  $55,000.00),  $100,000.00 — which  is  $154.00 
apiece — is  the  net  annual  cost  to  the  public.  This  is  provided,  1st  by  annual  appro¬ 
priation  from  Virginia  of  $10,000.00,  interest  on  the  State  Agricultural  College  land- 
fund  (Act  of  Congress,  1862 ;)  2nd.  by  an  appropriation  of  $20,000.00  by  Congress 
for  the  maintenance  of  120  out  of  our  136  Indians,  at  $167  apiece  ;  3rd,  by  an  income 
of  about  $10,000.00  from  our  endowment  fund  (of  $194,000)  and  from  rents ;  4th,  by 
about  $60,000  contributed  by  the  people,  in  the  form  of  $70  scholarships,  donations 
for  general  purpose  and  occasional  unrestricted  legacies.  The  School  is  never 
closed,  but  reduced  nearly  one-half  in  the  summer ;  many  colored  students  go  out 
to  find  work,  and  sixty  or  more  Indian  students  have  “outings,”  among  Massa¬ 
chusetts  farmers. 


COLORED  FREE  SCHOOLS  IN  THE  SOUTH. 

A  great  stimulus  to  this  Institute,  and  to  all  like  work,  has  been  the  16,000  Negro 
free  schools  of  the  South — nearly  2,000  in  Virginia  alone — costing  the  ex-slave  states 
nearly  four  millions  of  dollars  a  year  in  taxation. 

Northern  charity,  at  the  rate  of  about  a  million  dollars  a  year,  with  liberal  South¬ 
ern  state  aid  in  some  ^ases,  is  supplying  over  twenty  strong  Normal  and  Collegiate 
institutes,  mostly  under  church  auspices,  where  not  far  from  5,000  adult  select 
Negro  youth  of  both  sexes  are  being  fitted  to  teach  and  lead  their  people — industrial 
education  being  more  and  more  appreciated  and  introduced.  The  Slater  Fund  has 
been  a  great  stimulus  to  their  technical  training.  The  Negro  girl  has  proved  a 
great  success  as  a  teacher.  The  women  of  the  race  deserve  as  good  a  chance  as 
the  men. 

So  far,  it  has  been  impossible  to  supply  the  demand  for  Negro  teachers.  School 
houses  and  salaries,  such  as  they  are,  are  ready;  but  competent  teachers  are  the 
great  and  pressing  need,  and  there  is  no  better  work  for  the  country  than  to  supply 
them. 


*  Reprinted  in  my  Report  of  1889-90. 


AUTOBIOGRAPHICAL  NOTES  BY  GENERAL  ARMSTRONG. 


623 


But  the  short  public  school  sessions,  of  from  three  to  seven  months,  do  not  give 
full  support,  and  skilled  labor  is  the  only  resource  of  many  teachers  for  over  half 
the  year.  As  farmers  and  mechanics,  they  are  nearly  as  useful  as  in  the  school 
room.  Hence,  the  importance  of  industrial  training. 

Hampton’s  720  graduates,  discounting  ten  per  cent,  as  disappointing,  with  half 
that  number  of  under-graduates,  are  a  working  force  for  Negro  and  Indian  civiliza¬ 
tion.  To  fit  them  for  this  field  has  cost,  since  April,  1868,  the  round  sum  of  $1,350,000, 
not  including  endowments,  of  which  over  $500,000  is  represented  by  the  School’s 
“  plant”  which  is  good  for  generations  to  come. 

Every  year,  an  account  of  funds  received  has  been  rendered  in  detail. 

******* 

FIRST  INDIAN  PUPILS  RECEIVED  IN  1878. 

It  was  not  in  the  original  plan  of  the  School  that  any  but  Negroes  should  be  re¬ 
ceived,  though  the  liberal  state  charter  made  no  limit  as  to  color ;  but  when,  in 
1878,  a  “  Macedonian  cry”  came  from  some  Indian  ex-prisoners  of  war  in  Florida — 
once  the  worst  of  savages — through  Capt.  R.  H.  Pratt,  whose  three  years’  wise 
management  of  them  in  Fort  Marion  had  resulted  in  a  wonderful  change,  seventeen 
were  accepted,  at  private  expense,  Bishop  Whipple  providing  for  five  of  them. 
The  Hon.  Carl  Scliurz,  then  Secretary  of  the  Interior,  was  quick  to  appreciate  the 
success  of  their  first  few  months  at  Hampton,  and  sent  us  more  Indians,  from  the 
West ;  then  Congress,  on  the  strength  of  the  results  at  Hampton,  and  of  Capt. 
Pratt’s  proved  capacity,  appropriated  funds  to  start  the  great  work  at  Carlisle, 
where  over  five  hundred  Indian  youth,  under  Capt.  Pratt,  are  being  taught  the 
“  white  man’s  way.” 


THE  EXPERIMENT  A  SUCCESS. 

The  annual  Indian  attendance  at  Hampton  is  now  136,  of  whom  120  are  aided  by 
government,  the  rest  by  charity.  The  results  are  reported  elsewhere  in  this  book, 
by  Miss  Folsom.  The  death  rate,  once  alarming,  has,  for  six  years,  been  not  quite 
one  a  year.  Of  the  345  returned  Indians,  but  25  are  reported  as  unsatisfactory,  but 
four  of  them  bad  ;  the  rest  are  employed  as  Farmers,  Catechists,  Preachers.  Teachers, 
Mechanics,  Clerks,  etc. ;  35  seeking  further  education,  six  of  them  in  Eastern  Normal 
Schools  and  Colleges,  and  42  of  the  girls  are  married,  in  good  homes. 

The  old  homesickness  of  Indians  at  Eastern  Schools  is  nearly  over.  The  three 
years’  period  at  school,  which  was  formerly  too  much  like  a  prison  term,  is  more 
and  more  ignored  and  the  idea  of  fitting  for  life,  whatever  time  it  takes,  gains 
strength.  Indians  are  no  longer  coaxed  to  come.  Twice  as  many  as  we  can  take 
wish  to  come  ;  yet  the  really  desirable  ones  are  not  very  many,  and  we  do  not  care 
to  increase  our  numbers.  Our  Indian  work  is  illustrative  rather  than  exhaustive. 

Hampton’s  work  for  the  “  despised  races”  of  our  country,  while  chiefly  for  the 
Negro,  is  really  for  all  who  need  it, 

Till  our  limit  is  reached,  any  youth  in  the  land,  however  poor,  can  come  here 
and  work  his  way. 

GENERAL  ARMSTRONG’S  TRIBUTE  TO  HIS  ASSOCIATES. 

In  this  review,  I  cannot  but  refer  to  my  associates,  without  whom  this  work  could 
not  have  been  what  it  is  ;  too  little  credit  has  been  given  them  :  the  men  and  women 
who,  for  twenty-two  years  have  labored  with  noblest  zeal,  have  enjoyed  the  privi¬ 
lege  of  such  work  and  are  thankful  for  it. 

The  present  efficient  force  of  officers  and  teachers  could  manage  successfully 
every  department  of  the  school,  should  its  head  be  taken  away.  In  twenty-two 
years  it  has  attained  a  life  of  its  own ;  it  would  be  poor  organization  and  develop- 


624  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


ment  that  would  not,  in  that  time,  have  reached  this  point.  It  might  once  have 
been,  but  is  not  now  run  by  “one  man  power.” 

The  change  will  come  and  the  school  will  be  ready  for  it. 

FORTUNATE  LOCAL  SURROUNDINGS  AND  CONDITIONS. 

We  have  been  fortunate  in  our  neighbors,  who  from  the  first  have  been  most 
friendly.  The  wide  awake  town  of  Hampton,  with  an  enterprising  white  com¬ 
munity,  has  a  Negro  population  of  about  three  thousand,  and  illustrates,  as  well  as 
any  place  in  the  South,  the  formation  of  two  classes  among  the  freedmen  ;  the  pro¬ 
gressive  and  non-progressive.  For  miles  around,  the  country  is  dotted  with  their 
hard  earned  homesteads  ;  yet  the  “  shiftless”  class  is  large.  There  is  little  race  fric¬ 
tion  and  steady  improvement. 

Adjoining  our  grounds  is  the  National  Soldiers’  Home,  with  its  3,000  army 
veterans,  Gov.  P.  T.  Woodfin  in  charge ;  and,  two  miles  distant,  is  the  U.  S.  Artil¬ 
lery  School  at  Fort  Monroe,  Col.  Royal  T.  Frank,  commanding,  where  a  large  detail 
of  Army  Officers  is  sent  every  two  years  to  pursue  professional  studies. 

The  Hygeia  Hotel  and  an  extensive  new  one  now  building  at  Old  Point  Comfort, 
have  been  and  will  be  the  means  of  bringing  many  to  see  and  become  interested  in 
the  work  of  this  School. 

Full  of  resources,  this  famous  Peninsula,  comparatively  dormant  for  two  hundred 
and  fifty  years,  is  awakening  to  a  wonderful  development,  especially  along  its 
magnificent  harbor  front  on  Hampton  Roads  and  the  James  River.  From  historic 
Yorktown,  Old  Point  Comfort,  Newport  News,  and  up  to  Jamestown  island,  where 
stands  the  oldest  ruin  of  English  civilization  on  this  continent,  have  already  sprung 
at  points,  large  commercial,  national  and  educational  enterprises  and  institutions. 
Thousands  flock  to  these  shores,  winter  and  summer,  for  rest  and  recreation.  The 
growth  has  only  begun. 

This  new  life  and  energy  but  typify  the  awakening  of  the  whole  South  under  the 
ideas  which  won  in  the  war. 

The  “  Boys  in  Blue”  did  a  fearful  but  necessary  work  of  destruction.  “  It  is  for 
us  to  finish  the  work  which  they  so  nobly  began,”  said  Lincoln  at  Gettysburg. 

The  duty  of  the  hour  is  construction  ;  to  build  up.  With  all  credit  to  the  pluck 
and  heroic  self-help  of  the  Southern  people,  and  to  Northern  enterprise  for  railroad, 
mineral  and  other  commercial  development,  the  great  constructive  force  in  the 
South  and  everywhere  is  the  Christian  teacher.  “  In  hoc  signo  vinces,"  is  as  true 
now  as  in  the  days  of  Constantine. 

Let  us  make  the  teachers  and  we  will  make  the  people. 

The  Hampton  Institute  should  be  pushed  steadily,  not  to  larger,  but  to  better, 
more  thorough  effort,  and  placed  on  a  solid  foundation.  It  is  big  enough,  but  its 
work  is  only  begun.  Its  work,  with  that  of  other  like  schools,  is  on  the  line  of 
Providential  purpose  in  ending  the  great  struggle  as  it  did  ;  the  redemption  of  both 
races  from  the  evils  of  slavery,  which,  while  to  the  Negro  educative  up  to  a  certain 
point,  was  a  curse  to  the  country. 

God  said  :  “  Let  my  people  go  and  it  had  to  be  done. 

Hence  this  work,  to  which  Hawaii,  raised  from  heathenism  by  American  mis¬ 
sionaries,  is  glad  to  make  her  contribution. 

From  a  most  interesting  statement  by  one  of  his  colleagues  the 
following  extracts  are  quoted  : 

REMINISCENCES. 

[By  J.  F.  B.  Marshall.] 

The  fourteen  years  spent  by  me  as  treasurer  and  resident  trustee  of  Hampton 
Institute,  were  a  valuable  part  of  my  education,  and  are  among  the  most  satisfac¬ 
tory  years  of  my  life,  now  past  the  Psalmist’s  limit.  It  is  a  pleasure  to  recall  them. 


MEMORIAL  STATEMENT  BY  MR.  MARSHALL,  TRUSTEE.  625 


Forty- three  years  ago,  Samuel  C.  Armstrong  was  a  restless  member  of  my  Sunday 
School  class  of  eight  year  old  boys,  in  good  Father  Damon’s  ‘  ‘  Seamen’s  Bethel,”  then 
the  only  English  Church  in  Honolulu.  His  father,  Rev.  Richard  Armstrong  D.'  D. , 
one  of  the  early  American  Missionaries,  had  entered  the  service  of  the  Hawaiian 
King  as  his  Minister  of  Public  Instruction,  with  whom  I,  as  chairman  of  the  Com¬ 
mittee  on  Education  of  the  Hawaiian  Parliament,  was  brought  into  close  relations. 
Neither  of  us  then  dreamed  that  this  boy  and  I  would  ever  be  associated  in  Negro 
and  Indian  educational  work  in  Virginia,  and  that  I  should  sit  as  a  learner  at  the 
feet  of  my  former  pupil. 

Indeed,  the  Hampton  system,  with  its  grand  results,  has  been  an  education  to  the 
whole  country,  the  value  of  which  cannot  be  overestimated. 

In  June,  1869, 1  received  from  Mrs.  Choate  and  Miss  Quincy  seventy  dollars,  which 
were  the  first  Boston  contributions  for  the  Hampton  School  of  which  I  have  any 
knowledge. 

******* 

FIRST  VISIT  TO  HAMPTON. 

In  June,  1870, 1  visited  Hampton  for  the  first  time,  to  see  what  my  former  Sunday 
school  pupil  was  trying  to  do  for  the  freedmen  of  the  South,  after  the  civil  war,  in 
which  he  had  taken  an  active  part.  I  became  so  deeply  interested  in  the  work, 
that  I  accepted  the  invitation  of  my  fellow  trustees  to  become  the  resident  trustee. 
I  found  the  School  located  on  a  charming  and  historic  spot,  not  far  from  where  the 
first  cargo  of  African  slaves  was  landed ;  with  about  fifty  colored  pupils  of  both 
sexes,  to  whom  Gen.  A.  was  giving  just  the  training  which  they  needed.  It  was 
not  just  the  training  which  a  majority  of  the  students  thought  they  needed.  It 
was  not  just  the  training  a  majority  of  the  trustees  thought  should  be  given,  or 
what  the  leading  colored  men  of  the  country  then  approved  of.  Instead  of  Greek 
and  Latin  roots,  the  boys  planted  and  dug  potatoes,  while  the  girls  were  taught  to 
make  and  mend  clothing,  and  all  were  instructed  in  the  rudiments  of  a  plain 
English  education.  The  trustees  had  yielded  to  his  energy  rather  than  to  his  argu¬ 
ments.  They  saw  that,  if  he  was  to  do  the  work,  he  must  be  allowed  to  do  it  in 
his  own  way,  even  though  it  was  against  their  judgment.  On  the  board  of  trustees, 
were  experienced  educators,  who  were  startled  at  the  radical  innovations  proposed 
by  this  young  and  inexperienced  leader.  The  venerable  President  Hopkins  of 
Williams  College  of  which  Gen.  A.  was  a  graduate,  and  Gen.  Garfield,  also  a 
Williams’  graduate  and  ex-President  of  a  college  in  Ohio,  then  a  member  of  Con¬ 
gress  and  trustee  of  the  school,  advised  the  adoption  of  Gen.  A’s  plans,  saying  that 
he  would  not  be  satisfied  till  he  had  tried  them,  and  that,  if  they  proved  failures, 
he  would  be  the  first  to  see  and  abandon  them.  And  thus  the  Hampton  School 
System,  the  wisdom  of  which  is  now  universally  acknowledged,  was  adopted. 

THE  SMALL  BEGINNINGS  OF  A  GREAT  ENTERPRISE. 

At  the  time  of  my  first  visit,  none  of  the  school  buildings,  which  now  cover  almost 
all  the  available  space,  were  erected.  The  old  barracks,  built  during  the  war  for  hos¬ 
pital  purposes,  had  been  converted  into  dormitories,  chapel,  dining  rooms,  kitchen, 
class  and  industrial  rooms,  barns  and  stables.  The  brick  walls  of  Academic  Hall, 
the  fh’st  school  building  erected,  were  partly  up.  The  old  Mansion  House  had  been 
made  habitable  for  the  few  teachers  then  employed,  among  whom  Miss  Rebecca  T. 
Bacon  of  New  Haven,  Conn.,  lady  principal,  Francis  Richardson  of  Philadelphia, 
who  laid  out  the  grounds,  set  out  shrubs  and  trees,  managed  the  farm  and  the 
business  of  the  school  and  gave  agricultural  lectui’es,  and  Miss  Jane  Stuart  Wool- 
sey  of  New  York,  who  gave  several  year’s  of  voluntary  and  valuable  service  in 
organizing  the  Girls’  Industrial  Department,  are  gratefully  remembered.  The 
house  was  of  the  old  plantation  model,  with  broad  piazzas  and  lofty  pillars  on  two 
sides.  When  the  young  Principal  brought  his  young  bride  to  share  and  lighten  his 

ART — YOL  4 - 40 


626 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


burdens,  the  only  way  in  which  rooms  could  be  provided  for  the  newly  married 
pair  was  by  boarding  up  one  of  the  broad  piazzas,  which  gave  two  small  rooms  in 
each  story.  These  rooms  are  still  occupied  by  Gen.  Armstrong  and  his  family. 

A  substantial  brick  building  near  by,  formerly  a  steam  mill,  was  fitted  up  as  a 
dormitory  for  the  girls  and  the  Matron,  through  the  self-denying  generosity  of  Mrs. 
Stephen  Griggs  of  New  York,  after  whom  it  was  named. 

This  was  the  day  of  small  things.  The  School  at  first  found  few  friends  in  the 
locality,  and  was  looked  upon  as  a  most  unwelcome  intruder.  Property  in  its 
vicinity  was  thought  to  be  depreciated  in  value  because  of  its  proximity.  All  this 
has  been  changed.  Lots  near  the  School  have  doubled  and  trebled  in  value,  and 
are  now  in  great  demand.  Through  the  wisdom  of  its  management,  the  School 
has  gained  the  confidence  of  the  people  of  Hampton,  with  whom  its  relations  are 
entirely  satisfactory. 

THE  EXPERIMENT  WITH  INDIAN  PUPILS  AND  ITS  GRAND  RESULT  AS  SEEN  IN  THE 
FAMOUS  SCHOOL  AT  CARLISLE,  PENNSYLVANIA. 

When,  in  1878,  Gen.  Armstrong  was  asked  to  receive  into  his  school  some  of  the 
Indian  prisoners  who  had  been  confined  at  Fort  Marion,  St.  Augustine,  I  was  not 
in  favor  of  the  plan.  I  had  little  faith  in  the  capacity  of  the  red  man  for  civiliza¬ 
tion,  and  felt  too  that  Gen.  A.  had  already  as  much  on  his  shoulders  as  he  could 
well  carry.  I  think  a  majority  of  the  trustees  were  of  the  same  opinion.  It  was 
well  for  the  country  and  for  the  cause  of  Indian  civilization  that  our  objections 
were  overruled.  The  childlike  docility,  capacity  to  learn,  and  readiness  to  adopt 
the  ways  of  civilization,  or  as  they  poetically  expressed  it,  “to  walk  in  the  white 
man's  road,”  of  these  savage  warriors  who  had  come  to  their  Eastern  prison  with 
bloody  hands,  were  a  revelation  to  the  great  majority  of  our  citizens,  who  had 
hei'etofore  only  associated  the  red  men  with  scalping  knives,  tomahawks  and  treach¬ 
ery,  President  Hayes,  with  Carl  Schurz  and  others  of  his  Cabinet,  visited  Hampton, 
and  was  so  impressed  with  the  hopefulness  of  this  experiment  in  Indian  industrial 
training,  that  he  determined  to  make  it  a  special  feature  of  his  administration,  and 
Capt.  Pratt  was  sent  to  the  reservations  to  bring  fifty  children  of  both  sexes  to 
Hampton.  Out  of  this  beginning  grew  the  now  famous  school  at  Carlisle,  and 
other  Eastern  schools,  to  the  influence  of  which  is  mainly  due  the  great  advance 
of  public  sentiment  concerning  the  education  and  industrial  training  of  our  Indians, 
for  which  Congressional  appropriations  have  steadily  increased  from  $30,000  in 
1876,  to  $1,806,736.00  in  1889. 

When,  ten  years  after  the  Custer  Massacre,  “  Rain-in-the  Face,”  the  hero  of  Long¬ 
fellow’s  poem,  applied  for  admission  as  a  pupil  into  the  Hampton  School,  I  enclosed 
the  letter  to  Mr.  Whittier,  suggesting  it  as  a  good  subject  for  a  peace  poem,  in  con¬ 
trast  to  the  war  poem  of  Longfellow.  He  acted  upon  the  suggestion,  and  in  the 
Atlantic  Monthly  of  April,  1887,  appeared  his  lines  “  On  the  Big  Horn.”  Both  these 
poems  are  popular  with  the  Indian  students  and  are  standard  material  for  their 
exhibitions. 


THE  FOUNDER  OF  THE  SCHOOL  AT  TUSKEGEE,  ALABAMA. 

The  young  man  bearing  the  honored  name  of  the  “  Father  of  his  country,”  who 
came,  in  the  school’s  early  days,  to  Hampton,  with  but  fifty  cents  in  his  pocket,  in 
search  of  the  opportunity  to  earn  his  education  which  it  offered,  and  who  has  since 
founded  the  remarkable  school  at  Tuskegee,  Alabama,  has  built  Hampton’s  proud¬ 
est  monument.  That  scion  of  the  parent  stem,  with  its  admirable  methods,  its 
sightly  and  commodious  buildings  planned  and  built  by  Hampton  graduates,  of 
brick  and  lumber  manufactured  on  the  premises,  its  agricultural  and  other  indus¬ 
tries  for  both  sexes,  with  its  thorough  class  training,  is  a  triumphant  vindication 


FINAL  REPORT  MADE  BY  GENERAL  ARMSTRONG. 


627 


of  Gen.  Armstrong’s  views  and  methods,  which  the  grand  work  done  all  over  the 
South  and  on  the  Indian  reservations  by  Hampton  graduates  but  emphasizes  and 
confirms. 

The  friends  of  Hampton  and  of  its  indomitable  Chief  who  has  given  his  life-blood 
in  its  service,  may  well  be  satisfied  with  these  results. 

The  extracts  which  follow,  comprise  a  large  part  of  the  latest 
report  made  by  General  Armstrong  to  the  Trustees  of  the  Institute, 
which  was  completed  shortly  before  his  death: 

Hampton  Normal  and  Agricultural  Institute. 

TWENTY-FIFTH  ANNUAL  REPORT  OF  THE  PRINCIPAL  FOR  THE  SCHOOL  AND  FISCAL 

YEAR  ENDING  JUNE  30,  1893. 

To  the  Trustees  of  the  Hampton  Normal  and  Agricultural  Institute : 

Gentlemen:  When  at  the  close  of  the  war,  twenty-eight  years  ago,  four  millions 
of  low,  ignorant  Afro-Americans  were  thrown  upon  their  own  resources  and  upon 
the  country’s  care,  our  civilization  received  its  severest  test,  and  there  was  the  added 
strain  of  disbanding  armies  and  broken-up  social  and  economic  conditions.  But, 
naturally  and  quietly  as  the  rivers  flow  to  the  sea,  the  soldiers  of  both  armies  went 
to  their  homes,  and  to  steady,  manly  living;  war  horses  pulled  the  plow;  the  ex 
slaves  went  to  work  or  to  school  as  they  had  the  opportunity,  and  a  “  New  South,” 
based  on  order,  industry  and  general  justice  and  intelligence,  has  nobly  developed. 
The  four  millions  of  freedmen  have  become  nearly  eight  millions  of  people,  having 
made  a  marvelous  record  of  progress  in  the  quarter  century  closing  in  18913. 

How  clear  now  to  all  is  the  Providential  idea  that  the  great  civil  war  meant  not  only 
the  welfare  and  progress  of  one  race,  but  of  the  entire  nation,  and  of  mankind. 
Only  in  the  remote  future  will  its  far-reaching  intent  and  bearing  as  an  education 
be  understood.  The  following  facts  from  the  Bureau  of  Education  at  Washington, 
were  foreshadowed,  predestined,  but  not  even  dreamed  of,  when,  in  1863,  the  Amer¬ 
ican  Missionary  Association  of  New  York  opened  the  first  school  for  slave  children 
at  Hampton,  Va.  Then  there  were  no  Negro  schools  in  the  land;  now  there  are 
34,150  nearly,  under  Negro  teachers.  A  million  and  a  third  children  are  at  school: 
there  are  175  schools  above  the  primary  or  common  grade,  in  which  there  are  35,000 
children  and  1,311  select  Northern  teachers  giving  an  advanced  grade  of  instruction. 

Over  two  million  colored  children  have  learned  to  read  and  write  in  a  public 
school  system  as  firmly  established  in  the  ex-slave  as  in  the  Northern  states,  sup¬ 
ported  by  local  taxation  whose  total,  since  1870,  has  not  been  far  from  fifty  million 
of  dollars  ;  now,  at  the  rate  of  eleven  millions  a  year.  Northern  charity  since  1863, 
for  the  same  purpose,  may  be  estimated  at  twenty-five  millions  of  dollars ;  now  at 
the  rate  of  about  a  million  dollars  yearly. 

WHAT  THE  FREEDMEN  HAVE  ACCOMPLISHED  IN  THEIR  FIRST  QUARTER  OF  A  CEN¬ 
TURY  OF  FREEDOM. 

From  utter  poverty  in  1865,  the  ex-slaves  have  accumulated,  to  the  present  time, 
over  two  hundred  million  dollars  worth  of  property.  Getting  land  and  knowledge 
has  been  their  passion;  they  have  not  thrown  a  pauper  upon  the  nation;  while,  for 
their  education,  but  a  paltry  three  and  a  half  million  of  dollars  of  government 
money  has  been  expended — this,  through  the  Freedmen’s  Bureau  before  1870,  with 
the  happiest  results.  As  a  race,  the  colored  people  of  the  country  ask  for  nothing 
by  way  of  bounty,  and  for  no  material  or  political  advantages.  They  do  not  expect 
legislation  that  shall  be  of  the  slightest  advantage  to  them,  while  it  is  clear  that  the 
Postal  Savings  Bank  system  would  help  them  greatly.  While  the  national  feeling 
of  responsibility  for  them  has  disappeared,  there  is  still  a  strong  individual  feeling, 


028  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


expressed  from  time  to  time  in  noble  charity  in  their  behalf.  Dropped  as  wards  of 
the  nation,  they  are  still  the  people’s  wards,  and  for  a  long  time  will  need  and  get 
helpful  care  in  their  noble  efforts  to  help  themselves  to  better  living.  They  ask  only 
for  a  “  Fair  Chance.”  They  never  beg  for  anything  but  for  a  chance  to  work  their 
way  through  school.  Such  applications  are  overwhelming;  some  must  be  rejected 
for  want  of  room.  The  young  Negro  woman  is  the  most  needy  and  unfortunate 
and  should  have  a  larger  opportunity.  Our  country’s  noblest  mission  is  to  leaven 
and  lift  up  the  weaker,  less  favored  and  despised  classes  in  our  midst. 

The  Hampton  School’s  first  quarter  century,  from  1868  to  1893,  covers  the  most 
interesting,  difficult  but  hopeful  period  of  development  as  well  as  of  national  prog¬ 
ress.  Our  social,  political  and  economic  problems  have  been  bravely  faced;  more 
brain  and  wealth  devoted  to  their  solution  than  ever.  That  the  initiative  of  progress 
was  received  in  slavery,  even  the  thoughtful  Negro  admits,  for,  in  the  intimate 
contact  of  the  black  and  white  races,  civilized  ideas  were  imbibed.  The  greatest 
benefit  acquired  by  the  former  was  a  knowledge  of  the  English  language,  with 
industrial  training,  and  a  knowledge  of  Christianity;  a  very  imperfect  education, 
but  a  start  that  counted  for  much,  of  far  more  advantage  to  the  blacks  than  the 
contact  of  the  whites  has  been  to  the  red  race.  While  developing  the  Negro,  civili¬ 
zation  has  nearly  annihilated  the  Indian.  Anglo  Saxon  sensuality  and  selfishness — 
human  nature,  in  short — has  acted  and  reacted ;  the  wrong  doer  has  been  the  greatest 
sufferer  morally,  made  much  money  unjustly,  but  all  things  have  worked  together 
for  good.  We  should  not  too  lightly  estimate  the  opportunity  given  the  Negro 
when  his  master  left  him  to  manage  the  plantation  in  order  to  go  to  the  war.  This 
was  highly  developing,  made  a  step  in  advance,  and  he  was,  so  far,  better  fitted 
for  responsibility.  The  good  conduct  of  the  Negro  at  that  period  has  won  him  the 
lasting  gratitude  and  respect  of  the  Southern  people.  It  is  unparalleled  in  history. 

THE  INDUSTRIAL  TRAINING  FORMERLY  GIVEN  IN  SLAVERY  MUST  NOW  BE  SUPPLIED 

BY  SCHOOLS. 

Slavery  had  its  good  side,  but  was,  in  many  ways,  a  hard,  bad  school;  worse  for 
the  master  than  for  the  slave.  It  was  a  good  school  for  teaching  trades ;  trained  a 
host  of  good  mechanics  who  do  the  work  of  the  South.  While  ruinous  to  the  soil, 
which  it  abused  and  exhausted,  it  supplied  an  army  of  mechanics  whose  places 
young  colored  men  should  be  trained  to  fill.  A  large  per  cent.,  no  doubt  one-fourth, 
of  the  two  hundred  thousand  Negroes  who  were  enlisted  as  soldiers,  learned  to  read. 
The  spelling  book  was  always  carried  with  the  rifle ;  often  studied  under  fire.  Army 
life  was  useful  to  them  in  many  ways.  No  lawlessness  was  ever  charged  to  the 
disbanded  volunteers ;  while  the  several  Negro  regiments  of  the  regular  army  have 
made  a  fine  record;  bearing  well  any  comparison. 

The  locomotive  has  been  a  civilizer  quite  as  much,  perhaps,  as  the  school  house. 
Railroads  and  other  enterprises  in  the  South,  developing  its  resources,  scattering 
enormous  amounts  of  wage  money,  creating  new  values  and  better  conditions  for 
industry,  have  benefited  both  races  alike,  and  have,  with  the  spirit  and  pluck  of  all 
classes,  made  the  “  New  South,”  whose  grand  fulfilment  we  have  only  begun  to 
see  illustrated;  nowhere  so  well  as  in  this  peninsula,  of  which  Newport  News  is  the 
commercial  centre  and  capital. 

As  was  stated,  common  schools  for  Negro  children  received  their  initiative  at  this 
place,  in  1862.  Here  industrial  education  for  the  Negro,  suggested  by  a  foreign 
experience,  was  first  begun,  has  received  its  largest  development,  and  in  1878  the 
Hampton  School,  through  the  co-operation  of  Hon.  Carl  Shurz,  then  Secretary  of 
the  Interior,  was  pioneer  as  an  industrial  school  for  Indians,  received  the  first  red 
youth  in  any  considerable  number  separated  from  barbarism  and  educated  away 
from  their  homes.  The  great  Indian  work  at  Carlisle  and  elsewhere  rapidly  fol¬ 
lowed  under  the  impulse  here  given.  The  genius  of  Capt.  R.  H.  Pratt  inspired  the 


FINAL  REPORT  MADE  BY  GENERAL  ARMSTRONG. 


629 


admirable  system  of  “  Outing”  of  Indians  among  farmers,  grandly  carried  out  at 
Carlisle  and  practiced  here  since  1878. 

Fittingly  has  work  been  done  here  for  both  races.  Here,  or  near  Hampton, 
English  civilization  first  touched  American  soil;  near  here  the  first  slaves  were 
landed,  and  here  freedom  began.  Here,  where  white,  red,  and  black  people  first 
met,  the  white  man  began  the  conquest  of  the  continent,  a  conquest  characterized 
chiefly  by  sensuality  and  selfishness — the  red  man  was  doomed  to  disappear;  and  the 
black  man,  made  a  social  pariah,  has  had  a  hardly  easier  fate.  Is  it  not  right  that 
Christian  education  should  spring  up  here  where  freedom  and  education  began? 
Should  its  appeal  for  the  means  of  making  self  reliant  manhood  and  true  useful 
womanhood,  through  endowment,  perpetually  possible  for  these  weaker  peoples,  lag 
through  another  quarter  century  ?  Having  a  third  of  the  needed  million  dollars, 
how  long  must  it  wait  for  the  rest?  I  earnestly  hope  that  in  this  Columbian  year, 
this  school’s  endowment  may  reach  the  sum  of  at  least  half  a  million  dollars.  While 
this  and  other  countries  are  filled  with  admiration  and  wonder  at  ourselves  for  the 
tremendous  achievements  of  America  in  the  past  four  hundred  years,  whose  com¬ 
pletion  this  year  celebrates,  it  is  well  to  remember  that  on  our  part,  there  has  been 
a  “century  of  dishonor,”  and  that  about  the  most  wonderful  product  of  our  litera¬ 
ture  has  been  the  remarkable  story  entitled  “Uncle  Tom’s  Cabin,”  based  on  the 
experience  of  a  people  brought  here  against  their  will.  Will  the  nation’s  conscience 
and  benevolence  be  quickened  like  its  pride  ? 

THE  GROWTH  OF  HAMPTON  INSTITUTE. 

It  has  often  been  stated  that  the  Hampton  Institute  opened  in  April,  1868,  with 
two  teachers  and  fifteen  pupils.  It  now  requires  about  eighty  teachers  in  all 
departments,  about  half  of  them  industrial,  and  provides  regularly  for  650  board¬ 
ing  pupils  of  whom  130  are  Indians  from  New  York  State  and  the  West,  with  300 
in  the  “  Whittier  ”  or  primary  department.  So  much  for  growth.  What  of  results? 

WHAT  HAMPTON  GRADUATES  HAVE  DONE  AND  ARE  DOING. 

For  the  past  four  years  we  have  been  gathering,  through  correspondence,  the  facts 
regarding  the  723  graduates  of  the  school  from  1871  to  1890,  which  are  just  published 
in  a  book  of  520  pages,  printed  by  our  students,  entitled  “  Twenty-two  Years’  Work 
of  the  Hampton  Institute.”  It  really  shows  the  results  of  the  school’s  first  quarter 
century  of  work.  Five  maps,  notably  the  “  Star  map,”  indicate  the  facts,  which 
briefly  stated,  are  that  129,475  pupils  have  been  taught  by  our  graduates,  two  thou¬ 
sand  of  whom  have  been  teachers,  (150,000  pupils  taught  would  be  a  fair  estimate.) 
The  thrift  of  these  graduates  has  made  their  reported  accumulations  $167,855.  Of 
forty-five  the  record  is  unsatisfactory;  we  know  of  but  three  who  have  been  crim¬ 
inals.  Not  a  single  grievance  has  been  mentioned  by  a  graduate  teacher,  not  an 
“  outrage  ”  has  been  reported  in  their  wide  field  of  work.  Great  fairness  and  kind¬ 
ness  on  the  part  of  public  school  officers,  and  general  good  feeling,  universal  cheer¬ 
fulness  and  hope,  have  characterized  their  correspondence,  which  is  encouraged 
and  responded  to  in  a  special  department  of  this  school.  A  lamentable  weakness  of 
intelligent  organized  effort  to  improve  the  ignorant,  poverty  stricken,  and  whiskey 
drinking  condition  of  the  people  is  reported  on  all  sides ;  to  meet  which  has  been 
organized,  as  recommended  in  my  last  report,  a  Missionary  Department  of  the 
School,  of  which  Rev.  H.  B.  Turner,  Assistant  Chaplain,  has  taken  charge.  His 
aim  is  to  secure  the  co-operation  of  graduates  in  the  wide  field,  who  shall  build  up 
Sunday-school,  Temperance  and  other  work,  and,  so  far  as  good  example,  teaching 
and  influence  can  do  it,  tone  up  and  improve  the  low  conditions  around  them.  Not 
the  least  good  to  come  out  of  this  will  be  the  selecting  of  the  right  student  material 
for  the  School;  for  there  is  a  lack  of  the  first  rate  material,  especially  of  young 


630  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


men  of  the  right  parts,  who  should  be  picked  out  of  the  thousands  and  thousands 
over  the  land  who  would  gladly  work  all  day,  ten  hours,  and  study  at  night,  to  get 
an  education  and  a  trade;  but  it  takes  hundreds  of  square  miles  and  millions  of 
people  to  produce  one  first  rate  man. 

I  would  state  again  that  the  sum  of  one  hundred  thousand  dollars  is  needed  to 
place  our  Missionary  Department  on  a  solid,  permanent  basis.  The  income  from 
that  would  sustain  a  working  force  from  which  large  and  happy  results  might  be 
expected.  I  refer  you  to  Mr.  Turner’s  report  below.  The  plan  is  to  make  our 
graduates  an  army  of  Christian  workers.  In  discussing  the  results  of  Hampton’s 
quarter  century  of  work,  there  is  great  satisfaction  in  pointing  to  the  schools  and 
institutions  built  up  by  its  graduates,  in  the  line  of  its  ideas,  at  Tuskegee,  Ala.,  at 
Cappahosic,  Gloucester  Co.,  Va.,  at  Lawrenceville,  Va.,  at  Kittrell,  N.  C.;  the  last 
three  by  undergraduates.  Other  like  work  is  being  planned.  At  these  schools 
excellent,  growing,  telling,  creative  work  is  being  done  by  our  former  students ; 
notably  at  Tuskegee,  where  there  have  been  forty  of  them;  while  from  our  work¬ 
shops  and  classrooms  have  gone  other  men  and  women  who  are  effective  industrial 
and  moral  educators  in  Florida,  Kentucky,  South  Carolina  and  Texas.  Several 
are  among  the  best  and  foremost  workers  for  the  colored  people  of  Virginia.  Our 
work  is  seed  sowing;  essentially  germinant;  it  multiplies  itself.  That  is  its  inspira¬ 
tion.  Our  shops  are  especially  looked  to  for  managers  and  helpers  of  labor  depart¬ 
ments  in  the  growing  industrial  education  for  the  Negroes. 

I  am  glad  to  acknowledge  here  the  liberality  and  appreciation  of  our  industrial 
department  shown  by  the  Trustees  of  the  Slater  Fund  and  am  most  anxious  that 
that  should  be  put  on  to  the  best,  soundest,  most  effective  basis,  made  a  model  work 
of  its  kind,  of  which  there  is  more  discussion  below. 

THE  EVOLUTIONARY  STEPS  IN  THE  DEVELOPMENT  OF  EDUCATIONAL  FACILITIES  FOR 

COLORED  YOUTH. 

First  came  the  common  school  to  the  Negro;  next  came  industrial,  practical 
education,  and  the  next  step  was  higher,  College  and  professional  education,  for 
which  Lincoln,  Howard,  Fisk  and  Atlanta  Universities  nobly  stand,  with  others  of 
excellent  record  and  promise.  Most  of  these  began  before  1870.  No  more  devoted, 
brainy  or  faithful  work  was  ever  put  into  institutions  than  has  been  put  into  these. 
They  are  all  sound,  flourishing,  excellent  institutions,  and  ought  to  have  permanent 
foundations.  No  one  who  has  taught  them  doubts  the  capacity  of  the  Negroes  for 
higher  education.  I  have  long  felt  that  colored  physicians  have  been  the  best  results 
from  the  professional  training  of  Negroes ;  not  to  belittle  their  worthy  educated 
ministry,  or  their  many  able,  successful  lawyers.  There  was  and  is  no  need  of  the 
higher  education  here,  when  every  Northern  college  is  open  to  the  capable,  earnest 
colored  student,  who  in  many  of  them  has  already  made  his  mark.  Hampton’s 
development  lies,  I  think,  in  being  as  complete  and  perfect  as  possible  a  Normal 
and  Industrial  Training  School  of  the  highest  tone  and  efficiency  ;  to  teach  not  only 
how  to  work,  but  the  dignity  of  labor,  to  become  distinctively  an  aggressive  power 
for  and  help  to  non-sectarian  Christian  civilization  of  the  widest  range  ;  to  supply 
a  high  and  many-sided  grade  of  teachers  whose  work  and  influence  shall  be,  largely 
by  example,  upon  the  whole  of  life ;  to  build  up  manhood  and  help  make  good 
citizens  for  the  country. 

The  political  experience  of  the  Negro  has  been  a  great  education  to  him.  In  spite 
of  his  many  blunders  and  unintentional  crimes  against  civilization,  he  is  to-day 
more  of  a  man  than  he  would  have  been  had  he  not  been  a  voter.  His  political 
like  his  former,  oppressor,  is  only  belittled  by  his  course  ;  and  will  in  the  end  suffer 
for  it.  Reconstruction  measure ;  were  like  a  bridge  of  wood  over  a  river  of  fire  ; 
because  of  too  much  political  selfishness  and  greed,  and  lack  of  statesmanlike  fore¬ 
cast  and  sound  policy.  Manhood  is  best  brought  out  by  recognition  of  it.  Citizen- 


FINAL  REPORT  MADE  BY  GENERAL  ARMSTRONG. 


631 


ship  with  the  common  school,  is  the  great  developing  force  in  this  country.  It 
compels  attention  to  the  danger  which  it  creates.  There  is  nothing  like  faith  in 
men  to  bring  out  the  manly  quality. 

In  the  twenty -five  years  of  co-education  of  both  sexes  of  colored  youth,  there  has 
been  no  occasion  to  regret  our  policy ;  the  moral  record  has  been  marvelous  for 
what  has  not  happened.  We  have  learned  to  make  nothing  of  the  complexion  of 
the  skin.  Mixture  of  blood,  in  our  experience,  counts  for  nothing.  In  fifteen 
years  of  co-education  of  Negro  and  Indian  there  has  not  been  a  fight  or  fracas  or 
any  ill  feeling  or  bad  result  that  I  know  of. 

THE  TRUSTEES  AND  TEACHERS  OF  HAMPTON. 

The  board  of  Trustees  was  organized  under  a  liberal  state  charter  granted  in 
1870.  Rev.  Dr.  Strieby  and  myself  are  the  only  original  members  still  on  the  board. 
There  have  been  many  changes  by  death  and  resignation.  No  body  of  men  could 
have  been  more  loyal  to  the  interests  of  the  school  than  have  been  its  trustees. 
Some  have  been  too  ready-to  give  up  their  places  to  others ;  there  has  been  no 
“dead  wood'”  in  the  board;  no  useless  staying  on,  but  always  a  high,  sometimes 
too  high,  sensitiveness  on  that  point.  There  have  been  no  divided  councils,  no 
antagonisms  :  So  in  relation  with  many  score  of  teachers,  chiefly  ladies,  of  various 
temperaments.  In  the  past  25  years  I  can  recall  no  serious  difficulty  or  break ; 
not  that  everybody  has  been  perfectly  satisfied,  or  that  all  have  been  completely 
ideal,  but  in  the  past  quarter  century,  there  has  been  a  long  pull,  a  strong  pull,  and 
a  pull  all  together  by  our  little  army  of  teachers  and  workers,  without  a  serious 
break  or  friction  of  any  account.  A  reason  is  that  there  has  been  no  politics  in  it 
all ;  the  spirit  of  Christian  work  has  been  universal.  Dogmatic  tests  have  not  been 
applied,  for  true  workers  need  none.  There  has  been  no  flinching  from  severest 
duty,  and  a  good  deal  has  gone  out  of  some  lives  into  the  work.  The  names  of 
Gen’l  J.  F.  B.  Marshall  and  Mr.  F.  N.  Gilman,  our  faithful  Treasurers,  of  Misses 
Mary  F.  and  Charlotte  L.  Mackie,  ex-teachers,  who,  with  others,  worked  here 
many  years,  are  embalmed  in  our  school  memories  and  traditions.  A  few  have 
died  in  the  service,  patient  devoted  young  women  who  wore  themselves  out  by 
office  drudgery.  I  cannot  speak  too  highly  of  school  graduates  who  have  done 
office  and  other  school  duty  with  excellent  success  and  tireless  devotion. 

KINDNESS  SHOWN  TO  THE  SCHOOL  BY  THE  PEOPLE  AND  LEGISLATURE  OF  VIRGINIA. 

Our  neighbors  have  been  most  kind  and  seem  to  have  no  grievance.  Whatever 
there  was,  was  expressed  freely  in  1886,  and  settled  by  a  wise  and  friendly  com¬ 
mittee  of  the  Virginia  Legislature  most  satisfactorily.  This  school  is  most  fortunate 
in  its  surroundings  of  well-disposed,  kindly  people  in  a  great  commercial  and 
geographical  centre. 

I  cannot  but  ask  the  friends  of  and  contributors  to  this  school  to  sustain  an  effort 
to  give  to  each  teacher  who  shall  have  done  ten  years  of  consecutive  work  here,  a 
year  off  for  rest — salary  to  continue  meanwhile.  If,  for  instance,  salary  has  been, 
$400  and  board,  the  former  to  continue,  but  not  the  latter.  The  study  and  observa¬ 
tion  of  those  having  this  vacation,  would,  in  most  cases,  bring  back  marked  benefit ; 
and  their  absence  strengthen  rather  than  weaken  us  in  the  end.  This  has  not  been 

suggested  or  asked  for  by  anybody;  but  is  it  not  the  right,  fair  thing  to  do? 

*  *  *•**•*  * 

If  further  personal  reference  is  pardonable,  I  will  say  that  I  am  still  a  cripple,  fit 
only  for  partial  duty ;  attending  to  general  routine  business ;  office  work,  corre¬ 
sponding,  faculty  meetings,  and  to  boys’  discipline ;  talking  to  and  lecturing  stu¬ 
dents,  taking  such  time  for  rest  and  recreation  as  has  seemed  wise ;  working  espe¬ 
cially  upon  our  complicated  industrial  system,  and  making  some  important  changes. 


G32  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Last  year,  when  I  felt  called  upon  to  offer  my  resignation  for  the  good  of  the 
school,  the  Trustees  took  the  kindest  and  most  considerate  possible  action  in  the 
matter.  I  am  ever  ready  to  give  my  place  to  a  more  capable  and  effective  successor. 
Time  may  cure  my  ills  as  it  has  like  ones ;  but  recovery  is  slow.  I  gained  much 
by  spending  most  of  last  winter  in  the  South.  This  was  made  possible  by  the  kind 
help  of  friends,  coming  in  a  kindly,  spontaneous,  generous  way.  In  a  work  like 
this  one  cannot  be  ready  to  meet  by  way  of  prevention  .and  care,  the  emergencies 
that  come  in  the  line  of  duty.  The  “  Rainy  day”  is  apt  to  find  one  unprepared  and 
almost  helpless,  but  the  right  thing  always  happens. 

The  Rev.  Mr.  Frissell,  Vice  Principal,  has,  this,  as  last  year,  carried  much  of  my 
burden ;  making  calls,  holding  meetings,  organizing  working  committees,  doing 
Treasurer’s  duty,  besides  his  regular  work.  Rev.  H.  B.  Turner,  Associate  Chaplain, 
with  his  excellent  lecture  and  stereopticon  views  of  the  school,  has  made  a  most 
effective  campaign  of  education  in  Northern  cities,  interesting  many  people.  The 
appeal  to  the  ear  by  the  Hampton  Quartette,  whose  old  time  Negro  melodies  are 
still  effective,  together  with  brief  original  addresses  by  Negro  and  Indian  students, 
and  the  appeal  to  the  eye  through  views,  have  been  so  telling  and  satisfactory  in 
results,  that  I  think  it  important  botli  in  winter  and  summer  to  hold  meetings  at 
the  centres  of  population,  wealth  and  social  life,  to  “  educate  the  public.”  A  series 
arranged  last  summer  in  the  White  Mountains,  New  Hampshire,  by  Mr.  Frissell, 
resulted  very  well.  I  must  speak  with  special  and  grateful  appreciation  of  the 
work  of  Committees  of  ladies  and  gentlemen  of  New  York  City,  of  Brooklyn,  of 
Boston,  Mass,  and  of  the  Hampton  Clubs  in  Springfield,  Mass.,  and  Orange,  N.  Y. 
who,  burdened  with  other  social  and  philanthropic  duties,  have  worked  devotedly 
and  successfully  for  this  school,  enlarging  its  circle  of  friends  and  helpers,  increas¬ 
ing  our  endowment,  and  aiding  to  meet  current  expenses.  None  of  them  have 
seemed  at  all  weary  of  this  well-doing.  This  committee  work  is  most  helpful ;  it 
gives  me  needed  relief  and  a  chance  to  get  well  and  encouragement  to  remain  at 
the  helm,  which  I  should  not  do  did  not  the  old  ship  move  on.  My  own  vitality 
depends  on  that  of  the  school. 

#•****## 

QUESTIONS  AS  TO  EDUCATIONAL  POLICY. 

I  ask  your  attention  to  two  points  of  educational  policy. 

(1)  The  age  at  which  students  should  be  admitted. 

(2)  The  right  method  of  manual  training. 

As  to  the  first,  I  found  in  the  “ Christian  Union”  these  words :  “Inexorable  sta¬ 
tistics  show  that  nearly  every  criminal  career  begins  between  fourteen  and  eighteen 
years  of  age.”  Are  we  right  in  admitting  Negro  and  Indian  pupils  between  the 
ages  of  seventeen  and  twenty -two?  I  think  so.  One  reason  is  that  only  the  able- 
bodied  and  mature,  Negroes  especially,  or  those  of  full  strength,  can  work  their 
way ;  such  are  soon  able,  if  of  fair  brain  capacity,  not  only  to  work  their  way  in 
shop  and  field,  but  to  hold  their  own  in  classes.  A  constant  “weeding  out”  goes 
on.  Many  must  be  dropped  as  poor  material,  morally,  mentally  or  physically.  Up 
to  eighteen  years  of  age,  a  youth  is  like  a  strong,  spirited  colt ;  he  feels  his  strength  ; 
has  little  self-control,  if  without  good  home  training ;  and  a  weak  moral  sense. 
Having  probably  been  to  school  a  few  terms  when  a  child  and  seen  or  felt  the 
advantages  of  education  or  a  trade,  he  wishes  to  be  like  others.  If  he  really  cares 
to  be  like  the  trained  men  whom  he  knows,  he  makes  up  his  mind  to  have  an  edu¬ 
cation,  and  will  work  for  all  he  is  worth  to  get  it.  Before  he  knows  it  he  is  leading 
a  heroic  life ;  working  day  and  night  to  improve  ;  protected,  developed,  saved,  by 
the  routine  of  hard  work  which  he  has  chosen  because  he  wishes  to  make  something 


FINAL  REPORT  MADE  BY  GENERAL  ARMSTRONG.  633 


of  himself.  This  applies  to  both  sexes,  and  to  all  kinds  of  people.  I  prefer  to  have 
as  pupils  those  from  17  to  22  years  of  age,  because  it  is  the  most  formative  period ; 
those  younger  may  be  more  plastic,  but  don’t  “stay  put”  so  well.  There  is  tOo 
much  putty  in  the  early  teens.  Later  there  is  better  mental  digestion  ;  more  will 
power ;  more  bodily  hardness  and  more  intelligent,  decisive,  reliable  choice  of  ends ; 
better  sticking  to  things  and  more  staying  power.  The  stronger  nature,  rightly 
directed,  can  accomplish  more.  The  difficulty  is  to  get  the  right  material  to  work 
upon.  Of  whites  who  enter  college,  I  believe  about  40  per  cent,  fail  to  remain  with 
the  class.  By  weeding  out  and  dropping,  75  per  cent,  of  our  colored  pupils  fail  to 
continue,  yet  many  return  to  complete  the  course. 

THE  RIGHT  METHOD  OP  MANUAL  TRAINING — PROFESSOR  WARREN’S  COMMENTS  CON¬ 
SIDERED. 

A  thorough  teacher  and  experienced  educator  is  asked,  every  year,  to  inspect  and 
criticize  our  methods.  Prof.  Warren  of  Connecticut,  came,  saw  and  reported  in 
part  as  follows  :  “I  am  aware  that  the  labor  department  here  is  a  growth.  I  am 
aware  that  many  circumstances  have  contributed  to  make  it  what  it  is.  I  do  not 
suppose  that  it  is  the  purpose  of  the  Trustees  to  modify  or  reduce  it  in  size.  At 
the  same  time  I  take  it  for  granted  that  you  want  to  know  how  it  impresses  one 
who  has  not  watched  its  growth,  but  sees  only  its  operation.  This,  then,  is  what  I 
think  of  it. 

“  (1).  It  seems  to  me  that  the  idea  of  manual  training  or  even  of  trade-teaching  is 
fundamentally  opposed  to  money -getting.  That  where  one  is  the  other  cannot  be. 
If  lumber  is  to  be  sold,  wheelbarrows  offered  in  the  market,  skilled  labor  must  be 
employed,  the  market  must  be. studied,  and  every  thought  centered  on  making  a 
profit.  Or,  if  not  a  profit,  then  as  small  a  loss  as  possible.  All  this  excludes  the 
teaching  of  boys,  except  to  that  slight  degree  at  which  their  labor  is  profitable.” 

“(2).  If,  on  the  other  hand,  we  would  make  the  manual  work  educational,  we 
must  make  all  our  energies  bend  to  that.  No  thought  must  be  had  about  the 
money  side  of  the  question  ;  except  to  prevent  waste,  which  in  itself  is  educational.” 

“  I  am  aware  that  many  pupils  earn  their  living  here  and  thereby  become  able 
later  to  join  the  school.  I  think  that  this  day-working  and  night-studying  is  admir¬ 
able,  and  if  there  is  no  other  way  in  which  this  branch  of  the  work  can  be  kept  up, 
I  should  want  to  think  a  good  while  before  I  took  any  step  looking  to  its  elimina¬ 
tion.” 

“Whether”  Mr.  Warren  says,  “the  Night  School  pupils  could  not  be  otherwise 
employed  is  a  question  to  which  I  can  give  no  answer.”  “You  see,  I  cannot  recon¬ 
cile  the  idea  of  manufacturing  and  the  idea  of  education.” 

Now,  making  and  selling  lumber  is  our  leading  industry.  We  manufacture  at 
the  rate  of  about  25,000  feet  per  diem  or  about  7  million  feet  a  year,  of  yellow  pine 
lumber  ;  selling  it  in  local  and  Northern  inarkets.  In  the  “  Huntington  Industrial 
Works”  are  55  young  men  working  their  way,  taking  lessons  in  drawing  and  the 
use  of  tools,  making  various  kinds  of  building  material,  learning  how  to  use  as 
perfect  wood-working  machinery  as  can  be  got.  Machinery,  materialized  brain,  has 
come  South  to  stay  and  to  spread  broadly.  The  Negro  must  learn  to  use  it,  be 
educated  to  it,  even  at  a  risk  of  accident,  or  get  behind ;  he  is  well  adapted  to  it ; 
he  makes  an  excellent  tradesman.  Student  labor,  used  in  manufacturing,  is  at  a 
serious  disadvantage.  It  should  be  employed,  as  far  as  possible,  in  piece  work, 
under  wise,  careful,  business-like  foremen,  who  shall  select,  discipline  and  train 
them.  There  are  many  capable  colored  young  men  seeking  trades,  but  we  must 
select  apprentices  more  carefully  than  heretofore.  Hundreds  apply,  but  few  are 
just  right.  Our  missionary  department  brings  some  of  our  best  material ;  through 
it  we  should  get  the  best. 


G34 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


PRODUCTIVE  INDUSTRY  A  MORAL  FORCE. 

'Careful  account  keeping  is  at  the  bottom  of  successful  school  or  any  industries. 
Each  foreman  or  manager  must  know  just  where  he  is,  whether  losing  or  gaining. 
Our  plan  of  weekly  report,  that  might  become  daily,  is  helpful.  Account  of  stock 
taken  twice  a  year  keeps  things  clear.  The  idea  of  self-help  can  be  carried  out 
only  by  productive  industries.  Honestly  giving  value  for  value,  labor  becomes  a 
stepping  stone,  a  ladder  to  education,  to  all  higher  things,  to  success,  manhood  and 
character.  Thus  it  becomes  the  moral  force  that  it  ought  to  be,  for  only  as  a  moral 
uplifting  force  do  I  advocate  such  an  extensive  industrial  system  as  ours,  which, 
rightly  carried  out,  may  do  incalculable  moral  good. 

Self-made  men  have  become  so  by  being  useful ;  by  doing  that  for  which  there 
is  a  need,  a  demand.  Ten  hours  a  day  for  three  years  in  one  of  our  workshops, 
with  constant  evening  study,  followed  by  two  years  in  our  Normal  class  (two  years 
of  night  study  making  one  year  of  the  Normal  course)  gives  a  good  education  and 
a  fairly  complete  mental,  manual  and  moral  outfit. 

Look  into  the  workshops :  see  the  skilled  mechanic,  with  student  assistants, 
making  articles  by  the  piece,  at  a  fixed  price,  sold  at  an  advance  to  a  clamorous 
market.  Examine  the  account  book.  It  will  show  serious  losses  in  previous  years. 
That  is  now  changed  by  new  management  and  better  outfit :  Work  is  done  only 
by  the  piece  ;  small  chance  for  waste  or  loss.  The  careless  apprentice  is  “  hustled” 
out,  a  new  one  put  in  his  place,  and  after  a  few  months’  training  earns  wages 
enough  to  pay  for  his  board,  books  and  clothing;  learns  thrift,  economy  and  a  trade; 
is  educated;  can  soon  do  as  well  as  the  skilled  man  at  whose  side  he  works.  The 
foreman,  or  “  boss,”  is  chiefly  concerned  to  see  that  the  work  is  well  done  (else  it  is 
thrown  back),  that  the  boy  has  proper  attention,  and  knows  the  reasons  of  things. 

In  a  well-organized  shop  the  great  difficulty  is  to  get  the  right  “  boss,”  under 
whom  reasonable  profit  is  assured  with  well  selected  students.  We  are  trying  to 
have  ideal  workshops  ;  but  ours  are  yet  far  from  perfect.  Give  us  the  needed  time 
and  backing.  Who  can,  even  with  ample  “plant,”  manufacture  without  working 
capital?  This  has  not  been  supplied.  Do  not  expect  us  to  make  bricks  without 
straw. 

Shall  our  present  system  of  combining  instruction  with  production  as  of  equal 
importance,  be  developed  into  its  best  possible  condition?  If  not,  we  must  face 
disaster.  I  believe  the  true  policy  is  to  make  our  productive  manual  training 
system  as  perfect  as  possible.  The  leading  idea  is  to  make  men  rather  than  to 
make  money.  In  well-organized  shops,  with  evening  study,  we  can  make  men. 
The  hope  of  the  working  class  of  our  day  is  in  evening  study. 

*  *  *  *  *  *•  * 

Thanks  to  the  generous,  prompt  action  of  the  Trustees,  a  liberal  sum,  increased 
by  the  proceeds  of  a  concert  given  in  New  York  City,  was  raised  to  help  our  exhibit 
at  the  World’s  Fair  in  Chicago,  which,  under  the  supervision  of  a  teacher,  Miss 
Cora  M.  Folsom  is,  I  think,  creditable  and  effective,  and  will  do  good.  It  was  wise 
to  push  the  matter  as  has  been  done.  I  was  unable,  from  absence,  to  do  anything 
about  it,  but  all  has  gone  well.  The  aborigines  of  America  and  the  forcibly  im 
ported  natives  of  Africa  furnish  a  singularly  tragic  chapter  in  American  life,  unique 
in  the  history  of  the  world;  and  have  given  this  country  a  most  serious  problem, 
one  that  has  baffled  its  legislators,  but  which  has  been  wisely,  nobly  and  hopefully 
taken  up  by  our  Christian  people  ;  to  meet  and  settle  which  the  Christian  devotion 
and  spirit  of  the  country  is  rising  generously  and  grandly.  Emancipated  Afro- 
Americans  and  Christianized  Indian  citizens  are  our  greatest  national  glory. 

Respectfully  submitted,  in  the  hope  that,  at  the  end  of  the  next  Twenty  five  years 
of  work  of  the  Hampton  Institute,  it  will,  under  God’s  blessing,  have  attained  a 
much  more  perfect  development  than  it  has  reached,  and  have  sent  out  several 


DRAWING  AS  TAUGHT  AT  HAMPTON. 


fi  35 


hundred  more  earnest  workers  into  the  wide  field  whose  needs  and  claims  are 
second  to  none  that  appeal  to  those  who  love  to  spend  and  be  spent  for  God  and 
country. 

S.  C.  Armstrong, 

Principal. 

I  have  great  respect  for  and  faith  in  technical  instruction  in  the  use  of  tools,  in 
which  production  is  wholly  secondary,  where  things  are  made- to  illustrate  a  prin¬ 
ciple  and  which  has  no  value  except  to  the  student.  This  should  begin  with  ‘  ‘  Sloyd  ” 
work  in  primary  classes.  We  have,  thanks  to  the  Slater  Fund,  a  Technical  Car¬ 
pentry  Shop  in  which  every  trade  boy  has  lessons  in  drawing.  Though  fairly  well 
appointed  now,  we  will  perfect  it  so  far  as  possible.  We  have  one  such  shop  in 
which  girls  are  taught  with  great  advantage  and  satisfaction. 

Both  primary,  (“the  Sloyd  ”)  and  higher  grades  are  desirable.  Still,  I  think,  the 
best  manual  drill,  education  and  instruction  in  business-like  ways  are  given  in 
regular  workshops,  by  making  that  which  somebody  wants,  even  in  the  fierce  com¬ 
petition  of  markets  which  we  have  felt.  This  we  here  are  trying  to  do.  It  is  a 
hard  struggle  ;  the  hardest  of  my  life. 

I  hope  to  have  time,  strength  and  the  means  provided  to  see  it  through  to  a  solid 
basis.  I  think  we  are  on  the  way  to  that  point :  shall  we  not  fight  it  out,  no  matter 
who  or  what  is  used  up  in  the  effort  ? 

******* 

This  report  by  the  Principal  is  accompanied  with  detailed  reports 
by  the  heads  of  the  several  departments  of  the  school.  Mr.  J.  E.  Davis, 
in  making  the  report  of  the  “Normal  School  class  Work,”  thus 
describes  the  method  adopted  in  instruction  in  drawing: 

DRAWING. 

This  subject  has  been  taught  this  year  entirely  from  objects,  the  aims  having 
been  the  training  of  the  eye  to  see  and  the  hand  to  execute  truthfully. 

“  When  once  a  student  realizes  what  he  sees,  the  struggle  is  half  over.  For  the 
rest,  it  is  hard  at  first  for  the  untrained  hand  to  obey  the  will.” 

The  greater  part  of  the  junior  work  has  been  drawing  from  models,  chiefly  type 
forms,  with  occasionally  a  little  furniture  drawing.  “  In  addition  to  the  outline 
model  drawing,  tlieMiddlers  and  Seniors  have  taken  up  charcoal  in  light  and  shade, 
making  many  very  creditable  drawings  from  casts  of  flowers,  fruit  and  animals.” 
******* 

The  free  hand  drawing  Classes  under  Miss  Pond  and  the  mechanical  drawing 
under  Mr.  F.  L.  Small,  in  charge  of  one  of  the  technical  shops,  have  shown  good 
results. 

All  the  trades  boys  have  lieen  under  Mr.  Small’s  care.  The  object  of  the  work 
has  been  to  give  such  instruction  in  mechanical  drawing  as  may  be  applied  to  the 
different  trades  and  to  teach  the  pupils  to  apply  the  instruction  ;  to  teach  pupils  to 
be  able  to  read  and  construct  working  models.  Many  of  the  foremen  of  the  shops 
report  favorably  of  the  work  in  mechanical  drawing  as  seen  in  its  effect  upon  the 
boys  in  their  trades. 

The  full  detailed  report  on  the  industries  taught  in  the  Hampton 
School  and  the  methods  of  instruction  in  them,  is  given  here,  as  it 
furnishes  a  practical  illustration  of  methods  which  are  held  by  many 
good  judges  to  have  won  marked  success.  It  is  believed  that  those 
interested  in  securing  for  the  multitudes  of  neglected  youth  in  towns 
and  cities  similar  practical  instruction  in  industries  and  trades  may 


636  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


find,  in  these  detailed  statements  valuable  suggestions;  and,  there¬ 
for,  unusual  space  has  been  given  to  them.  Attention  is  called 
to  the  closing  paragraph  of  Miss  Scoville’s  summary,  in  which  fuller 
information  and  opportunity  for  personal  inspection  of  the  classes 
is  offered  to  all  who  may  desire. 

Review  of  Industries. 

There  are  two  distinct  and  opposite  ideas  of  the  manner  in  which  an  industrial 
education  should  be  given. 

One  is  the  idea  of  absolute  perfection  in  detail,  that  spends  days  and  weeks  in 
finishing  one  point  with  no  idea  of  the  article’s  filling  any  demand,  but  simply  for 
the  skill  it  gives  to  the  hand.  This  is  exemplified  in  its  highest  form  in  the  “  Sloyd  ” 
method.  The  whole  thought  here  is  given  to  the  power  that  the  individual  acquires 
by  this  work,  not  to  the  worth  of  the  article  made. 

The  other  theory  is  the  more  natural,  if  less  scientific,  one  of  learning  to  do  some¬ 
thing  because  there  is  a  demand  for  it  and  we  have  a  chance  to  fill  it.  In  this,  too, 
perfection  is  sought  for  its  educational  value  and  also  because  there  is  a  demand 
for  it  in  life.  This  is  the  method  by  which  every  Yankee  boy  learns  to  farm. 

The  parent  or  the  State  that  has  wealth,  brains  and  power  may  well  take  its 
children  from  the  cradle  and  train  them  in  the  Kindergartens,  Sloyd  and  Scientific 
schools  and  turn  out  at  the  end  a  man  or  woman  ideally  educated,  but  the  great 
mass  of  mankind  is  forced  to  stand  and  cry  ‘  ‘  Give  us  a  place — a  chance  to  earn  our 
bread.”  Comparatively  few  hope  to  have  their  boys  taught,  they  only  ask  for  a 
chance  to  try,  a  place  among  workers,  that  they  may  teach  themselves. 

Each  of  these  schemes  of  learning  has  its  advantages  and  neither  is  perfect. 
They  stand  in  the  same  relation  to  each  other  that  the  so-called  college  man  and 
self-made  man  do.  The  college  man  can  do  nothing  unless  he  is  also  self-made; 
the  theory-trained  mechanic  will  amount  to  nothing  unless  he  also  receives  the 
self-education  of  practical  life. 

Mr.  Warren,  the  critic  teacher,  who  visited  us  this  year,  says  : 

“It  seems  to  me  that  the  idea  of  manual  training  or  even  of  trades  teaching  is 
opposed  to  money  getting.  That  where  one  is  the  other  cannot  be.  If  lumber  is 
to  be  sold,  wheelbarrows  offered  in  the  market,  skilled  labor  must  be  employed. 
******* 

This  excludes  teaching  the  boys  except  to  that  degree  that  shall  make  their  labor 
profitable.  If  on  the  other  hand  we  make  manual  education  our  object,  we  must 
make  all  our  energies  bend  to  that. 

*  *  ***** 

I  think  this  day  working  and  night  studying  is  admirable. 

******* 

Whether  the  Night  School  students  could  not  be  otherwise  employed  is  a  question 
to  which  I  can  give  no  answer.  *  *  *  You  see  I  cannot  reconcile  the  idea  of 
manufacturing  and  the  idea  of  education.” 

The  question  is  here  put  before  us  fairly  that  industrial  training  must  be  for 
education  only,  that  it  camiot  be  made  to  furnish  the  bread  and  butter  at  the  same 
time. 

Gen.  Armstrong  has  answered  this  in  his  pithy  way  by  saying  that  “  It  is  an 
education  in  itself  to  make  something  that  the  world  wants.” 

.  It  is  this  thought  that  should  be  emphasized.  The  first  thought  in  all  our  indus¬ 
tries  is  and  should  be  the  lesson  in  self-reliance  and  thrift  that  productive  labor 
gives. 

For  even  the  theoretical  training  of  our  students  it  is  better  that  they  should  be 
engaged  in  productive  labor. 


INDUSTRIAL  TRAINING  AT  HAMPTON. 


637 


PRODUCTIVE  INDUSTRY  DEVELOPS  SELF-RELIANCE  AND  THRIFT. 

This  School  was  founded  for  a  race  taught  to  work,  but  not  to  profit  from  its 
work.  If  it  had  taken  a  man  trained  for  twenty  years  to  work  for  others  and  put 
him  to  working  just  for  practice,  making  articles  that  bring  no  return,  whatever 
might  have  been  said  he  could  hardly  realize  that  he  had  more  than  changed  mas¬ 
ters.  Every  round  red  cent  won  by  his  labor  was  a  declaration  of  freedom.  This 
great  strong  child-race  needed  the  lesson  of  making  money  as  much  as  it  needed 
training.  It  knew  how  to  work  under  task  masters  and  direction.  It  was  not 
power  that  it  needed,  but  purpose,  and  that  honest  earning  and  spending  gives. 

When  the  School  had  been  founded  a  few  years,  another  race  was  brought  a 
foundling  to  its  doors.  The  Indian  had  not  the  slave  idea  that  labor  brings  no 
returns,  but  an  opposite  idea  that  profit  comes  without  work.  He  is  fed  and  clothed 
and  nothing  demanded  of  him.  To  save  his  manhood  from  destruction  he  must  be 
taught  to  work.  How  are  you  going  to  make  him  see  the  sense  and  value  of  such 
teaching?  Only  by  showing  him  the  sure  reward  of  every  stroke  of  labor,  since, 
unfortunately,  it  is  impossible  to  put  him  where  profit  can  only  come  from  labor. 
This  being  so,  every  one  must  admit  that  the  simple  fact  of  bringing  a  return  for 
the  shop  and  the  worker  has  its  educational  value.  Therefore,  for  the  student’s 
sake  alone,  the  problem  for  the  School  has  been  and  always  should  be  how  best  to 
combine  theoretical  and  practical  training  in  our  industrial  life. 

If  we  were  teaching  600  students  who  are  not  vexed  by  the  question  of  self- 
support  we  might  think  too  much  of  the  thought  and  too  little  of  the  practical 
value,  while  on  the  other  hand  if  we  were  just  a  manufacturing  concern  we  should 
lose  all  sight  of  education  and  use  the  man  alone  for  his  value  to  us. 

THE  HAMPTON  STUDENTS  PARTLY  SELF  SUPPORTING. 

The  "question  that  was  and  is  forced  upon  the  helpless  of  this  race  is  “  How  can 
we  combine  the  greatest  amount  of  education  of  head,  hand,  heart  with  self  sup¬ 
port.” 

Naturally  the  first  answer  to  this  was — 

Here  is  a  farm  on  which  work  is  to  be  done,  let  the  student  do  it  and  earn  his 
way.  To  earn  an  education  is  in  itself  an  education. 

This  then  gives  us  our  first  division  of  Hampton  Industries. 

I.  The  Industries  Necessary  for  Self  Support  whose  main  object  is  to  earn  the 
daily  bread  of  the  worker. 

First  under  this  comes  the  care  of  the  75  teachers  and  600  students. 

It  is  needless  to  say  that  every  student  cares  for  his  or  her  own  room.  That  these 
may  be  kept  properly,  they  are  subject  to  daily  inspection.  As  far  as  possible,  the 
number  in  a  room  is  limited  to  two  or  three,  that  the  idea  of  home  and  private 
possession  may  be  given. 

There  are  75  officers  and  teachers  living  on  the  grounds  for  the  care  of  whose 
rooms  we  have  a  division  of  workmen  called  Room  boys  and  girls.  There  are  39 
room  girls  and  22  room  boys.  Their  work  is  making  beds,  sweeping,  cleaning,  etc. 
These  workers  are  all  from  the  day  classes,  and  attend  to  the  rooms  in  the  three 
quarters  of  an  hour  between  study  hour  and  school  in  the  morning. 

On  Monday  they  give  the  rooms  the  weekly  cleaning.  For  this  work  they  receive 
$2.00  per  month, 

Corridors. — Eyery  corridor  and  pair  of  stairs  is  in  the  charge  of  a  girl  or  boy, 
who  sweeps  and  dusts  it  each  day  and  scrubs  it  once  in  two  weeks. 

The  ground  floor  of  Virginia  Hall  is  occupied  by  the  Teachers’  Home  dining  room 
at  one  end  and  the  Students’  dining  room  at  the  other.  Below  these  the  basement 
holds  the  great  kitchen,  bake  rooms,  etc. ,  for  providing  for  hungry  students. 

Seventy  five  teachers  come  to  the  Teachers’  Home  dining  room  for  their  meals. 


G38  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  running  of  this  dining  room  gives  employment  to  ten  Day  school  boys  as  wait¬ 
ers  and  ten  night  school  boys  as  cooks  and  scullions. 

Students  Dining  room. — This  d  -partment  has,  this  winter,  averaged  632  boarders. 

To  care  for  these  we  have  had  4  cooks,  3  bakers,  and  2  scullions.  These  work  all 
day  and  go  to  school  for  two  hours  in  the  evening. 

There  are  37  Day  Class  boys  to  wait  on  the  hungry  throng  which  three  times  a 
day  pours  into  the  great  dining  room,  and  the  minute  the  last  one  has  finished  and 
gone,  81  Day  Class  girls  turn  to  and  clear  away  and  wash  the  dishes,  so  that  in  half 
an  hour  the  room  is  ready  for  the  next  meal. 

This  happy,  hearty,  crowded,  noisy  dining  room  is  not  the  best  place  for  a  sick 
or  ailing  student,  so  provision  is  made  for  them  in  the  Special- Diet  Department. 

Tliis  department,  sends  out  the  meals  to  the  three  hospitals  or  to  students  rooms 
when  they  are  confined  to  them.  There  is  a  small  dining  room  where  students  con¬ 
valescing  or  needing  special  diet  go  on  order  from  the  resident  physician,  to  enjoy 
a  rather  more  delicate  or  better  adapted  fare  of  beefsteak,  oat  meal,  milk  puddings, 
etc. ,  as  each  case  demands. 

From  3,000  to  5,000  meals  are  supplied  by  this  department  per  month. 

To  do  this  work,  2  Night  School  girls  give  their  whole  time,  while  one  Day  School 
boy  acts  as  waiter. 

Turning  from  the  dining  room,  the  next  great  domestic  department  thafr  demands 
attention  is  the  Laundry.  This  is  divided  into  two  distinct  branches,  first,  The 
Teachers'  Laundry ,  under  the  charge  of  Miss  Woodward. 

This  receives  about  1,400  pieces  per  week  during  the  School  year.  In  this  laundry 
are  employed  8  work  girls  all  day,  12  girls  working  one  day  each  in  the  week  and 
one  outside  woman  who  acts  as  a  sub  teacher.  These  girls  are  selected  when  they 
enter  school  on  account  of  already  having  some  knowledge  of  the  subject. 

The  girls  who  work  all  day  receive  $15  per  month  in  board  and  credit  and  attend 
Night  School.  The  d  ty  Class  girls  receive  $.50  per  day.  Miss  Woodward  reports 
that  she  has  a  nice  set  of  girls,  good  at  their  work  and  conscientious. 

The  Students'  Laundry,  under  the  charge  of  Miss  Howlmd,  is  of  course  much 
larger  than  the  teachers’,  there  being  between  8,000  and  9,000  pieces  washed  per 
week.  This  includes  washing  for  all  students  save  Indian  girls,  who  do  their  own. 

To  do  this  an  average  of  27  Night  School  girls  work  every  day  in  the  week,  and 
52  Day  girls  for  one  day  each  per  week. 

The  Home  Farm,  Mr.  Howe  in  charge,  stretches  around  us  on  all  sides.  In  this 
there  are  100  acres  under  cultivation,  the  chief  productions  being  milk  and  vege¬ 
tables. 

About  35  cows  are  milked,  averaging  from  85  to  100  gallons  of  milk  per  day. 
Besides  supplying  the  School  families  on  the  place  and  the  Dixie  Hospital,  a  good 
deal  is  sold  out  side. 

There  are  32  horses  and  colts  on  the  farm,  6  of  which  are  boarded  for  outsiders. 
There  are  also  250  hogs,  but  much  more  pork  is  consumed  by  the  School  than  the 
farm  can  supply.  A  large  part  of  the  poultry  and  eggs  for  the  School  are  also 
raised  on  the  place. 

As  to  crops,  there  are  30  acres  in  clover  and  orchard  grass,  9  in  fodder,  14  in  oats, 
5  in  rye,  9  in  peas,  10  in  potatoes,  7  in  corn,  6  or  8  in  truck  and  the  balance  in 
orchards,  small  fruits,  &c.  From  many  of  these  fields  two  and  three  crops  will  be 
gathered  this  summer.  For  instance,  the  peas  will  be  followed  by  sweet  potatoes, 
the  cabbage  by  sweet  corn,  &c. 

There  are  now  on  the  farm  13  hands  :  3  in  charge  of  cattle,  3  in  charge  of  barn, 
1  in  care  of  pigs,  5  acting  as  cart  drivers  and  farm  hands,  and  one  working  in  the 
vegetable  garden. 

The  Farm  Wheelwright  and  Blacksmith  Shop,  under  the  charge  of  Mr.  Corson, 
makes  wagons,  carts,  and  trucks  and  does  the  repairing  and  horseshoeing  for  the 
farm. 


INDUSTRIES  FOLLOWED  AT  HAMPTON. 


639 


Here  are  16  boys  working  :  13  giving  all  their  time  to  their  trade  and  going  to 
school  at  night  and  3  working  two  days  each  a  week.  Two  of  these  boys  are  Indian. 

Beside  the  home  farm  there  is  about  five  miles  from  the  School,  the  Hemenway 
Farm,  under  Mr.  West. 

In  this  farm  there  are  550  acres  devoted  to  grain,  grass  and  stock  raising.  About 
400  acres  are  under  cultivation.  This  place  is  too  far  from  the  centres  of  habita¬ 
tions  to  be  very  profitable  as  a  dairy  or  market  garden  farm,  but  it  raises  cattle, 
sheep,  horses,  pigs,  geese,  ducks,  turkeys,  and  chickens.  In  this  way  it  is  a  good 
source  of  supplies  for  the  School.  This  year,  two  large  incubators  have  been  added 
to  tlie  farm  outfit  and  it  hopes  to  go  into  poultry  raising  much  more  extensively. 

On  this  farm  there  are  now  14  colored  boys  who  work  all  day  and  are  taught  in 
the  evening  by  Miss  Clapp  and  Capt.  Jordan.  They  receive  both  good  teaching 
and  good  wages,  and  next  year  will  enter  either  the  Night  or  .Normal  schools  on 
the  home  grounds. 

The  boys  usually  go  on  to  the  farm  just  to  earn  their  way  through  school,  but 
there  are  few  places  where  they  learn  more  useful  lessons  and  a  large  proportion  of 
them  use  the  knowledge  gained  sooner  or  later.  One  of  our  Senior  boys  spoke  not 
long  since  of  the  many  questions  on  farming  that  the  people  bring  to  them  when 
they  are  out  teaching  and  how  much  help  the  farm  training  and  agriculture  classes 
are  to  them. 

Although  this  farm  work  cannot  now  be  placed  among  the  trades,  it  is  expected 
that  it  soon  will  be,  with  a  regular  corps  of  farm  apprentices  under  charge  of  the 
Department  of  Agricultural  Education,  to  be  spoken  of  further  on. 

The  Knitting  Shop,  under  the  charge  of  Mr.  E.  Jones,  is  under  contract  to  furnish 
10,000  dozen  pairs  of  mittens  to  S.  B.  Pratt  &  Co. ,  of  Boston  this  year. 

There  are  12  Night  School  boys  in  this  shop,  and  two  Normal  School  boys  who 
work  only  two  days  a  week.  They  get  21  cts.  per  doz.  pair  of  mittens,  and  for  the 
first  three  months  average  only  about  forty  cents  a  day,  but  when  the  trade  is  once 
learned  a  boy  will  usually  make  from  70  cts.  to  $1.00  in  a  day.  A  quick  boy  can 
learn  to  run  one  of  these  machines  perfectly  in  three  months  and  probably  most  of 
them  seek  it  with  the  idea  of  earning  their  way  through  school,  but  it  is  one  of  the 
best  things  for  these  races  to  learn  to  handle  machinery.  The  lessons  in  concentra¬ 
tion,  patience,  and  deftness  learned  here  are  of  more  value  than  the  fact  that  they 
have  learned  a  trade  in  which  they  can  set  themselves  up  without  much  capital. 

The  Huntington  Industrial  Works. — This  is  the  largest  and  in  many  ways  the 
most  important  industry  on  the  place.  It  is,  in  a  way,  the  power  for  all  the  wood¬ 
working  and  building  done  here  as  from  it  all  the  pine  lumber  is  obtained. 

The  logs  are  brought  in  rafts  from  the  Dismal  Swamp  and  the  business  of  the  H. 
I.  Works  is  to  reduce  these  logs  into  all  forms  of  lumber.  The  works  are  divided 
into  three  departments  namely.  Saw  Mill,  Lumber  Yard,  and  Wood-working  Shops. 

The  first  two  of  these  departments  come  under  this  division  of  our  subject,  as 
being  shops  in  which  the  student  while  earning  his  living  does  not  learn  a  complete 
trade. 

In  th  'se  two  branches  of  the  H.  I.  Works  there  are  10  Night  School  boys  work¬ 
ing  every  day  and  10  Normal  School  boys  each  working  2  days  in  the  week.  These 
boys  learn  to  keep  tally,  scale  and  measure  logs,  grade  lumber  and  work  the  lum¬ 
ber  machines,  besides  the  general  knowledge  of  machinery  learned  in  a  big  saw 
mill.  This  is  knowledge  very  necessary  for  this  race  to  have  if  they  are  to  compete 
with  others  in  this  age  of  machinery. 

The  third  department  of  these  works  however  must  come  in  the  next  division  of 
the  industries. 

The  Holly  Tree  Inns  are  two  little  restaurants  on  the  grounds,  one  for  boys  and 
one  for  girls.  The  boys’  is  the  larger,  having  a  regular  set  of  boarders,  (employees 
of  the  school)  besides  furnishing  the  boys  with  treats  on  which  to  spend  their  pocket 
money.  This  employs  3  students  as  cooks  and  waiters. 


640  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  girls’  is  more  a  bake  shop,  where  one  Night  School  girl  is  kept  busy  baking 
all  day  and  whose  wares  the  hungry  girls  treat  themselves  to  after  school. 

Last,  but  not  least  of  all,  come  the  odds  and  ends  who  cannot  be  counted  into  any 
department  but  are  bread  winners  and  most  important  members  of  our  family. 

First  there  are  4  orderlies  whose  duties  are  manifold.  They  are  stationed  in  the 
orderlies’  room,  within  call  of  the  office  bell,  ready  to  do  the  endless  errands  and 
odd  jobs  of  the  School.  Their  most  important  duty  is  that  of  acting  as  guides  for 
the  hundreds  of  visitors  that  come  to  us. 

There  is  one  boy  employed  in  the  commissary  as  clerk,  general  duty  men  who 
handle  freight,  one  boy  who  works  in  the  hospital,  one  girl  who  works  in  the  Doc¬ 
tor’s  office,  3  paid  night  guards,  12  janitors  in  boys’  buildings  and  some  ten  or  a 
dozen  boys  earn  $2  per  month  for  the  care  of  boats. 

Summing  up  this  division  of  our  subject  we  find,  on  a  rough  estimate,  that  we 
have  350  students  working  with  their  hands  to  earn  the  education  of  the  head. 

We  do  not  mean  to  say  that  much  is  not  learned  by  every  faithful  student  in 
these  departments — he  or  she  will  be  a  better  cook,  laundress,  or  farmer,  and  surely 
much  needed  lessons  in  promptness,  and  thoroughness  are  inculcated,  but  still  the 
object  in  view  is  not  to  teach  a  trade  but  to  get  the  work  done,  and  here  the  prin¬ 
ciple  of  profit  industry,  each  doing  what  he  can  do  best,  is  enforced  as  far  as  pos¬ 
sible. 

Many  might  think  in  reviewing  this  group  of  industries  that  the  student  was  only 
getting  support  for  the  head  by  his  labor,  but  when  you  remember  that  as  students, 
mechanics  or  business  men.  in  nothing  these  races  are  so  weak  as  in  their  sense  of 
the  value  of  time  and  material,  every  lesson  in  thrift  and  speed  that  they  learn  by 
seeing  how  necessary  work  is  carried  on  in  a  systematic  and  business  like  way  is 
of  inestimable  value. 

THE  TRADES. 

We  come  now  to  the  second  division  of  the  industries.  Those  included  in  this 
have  been  established  for  the  purpose  of  teaching  trades,  but  at  the  same  time  this 
being  missionary  work,  we  have  to  consider  the  support  of  the  student. 

Gen.  Armstrong  had  from  the  very  beginning  the  conception  of  a  school  that 
should  offer  all  forms  of  industrial  training.  As  the  school  grew  and  prospered  he 
patiently  worked  out  his  thought,  adding  a  shop  at  a  time  until  we  have  now  11 
trades  taught  on  the  grounds. 

In  this  division  comes  the  3d  department  in  the  H.  I.  Works — the  General  Car¬ 
penter  Shop — under  charge  of  Mr.  P.  I.  Frost.  It  does  all  kinds  of  wood-working 
such  as  window-sashes,  doors,  mautels,  stairways,  &c.,  and  also  all  fences  and 
buildings  on  the  school  grounds.  All  of  this  work  is  made  practical  and  profitable 
by  being  done  under  contracts  and  orders. 

In  this  shop  there  are  25  students  who  work  all  day  and  attend  night  school. 
Three  have  finished  their  trade  this  year  and  6  begun. 

No  one  who  sees  the  beautiful  wood-work  this  shop  sent  to  the  World’s  Fair  can 
doubt  the  skill  and  ability  acquired  in  it. 

The  Carpenter  and  Repair  Shop,  under  the  charge  of  Mr.  Sugden,  does  the  general 
Carpentry  Work  for  the  School. 

Here  are  12  students  employed  :  1  of  these  has  finished  his  trade  and  is  acting  as 
under-foreman;  11  are  learning  the  trade,  5  working  every  day  in  the  week  and 
going  to  Night  School,  4  Indian  boys  working  half  of  each  day  and  2  Normal  School 
boys  who  give  the  two  work  days  a  week  to  their  trade. 

J.  Wood,  the  under-foreman,  speaking  from  the  boys’  position,  says  “  the  boys 
usually  come  meaning  to  get  their  trade,  and  go,  but  the  desire  for  an  education 
grows  stronger  every  day  and  in  the  end  they  usually  go  into  the  Normal  School  for 
a  year  or  two  and  many  graduate  there.”  All  students  from  this  Shop  receive 
draughting  lessons  in  the  Technical  Shop. 


HAMPTON  SCHOOLS  OF  TRADES. 


641 


The  Engineering  Department  under  the  charge  of  Mr.  G.  Vaiden,  furnishes  the 
power  for  running  all  the  machinery  on  the  grounds,  supplies  the  steam  for  heat¬ 
ing,  cooking  and  washing,  and  cares  for  the  gas  house  from  which  most  of  the 
grounds  and  buildings  are  lighted. 

There  are  nine  boys  working  in  this  department,  seven  from  the  Night  School 
and  two  from  the  Normal  School.  Four  of  these  boys  are  learning  their  trade  of 
Practical  Engineering,  while  five  are  earning  their  living.  One  of  this  department 
will  graduate  this  June  from  the  Normal  Academic  course  of  the  School. 

Next  under  this  subject  come  the  Training  Shops. 

The  Paint  Shop  under  Mr.  J.  F.  Lacrosse  employs  16  Indians  and  3  colored 
students.  Of  the  3  colored  students  2  work  all  day  and  go  to  school  at  night  and 
1  works  only  two  days  in  the  week.  Of  the  Indians  two  are  Normal  School  boys 
working  only  2  days  per  week,  and  14  are  from  the  Indian  School  working  half  of 
each  day. 

This  department  does  all  the  painting,  varnishing  and  glazing  on  the  place. 
The  Shop  pays  well  and  at  the  same  time  attention  is  given  to  the  educational  idea 
of  the  trade.  For  the  first  half  of  the  year  Mr.  La  Crosse  gave  regular  lectures 
every  Monday  morning.  These  talks  covered  such  subjects  as  Primary  colors, 
Mixing  colors,  Applying  colors,  Materials,  etc. 

Mr.  La  Crosse  is  so  convinced  of  the  value  of  these  that  he  says  if  he  were  running 
a  shop  purely  for  profit,  he  should  take  time  for  these  lessons,  as  he  thinks  it  would 
pay. 

As  to  the  two  races,  he  says  that  the  Indian  takes  hold  quicker,  the  Negro  holds 
out  longer  and  they  come  out  about  even. 

The  Harness  Shop,  under  Mr.  Wm.  H.  Gaddis,  himself  a  graduate  student  of  this 
very  Shop,  reports  3  colored  and  3  Indian  students.  The  colored  students  give  their 
full  time  to  trade  and  go  to  Night  School ;  the  Indians  are  Normal  School  boys  who 
give  2  days  per  week. 

Two  thirds  of  the  year  they  have  been  filling  orders  for  harnesses  from  Mr.  John 
Wanamaker.  The  other  third  has  been  devoted  to  local  work  to  keep  the  boys 
busy.  In  the  order  trade  they  have  received  as  high  as  $100  for  a  harness,  while 
the  local  work  averages  about  $25  for  a  harness. 

Mr.  Gaddis  has  taught  some  of  the  students  outside  of  his  department  stitching, 
and  has  made  the  fine  work  done  for  the  World’s  Fair  an  occasion  for  extra  lessons 
in  fine  work. 

The  Shoe  Shop  under  Mr.  S.  E.  Smith,  another  student  who  learned  his  trade  in 
the  shop  where  he  is  now  foreman,  reports  a  total  of  8  students  ;  5  colored  from  the 
Night  School  working  all  day,  1  colored  from  Normal  School  working  2  days  per 
week  and  2  Indians  working  14  days  per  week. 

Most  of  the  students  who  entered  here  came  to  learn  the  trade :  3  students 
have  finished  their  trade  this  year  and  2  will  .finish  this  summer ;  one  has  just 
begun.  All  seem  earnest  in  their  work. 

Mr.  Smith  divides  the  trade  years  systematically  and  although  he  gives  no  general 
class  lessons,  yet  tides  to  teach  each  individual  the  qualities  of  leather,  use  and 
divisions.  One  of  the  trade  graduates  of  this  Shop  has  made  a  good  record  this 
year  in  Charlotte  Hall  School  in  St.  Mary’s  Co.  Maryland,  where  he  has  taken  charge 
of  the  Shoe  Shops. 

The  Tin  Shop  is  in  care  of  Mr.  Walter  Baker,  a  last  year’s  graduate,  who  is  both 
foreman  and  workman,  as  there  are  now  no  students  in  the  Shop.  He  reports 
having  put  on  5,237  sq.  ft.  of  roofing,  323  ft.  down  spout,  83  ft.  of  gutter  spout,  350 
pieces  of  tin  ware  repaired  ;  572  new  pieces  of  tin  ware  made  up  and  one  Senior 
boy  taught  how  to  solder. 

The  Printing  Office  under  the  charge  of  Mr.  C.  W.  Betts  reports  a  dull  business 
year,  but  a  good,  earnest  set  of  boys.  There  are  in  the  Shop  6  colored  students  who 

41 


ART — VOL  4 


642  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


give  their  days  to  this  trade  attending  Night  School  •  6  Indian  boys,  5  who  come 
in  for  two  days  in  the  week  and  one  who  goes  to  Night  School  and  gives  all  his 
days  to  his  trade ;  8  graduates  and  ex-students  and  4  outsiders ;  making  a  total  of 
24  hands. 

This  office  does  all  the  School  printing,  which,  besides  the  two  School  papers  this 
year  includes  the  “  Twenty  Two  Years’  Work,”  a  500  page  book  giving  a  record  of 
Hampton’s  work,  and  a  number  of  weekly  papers  and  periodicals  and  considerable 
job  printing  from  outside. 

The  Pierce  Machine  Shop*,  Mr.  Chas.  King,  in  charge,  report  on  3  departments 
of  labor. 

1st,  the  Machine  Shop  proper.  In  this  he  reports  2  Indians  working  2  days  in 
the  week  and  7  Night  School  boys. 

2nd,  the  Blacksmithing  department  where  he  reports  4  Night  School  boys  and  2 
Normal  School  Indians. 

3rd,  the  Woodworking  department,  where  he  reports  2  Night  School  boys  working 
all  day  and  4  Indians  working  2  days  in  a  week. 

Mr.  King  who  has  just  assumed  the  charge  of  these  shops  this  year,  has  been 
re-organizing  them  with  the  object  of  improving  the  instruction  given  and  of 
placing  them  on  a  better  business  basis. 

The  work  still  done  in  the  Machine  Shop  is  the  manufacture  of  a  cheap  grade  of 
tools  with  which  Mr.  King  is  not  wholly  satisfied  and  hopes  by  another  year  to  be 
able  to  afford  new  patterns  and  a  better  variety  of  work  here. 

In  the  other  two  departments,  Blacksmithing  and  Woodworking,  where  are  made 
raft  gear,  ploughs,  trucks,  corn-shellers,  wlieel-barrows,  carts,  hominy  mills,  etc., 
Mr.  King  feels  that  jie  now  has  the  best  variety  of  work  both  for  instruction  of  his 
boys,  the  business  of  the  Shop  and  the  fact  that  they  are  things  the  boy  can  make 
when  they  go  out  from  here,  without  having  to  have  much  capital  to  start  in 
business. 

Sewing,  Dressmaking  and  Tailoring  Department,  Miss  M.  T.  Galpin,  manager, 
reports  as  follows : 

48  girls  began  work  in  October,  of  which  number  only  three  have  dropped  out. 
The  work  done  is  dressmaking,  tailoring,  shirtmaking  and  mending  for  400  boys. 

The  under  clothes  needing  mending  are  sent  from  the  laundry  and  keep  the 
mending  squad  busy  from  Tuesday  till  Friday.  On  Saturday  the  janitors  bring  in 
the  boys’  suits  that  need  mending  and  the  Senior  girls  see  to  it.  Some  idea  of  the 
amount  of  work  done  is  shown  by  these  figures :  2,331  shirts,  300  uniforms,  2,368 
miscellaneous  articles  have  been  made  this  school  year. 

Miss  Forsythe  has  tins  year  had  charge  of  the  dressmaking  department  and  has 
given  lessons  in  draughting,  cutting  and  basting. 

Miss  Galpin  speaks  of  the  marked  benefit  of  the  Whittier  Sewing  classes  as  shown 
in  those  girls  who  come  into  her  department  from  them. 

The  Green  House,  under  the  care  of  Mr.  Chas.  Goodrich,  reports  a  good  set  of 
boys,  two  in  the  winter  and  four  this  spring.  These  are  all  colored  boys  from  the 
Night  School.  Of  this  set  one  came  to  learn  his  trade,  one  probably  intends  to  finish 
the  trade  and  two  are  simply  working  their  way  through  school.  One  outside 
laborer  was  employed  last  fall  but  now  all  the  work  is  given  to  the  boys  and  the 
aim  is  that  there  shall  be  no  outside  help.  No  class  instructions  are  given  these 
boys  but  individual  lessons  and  questions  on  their  purpose  are  given  to  each  as  he 
works.  Mr.  Goodrich  has  this  spring  taken  18  girls  in  classes  of  6  and  given  them 
lessons  in  planting,  cutting,  and  transplanting.  These  girls  will  each  have  a  bed  in 
the  Girls'  Garden — where  she  will  cultivate  her  seedlings  and  sell  her  fruit  and 
vegetables  to  the  Teacher’s  Home,  thus  gaining  some  pocket  money. 

This  is  a  new  scheme  and  it  is  hoped  will  solve  the  question  of  making  the  girls’ 
garden  a  success  as  well  as  a  lesson  for  the  girls. 


TECHNICAL  EDUCATION  AT  HAMPTON. 


643 


In  summing  up  our  2d  division  of  labor,  we  find  we  have  11  departments  employ¬ 
ing  an  average  of  153  students  ;  that  in  these  shops  while  the  student  does  earn  a 
part,  or  the  whole  of  his  living  according  to  the  time  devoted,  yet  the  chief  purpose 
is  to  learn  a  trade  and  in  every  one  of  these  ten  departments  a  useful  and  profitable 
training  is  given  the  hand  and  head. 

It  is  on  this  branch  of  our  industries  that  Mr.  Warren’s  criticism  bears  when  he 
says  that  he  cannot  reconcile  the  idea  of  education  and  manufacture. 

If  you  take  the  modern  idea  of  a  manufactory  where  division  of  labor  to  secure 
the  biggest  possible  profit  is  the  plan  and  aim,  it  cannot  be  reconciled  with  educa¬ 
tion  because  such  manufacturing  dwarfs  the  whole  man.  But  Hampton  carries  on 
manufactures  for  their  educational,  not  their  productive,  value.  When  it  is  a 
question  between  the  profit  of  the  shop  and  the  educational  good  of  the  student, 
the  profit  must  suffer. 

We  have  spoken  before  of  the  Hampton  theory  that  a  productive  labor  is  one  of 
the  great  educational  factors  for  these  races,  and  that  the  industrial  education  is 
not  hurt  in  this  combination  seems  to  be  conclusively  proved  not  alone  by  the 
hundreds  of  good  mechanics  that  go  from  here  South  and  West  but  by  the  numbers 
that  have  taken  charge  of  shops  in  schools  and  in  other  ways  showed  themselves 
master  workmen. 

If,  however,  Mr.  Warren  feels  that  we  can  not  make  the  money  that  we  ought 
to  with  this  endowment  of  shops  it  can  only  be  said  that  in  putting  the  goods  into 
market,  Hampton  does  not  expect  to  become  independently  wealthy.  The  plant 
for  her  industries  has  been  given  her  and  her  aim  in  productive  labor  is  to  run 
her  shops  on  a  good  thrifty  business  basis. 

We  shall  never  be  tempted  to  hope  for  great  business  profits,  because  as  soon  as 
a  man  is,  in  a  business  sense,  profitable  to  the  School,  he  is  sent  off  to  teach  others. 

Quite  opposed  to  this  criticism  too,  is  the  feeling  in  many  shops  that  the  educa¬ 
tion  of  the  student  is  a  good  investment  for  the  shop  ;  that  the  more  care  and 
thought  that  is  put  on  the  relation  of  the  student  to  his  work  the  better  the  business 
standing  of  the  shop  is.  Industrial  training  can  be  given  and  productive  labor 
carried  on  according  to  the  old  idea  of  a  small  sure  business  and  a  well  rounded 
and  complete  workman  but  not  according  to  the  19th  Century  notion  of  big  profits 
and  division  of  labor. 


TECHNICAL  EDUCATION. 

The  third  division  of  the  Hampton  industries  is  the  group  of  those  which  are 
given  for  education  only. 

This  includes  all  the  house  work  and  domestic  training  given  the  Indian  girls  and 
all  the  classes  in  cooking,  use  of  tools  and  agriculture  given  to  the  Normal  School 
students. 

The  Winona  Household  Department. — As  the  Government  appropriation  meets 
the  expenses  of  board  and  clothing  [leaving  tuition  to  be  raised  by  scholarship]  of 
the  Indians  while  here,  there  is  no  need  that  they  should  work  with  an  idea  of  sup¬ 
port.  The  whole  aim  is  to  make  all  their  work  educational. 

Each  girl  must  do  her  own  washing,  ironing,  dressmaking,  mending  and  take 
care  of  her  own  room.  For  this  she  receives  no  pay.  Besides  this,  all  the  corridors, 
teachers’  rooms  and  public  rooms  of  Winona  are  cared  for  by  the  girls  for  a  small 
sum  of  money.  In  this  way  it  is  arranged  that  each  girl  has  a  little  of  all  kinds  of 
work,  that  they  take  the  complete  care  of  their  school-home  and  earn  some  pocket 
money  by  way  of  encouragement. 

In  fact,  as  far  as  possible,  she  is  given  the  many  sided  training  that  a  daughter 
should  have  in  her  home  to  prepare  her  for  life. 

To  see  a  little  more  carefully  how  this  system  is  worked  out  let  us  look  at  the  dif¬ 
ferent  departments. 


644  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


In  the  laundry  Miss  Booth  has  the  42  girls  divided  into  squads  of  ten  for  Mondays’ 
washing  ;  each  squad  has  the  use  of  the  laundry  for  an  hour  and  a  half.  On  their 
work  days  they  iron  their  clothes,  after  which  the  clothes  are  inspected  in  the  sew¬ 
ing  room  and  each  girl  mends  her  own.  Beside  this  mending  they  make  their  own 
clothes,  four  cotton  dresses  a  year  at  the  least,  prepare  extra  clothes  for  the  store¬ 
room  ready  to  fit  out  new  students  and  make  and  mend  all  the  Wigwam  and 
Winona  bedding. 

As  Winona  has  no  separate  kitchen  they  could  not  cook  their  own  meals.  How¬ 
ever  there  is  a  small  overflow  dining  room  at  Winona  which  they  take  care  of,  get¬ 
ting  practice  in  care  of  table  and  dishes. 

To  gain  the  much  needed  knowledge  of  cooking,  a  small  three-roomed  cottage 
on  the  grounds  has  been  fitted  up  like  a  home,  with  parlor,  dining  room,  kitchen 
and  storeroom.  The  girls  are  divided  into  companies  of  four  and  each  four  uses 
the  cottage  for  a  week.  They  are  given  50  cts.  and  flour  and  milk  and  out  of  this 
must  get  four  suppers  for  themselves  and  a  teacher. 

The  object  kept  in  view  is  how  to  do  well  with  a  little.  They  rarely  make  cake 
but  learn  how  to  prepare  eggs,  potatoes,  etc. ,  in  all  ways. 

This  is  meant  to  be  the  practical  application  of  the  regular  cooking  lessons,  under 
Miss  Williamson.  The  girls  enjoy  this  as  “playing  house”  on  a  grand  scale.  At 
the  end  of  the  year  each  girl  will  have  had  3  weeks  of  this  training.  The  money 
for  this  unique  training  school  has  all  been  given  by  charity. 

Now  that  we  have  seen  how  the  Indian  girl  learns  in  laundry,  housework,  sewing 
and  cooking — let  us  see  what  is  done  for  the  boy. 

Like  every  student  on  the  ground  he  has  to  care  for  his  own  room  ;  then  turning 
to  the  shops,  we  see  many  fields  of  labor  before  him. 

Those  now  called  the  “Training  Shops”  i.  e.  the  Harness  Shop,  Paint  Shop, Shoe 
Shop  and  Tin  Shop — were  at  first  called  the  Indian  Training  Shops,  and  established 
largely  with  the  idea  of  giving  the  Indians  practical  knowledge  of  different  trades. 
They  have  changed  their  name  since  then  in  order  to  express  the  fact  that  they  are 
not  limited  to  one  race,  but  we  shall  find  21  Indians  taking  their  trades  in  them  and 
still  others  in  the  printing  office,  machine  shop,  etc. 

The  Technical  Shop,  under  the  charge  of  Mr.  F.  L.  Small,  manager,  is  designed 
to  give  the  training  in  use  of  tools  and  wood  turning.  Here  at  present,  there  are  14 
Indian  boys,  9  working  half  of  each  day  and  5  two  days  per  week,  under  the  direct 
supervision  of  Mr.  Spinney,  a  colored  ex-student.  It  is  intended  that  every  Indian 
boy  shall  have  nine  months.  Although  the  object  is  purely  educational — the  work 
of  the  students,  in  the  shape  of  carved  paper  cutters,  inkstands,  picture  frames,  etc. , 
is  sold. 

In  this  shop  also  are  given  the  lessons  in  free-hand  and  mechanical  drawing  to 
the  trades  boys. 

There  are  five  classes  of  8  each  from  the  carpenter  shops  and  one  of  14  from  the 
blacksmith  and  machine  shops. 

The  Abby  May  Home,  under  the  charge  of  Miss  Austen,  has  been  opened  for  the 
first  time  this  year.  In  this  charming  building,  which  truly  deserves  the  name  of 
home  ten  colored  girls  at  a  time  are  taken  for  a  three  months’  course.  These  girls 
learn  to  cook,  wash,  iron,  mend  and  do  general  housework  on  a  small  home  scale 
that  they  may  have  a  true  model  after  which  to  fashion  their  own  home.  They 
work  all  day  and  go  to  Night  school.  Perhaps  the  greatest  lessons  they  receive  here 
are  in  their  little  Saturday  night  companies,  readings  with  the  house-mother,  &c. 

This  life  is  to  give  the  special  training  that  the  size  of  our  school  household  will 
not  allow  in  other  places.  Under  the  care  of  this  house  is  brought  the  cooking  and 
sewing  classes  and  the  Girls’  Holly  Tree  Inn. 

While  the  students  in  the  Normal  School  only  work  two  days  in  the  week  instead 
of  six,  still  here  the  opportunity  is  taken  to  give  them  in  classes  technical  training 


645 


TOTAL  ATTENDANCE  AT  HAMPTON,  1893. 

that  every  person  ought  to  have,  as  The  Technical  Classes  iu  the  use  of  tools  under 
Miss  Katharine  Parke.  Here  all  the  girls  of  the  Middle  Class  come  for  two  hours 
per  week  for  half  a  year  and  the  Indian  School  girls  for  one  hour  per  week  for  the 
whole  year.  They  are  here  taught  how  to  use  tools  and  the  principles  of  construc¬ 
tion.  Their  first  work  is  making  a  box — as  this  is  meant  to  help  them,  both  Indian 
and  colored,  to  make  their  own  homes  comfortable,  they  are  taught  how  they  can 
make  the  most  of  things — how  to  use  leather  for  hinges,  how  to  cover  a  box,  &c. 
They  learn  how  to  make  screens,  stools,  picture  frames  and  how  to  varnish  and 
paint  them.  Nothing  is  sold  from  this  shop,  the  student  keeping  what  she  makes 
as  a  reward  of  her  industry. 

Again,  a  colored  girl  might  come  into  our  day  school  and  graduate  and  not  know 
how  to  mend  her  clothes  if  she  had  not  worked  in  the  industrial  rooms.  To  over¬ 
come  this  the  Middlers  go  one  evening  in  the  week  to  the  Abby  May  Home  to  a 
sewing  class.  This  is  just  to  teach  plain,  neat,  old  fashioned  sewing. 

For  some  years  cooking  classes  have  been  established.  These  are  now  carried  on 
at  the  Abby  May  Home. 

Here  the  Middlers  go  in  classes  twice  a  week  for  half  a  year.  There  are  ten  girls 
in  a  class  and  each  class  has  a  thorough  course  in  making  fires,  baking,  boiling, 
frying,  broiling,  mixing,  seasoning,  etc.,  also  in  getting  up  a  whole  meal,  clearing 
up,  &c.  The  classes  give  a  bread  party  to  which  the  boys  are  invited  as  tasters,  and 
prizes  awarded  for  the  finest  bread,  rolls,  &c. 

It  seems  best  that  every  boy  that  comes  to  this  school  both  from  the  West  and 
South  should  know  something  about  farming.  To  this  end  many  among  the  work 
students  are  put  on  the  farm — and  among  our  Normal  students  this  year  regular 
classes  in  agriculture  have  been  established  under  the  charge  of  Mr.  Goodrich  and 
Mr.  West. 

All  the  Middle  boys  attend  these  one  hour  a  week  during  the  school  year. 

The  adding  to  and  enlarging  of  this  division  of  the  industrial  training  has  been 
one  of  the  chief  aims  of  this  year.  Not  only  have  new  classes  in  technical  training, 
as  the  middle  year  sewing  and  agriculture  classes  been  added,  but  careful  thought 
has  been  put  on  the  grading  and  systematizing  the  work  in  the  shape  that  all  the 
work  may  push  toward  the  same  end,  a  complete,  well-grounded  industrial  educa¬ 
tion. 

The  attempt  in  the  above  has  been  to  only  give  a  quick  view  of  the  branches  of 
industry  at  Hampton,  to  show  somewhat  how  they  have  grown  up  out  of  both  theory 
and  necessity  and  some  of  the  questions  and  problems  presented  by  them.  Much 
more  copious  reports  have  been  made  on  all  their  work,  which  the  School  will 
gladly  furnish,  together  with  opportunities  to  see  every  industry  on  the  grounds  to 
any  one  who  desires  to  go  more  deeply  into  the  subject. 

Annie  Beecher  Scoville, 

Teacher. 

The  total  attendance  of  students  for  1893,  is  given  as  689.  For 
details  see  letter  of  Principal  in  note.*  In  the  report  to  the  Trus- 

*  Hampton  Normal  and  Agricultural  Institute, 

Hampton ,  Va.,  April  23,  '94. 

Hon.  I.  Edwards  Clarke, 

Bureau  of  Education,  Washington,  D.  C. 

Dear  Sir:  In  reply  to  your  letter  of  the  17th  inst.  in  regard  to  the  number  of 
students  at  this  school  for  the  year  ending  June  30th,  1893,  I  beg  to  append  the 
following  statement  of  the  enrollment  for  that  year : 


646  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

tees  tlie  attendance  in  the  “Whittier  School”  is  given  as  265;  136 
girls  and  129  hoys. 

The  Faculty  numbers  80  Professors,  Instructors,  etc. — 20  men  and 
60  women.  Rev.  H.  B.  Frissell,  Principal. 

The  West  Virginia  University,  Morgantown,  West  Virginia. 

The  West  Virginia  Agricultural  College  was  established  by  the 
Legislature  in  accordance  with  the  United  States  Land  Grant  Law. 
The  citizens  of  Morgantown,  donating  buildings,  grounds  and  money 
to  the  amount  of  $50,000  ;  the  college  Avas  established  there,  in  1867. 
The  fund  from  the  proceeds  of  the  United  States  Land  Grant,  then 
amounting,  with  accrued  interest,  to  $90,000.  This  endowment  was 
subsequently  increased  by  the  State  to  the  sum  of  $110,000.  In 
addition  annual  appropriations  for  current  expenses  and  for  addi¬ 
tional  buildings,  have  been  made.  The  college  grounds  consist  of  25 
acres  contiguous  to  the  town  of  Morgantown,  which  is  on  the 
Monongahela  River,  Monongahela  County.  Daily  stages  connect 
with  Fairmount,  a  station  on  the  Baltimore  and  Ohio  Railroad. 

The  name  of  the  college  was,  on  the  recommendation  of  the  Gov¬ 
ernor,  changed  by  the  Legislature  from  that  of  the  “Agricultural 
College,”  to  its  present  name  the  second  year  after  its  establishment. 
The  University  now  comprises  a  preparatory  Department ;  The 


NORMAL  SCHOOL. 


Senior . 

Middle . 

Junior . 

Intermediate 


Night  School, 
Indian  School 


Total  Colored  Girls 
“  “  Boys 

“  Indian  Girls 

“  “  Boys . 


Col’d 

Col’d 

Ind. 

Ind. 

Girls. 

Boys. 

Girls. 

Boys. 

16 

19 

0 

2 

46 

28 

8 

11 

49 

50 

8 

21 

18 

20 

0 

0 

129 

117 

16 

34 

83 

222 

0 

0 

0 

0 

29 

59 

212 

339 

45 

93 

212 

339 

45 

93 


689 


The  Whittier  School,  whose  census  is  recorded  in  our  report  to  the  Trustees  of 
this  school,  while  being  largely  under  the  control  of  our  Faculty  is  a  public  school 
and  consequently  we  do  not  reckon  its  numbers  in  our  returns  to  your  Bureau. 

There  are  frequently  small  discrepancies  between  the  two  reports  mentioned  from 
the  fact  that  the  annual  report  is  usually  put  in  print  in  April  to  be  ready  for  the 
Annual  Meeting  of  the  Trustees  in  May,  while  that  to  the  Education  Bureau  is 
made  June  30th. 

Very  respectfully, 


H.  B.  Frissell,  Principal. 
By  F.  C.  Briggs. 


WEST  VIRGINIA  UNIVERSITY. 


647 


College,  with  both  a  classical  and  a  scientific  Department  with 
courses  of  four  years;  and  a  Department  of  Engineering,  of  which  the 
course  for  the  first  three  years  is  the  same  as  the  “  Scientific”  course, 
the  studies  of  Senior  year  alone  varying.  “Civil  Engineering — 
Mahan,”  “ Military  Engineering — Mahan,”  and  “Gillespie  on  Loca¬ 
tion,  construction  and  improvement  of  Roads  and  Railroads,”  are 
studied;  each  one  term. — A  Military  Department,  in  which  there  is 
instruction  in  Military  Science  running  through  four  years,  and  an 
Agricultural  Department,  with  a  two  years  course.  There  are  also 
“  Law”  and  “  Medical”  Departments.  Drawing  does  not  any  where 
appear  in  the  schedule  of  studies,  except  as  Map  Drawing  in  two 
terms  of  the  first  year. 

The  catalogue  for  1879-80,  shows  a  total  of  132  students  in  all  the 
departments  ;  52,  in  the  college  proper,  and  70,  in  the  preparatory  De¬ 
partment. 

LATER  HISTORY. 

The  latest  “  Biennial  Report  of  the  Board  of  Regents,”  dated 
December  10th,  1892,  shows  a  marked  increase  in  the  number  of 
students  over  the  total  as  given  in  the  catalogue  of  1879-80.  “  For 

the  year  ending  June,  1891,  the  total  was  205 ;  and  for  the  year  ending 
J une,  1892,  it  was  224.  ”  The  lack  of  an  adequate  number  of  high  schools 
and  academies,  in  the  State,  fitted  to  prepare  pupils  for  entrance  into 
college,  is  noted  as  a  persistent  hindrance  to  the  growth  of  the  Uni¬ 
versity.  Many  who  desire  a  college  training,  being  compelled  to 
leave  their  homes  in  order  to  attend  the  preparatory  course  of  two 
years,  in  the  University,  before  being  qualified  to  pass  the  entrance 
examination  for  the  Academical  Department;  in  frequent  instances 
thereby  so  exhausting  their  pecuniary  resources  as  to  be  unable  to 
continue. 

The  additional  income,  under  “  the  new  Morrill  Act  of  1890,”  has 
enabled  the  college  to  open  two  new  courses  of  study;  one,  of  three 
years,  in  Agriculture,  leading  to  the  Degree  of  Bachelor  of  Agricul¬ 
ture,  and  one  of  four  years,  in  Mechanical  Engineering;  leading  to 
the  Degree  of  Bachelor  of  Science  in  Mechanical  Engineering. 

A  building  for  the  Department  of  Mechanic  Arts  and  Mechanical 
Engineering,  authorized  by  the  Legislature  at  its  last  session,  has 
been  completed  at  a  cost  of  $5,000.00,  appropriated  by  the  Legislature, 
and  equipped  at  a  cost  of  $12,000,  at  the  expense  of  the  Morrill  Fund. 

Professor  Emory,  a  graduate  of  Worcester  (Mass.)  Polytechnic 
University,  has  been  appointed  Professor  in  the  new  Department 
of  Mechanical  Engineering. 

The  Legislature,  also,  authorized  the  erection  of  another  building 
to  be  known  as  Science  Hall,  at  a  cost  not  to  exceed  $40,000,  which 
has  been  begun.  An  appeal  is  also  made  to  the  Legislature  for  an 
additional  building;  to  be  used  for  instruction  in  Electrical  Engi¬ 
neering,  the  plant  of  which  is  to  be  provided  from  the  Morrill  Fund. 


648  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


The  latest  catalogue  *  at  hand,  that  for  1892-93,  contains  an  inter¬ 
esting  table  giving  a  “comparative  view  of  courses  for  Bachelor 
Degrees,”  of  which  five  are  offered,  viz:  A.  B.,  B.  s.,  B.  s.  c.  E.,  B.  s. 
M.  E.,  and  B.  agr.  The  frontispiece  gives  views  of  the  five  most 
important  buildings. 

The  Legislature  designated  the  University  to  receive  all  the  residue 
of  the  Fund  arising  from  the  new  U.  S.  Land  Grant  of  ’90,  after  the 
due  proportion  assigned  by  that  law,  has  been  given  to  the  “West 
Virginia  Colored  Institute,”  an  institution  for  the  instruction  of 
colored  youth  in  Agricultural  and  Mechanical  Science,  recently 
established  in  the  county  of  Kanawha,  by  the  Legislature,  in  accord¬ 
ance  with  the  provisions  of  the  U.  S.  Law.  Three  thousand  dollars 
per  annum  for  five  years;  and,  after  that,  five  thousand  dollars  a 
year,  being  assigned  to  that  Institute. 

The  stimulating  impulse  given  by  this  addition  to  the  U.  S.  Grant 
Fund,  is  a  very  marked  feature  in  the  recent  history  of  all  the  Land 
Grant  Colleges;  as  has  also  been  the  case  where  the  new  Agricultural 
Experiment  Stations  have  been  attached  to  an  existing  institution. 
By  these  two  laws,  Congress  has  wisely  made  possible  the  much 
needed  development  of  the  Scientific  Departments  for  the  training 
of  students;  and,  also,  given  to  the  community,  the  opportunity  to 
avail  themselves  of  the  best  and  latest  results  of  scientific  investi¬ 
gation;  which  is  ever  progressive. 

INSTRUCTION  IN  DRAWING. 

In  the  course  of  Civil  Engineering;  Drawing,  in  its  several  branches 
of  Freehand,  Mechanical,  and  Instrumental,  is  taught  throughout 
the  course.  In  the  course  in  Mechanical  Engineering ;  Mechanical 
Drawing  is  taken  for  a  single  term  in  the  second  year,  and  through 
all  the  third  year.  “Shop work”  is  also  taken  up  throughout 
the  third  year.  In  the  “Mechanic  Arts”  there  are  courses  in 
Woodworking;  Moulding  and  Casting;  Forging;  Tin  Smithing; 
Pipe  Fitting;  Machine  Shop  work;  and  Machine  Construction.  All 
students  in  the  Agricultural  course  are  required  to  take  a  course  in 
manual  training  sufficient  to  give  a  practical  knowledge  of  working 
in  wood  and  iron.  The  building  containing  the  shops,  a  substantial 
structure  90  x  38  feet,  is  ample  in  size  and  fully  equipped  with  req¬ 
uisite  tools  and  machinery  for  use  of  the  students  taking  the  three 
years  course  in  Mechanic  Arts.  This  course  is  open  to  all  the  stu¬ 
dents.  A  special  course  in  Mechanic  Arts  of  one  year,  is  provided 
for  the  students  in  Agriculture.  The  estimated  necessary  living 
expenses  of  students  for  the  Academic  year  of  thirty  six  weeks  are 
given  as  ranging  between  the  limits  of  $137.00,  and  $204.00.  This 

*  Catalogue  of  West  Virginia  University,  Morgantown.  For  the  year  18f>2-’93. 
Charleston,  W.  Va.  Moses  W.  Donally  Public  Printer.  1893.  Ill.  Pp.  106. 


DRAWING  IN  WEST  VIRGINIA  UNIVERSITY. 


649 


includes  all  expenses  except  tuition  fees.  These  are  $12.50  a  term 
for  students  in  the  University  from  other  States;  and  $5.00  a  term 
for  such  students  in  the  Preparatory  Department.  Tuition  is  free 
to  citizens  of  West  Virginia,  except  in  the  Law  School.  The  Col¬ 
legiate  Department  of  the  University  is  equally  open  to  youth  of 
both  sexes.  A  very  small  number  of  girls,  however,  are  in  attend¬ 
ance. 

It  will  he  observed  that  Drawing  is  given  only  in  its  relation  to  engi¬ 
neering  and  mechanics.  There  is  no  instruction  in  Drawing  in  its 
relation  to  the  Fine  Arts.  The  Military  Department  of  the  Univer¬ 
sity  is  fully  developed.  Cadets  are  appointed  by  law,  from  the  Gen¬ 
eral  Assembly  Represenative  and  Senatorial  districts  of  the  State. 

The  total  number  of  students  in  attendance  for  the  year  1892-’93  is 
given  at  231,  with  3  deducted  as  counted  twice.  Of  these  108  are 
Preparatory,  22  Law,  and  101  Collegiate.  It  may  he  of  interest  to 
give  the  distribution  of  these  Academical  students  and  to  note  how 
few  here,  as  elsewhere,  seek  degrees  in  Agriculture. 

For  degree  of  A.  B.  33,  B.  s.  17,  c.  &  M.  Enging.  4,  B.  agr.  2. 
Special  students  in  some  of  these  Departments,  not  studying  for  a 
degree,  34.  “The  Faculty  and  Teachers”  number  20.  E.  M.  Tur¬ 
ner,  ll.  D. ,  President. 

The  University  of  Wisconsin,  Madison,  Wisconsin. 

The  State  University  was  chartered  in  1848,  and  organized  and 
opened  for  students  in  1849.  The  Agricultural  College  was  organ¬ 
ized  in  1866. 

“  The  University  Fund”  consisted  of  the  proceeds  of  the  sales  of 
land  granted  by  acts  of  Congress  for  the  support  of  the  University, 
approved  June  12,  1838,  August  6,  1846,  and  December  12,  1854. 
The  available  fund  amounted  in  1881,  to  $226,796.86. 

The  Agricultural  College  Fund  consists  of  the  proceeds  of  the 
sales  of  240,000  acres  of  land  granted  by  act  of  Congress,  approved 
July  2,  1862. 

The  amount  of  the  productive  Agricultural  fund  was  in  1881, 
$271,939.81.  Some  portion  of  the  lands  accruing  under  the  grants 
both  to  the  University  Fund,  and  to  the  Agricultural  Fund,  still 
remain  unsold.  The  above  statements  are  from  the  annual  Report 
of  the  Secretary  of  the  Board  of  Regents  of  the  University,  under 
date  of  October  1st,  1881. 

It  will  be  seen  that  this  institution  is  the  outcome  of,  and  in  itself 
illustrates,  the  continuous  policy  of  direct  encouragement  and  assist¬ 
ance  to  higher  education,  adopted  by  the  Congress  of  the  United 
States.  With  the  material  progress  of  the  country,  the  rapid  devel¬ 
opment  of  science,  and  the  ever  growing  activities  of  the  Industrial 
Arts,  the  expansion  of  the  needs  of  higher  education  have  been  recog- 


650  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


nized  by  Congress.  It  will  be  noted  that  the  Agricultural  Fund 
created  to  meet  the  new  needs,  is  somewhat  in  excess  of  the  fund 
arising  from  the  previous  grants;  made  before  the  needs  of  the  indus¬ 
trial  classes  for  higher  technical  training  had  been  recognized. 

Few  institutions  so  well  illustrate  the  continuous  policy  of  the 
United  States  government  in  aid  and  encouragement  of  education, 
as,  in  many  cases,  in  other  States,  the  funds  created  by  different 
grants  have  been  distributed  among  different  institutions.  Here 
the  development  of  the  new  education  and  the  proof  of  its  recogni¬ 
tion  by  the  government  of  the  United  States,  are  clearly  shown. 

In  accordance  with  the  provisions  of  the  United  States  law  of 
1862,  the  University  was  re-organized  in  1866,  as  appears  by  the  fol¬ 
lowing  extracts  from  the  laws  of  the  State. 

REORGANIZATION. 

Chapter  144,  General  Laws  of  1866. 

Section  1.  The  object  of  the  University  of  Wisconsin  shall  be  to  provide  the 
means  of  acquiring  a  thorough  knowledge  of  the  various  branches  of  learning 
connected  with  scientific,  industrial,  and  professional  pursuits ;  and  to  this  end  it 
shall  consist  of  the  following  colleges,  to  wit:  1st.  The  College  of  Arts;  2d.  The 
College  of  Letters  ;  3d.  Such  professional,  and  other  colleges,  as  from  time  to  time 
may  be  added  thereto  or  connected  therewith. 

Section  2.  The  College  of  Arts  shall  embrace  courses  of  instruction  in  the  math¬ 
ematical,  physical,  and  natural  sciences,  with  their  application  to  the  industrial 
arts,  such  as  agriculture,  mechanics  and  engineering,  mining  and  metallurgy,  man¬ 
ufactures,  architecture,  and  commerce;  in  such  branches  included  in  the  College 
of  Letters  as  shall  be  necessary  to  a  proper  fitting  of  the  pupils  in  the  scientific  and 
practical  courses  for  their  chosen  pursuits  ;  and  in  military  tactics  ;  and  as  soon  as 
the  income  of  the  University  shall  allow,  in  such  order  as  the  wants  of  the  public 
shall  seem  to  require,  the  said  courses  in  the  sciences,  and  their  application  to  the 
practical  arts,  shall  be  expanded  into  distinct  colleges  of  the  University,  each  with 
its  own  faculty  and  appropriate  title. 

Sectio  n  3.  The  College  of  Letters  shall  be  co-existent  with  the  College  of  Arts, 
and  shall  embrace  a  liberal  course  of  instruction  in  languages,  literature,  and  phi¬ 
losophy,  together  with  such  courses,  or  parts  of  courses,  in  the  College  of  Arts,  as 
the  authorities  of  the  University  shall  prescribe. 

Amendment  of  1867. 

Section  1.  The  University  shall  be  open  to  female  as  well  as  male  students,  under 
such  regulations  as  the  Board  of  Regents  may  deem  proper;  and  all  able-bodied 
male  students  of  the  University,  in  whatever  college,  shall  receive  instruction  and 
discipline  in  military  tactics ;  the  requisite  arms  for  which  shall  be  furnished  by 
the  State. 

The  following  extract  from  the  report  of  the  “  Board  of  Visitors,” 
to  the  “Board  of  Regents,”  made  June  21st,  1881;  gives  a  view  of 
the  University  as  then  organized,  and  of  the  provisions  made  to 
carry  out  the  purposes  of  the  United  States  Grant  of  1862: 

The  University  seems  to  be  well  balanced  in  the  several  departments  of  study 
and  experiment,  and  your  committee  begs  leave  to  commend  the  institution  to  the 
continued  favorable  attention  of  the  citizens  of  the  State  as  an  efficient  means 
whereby  young  men  and  women  can  prepare  for  the  activities  of  life. 

In  the  ancient  and  modern  classical  courses,  the  work,  as  far  as  we  witnessed  in 


UNIVERSITY  OF  WISCONSIN,  AT  MADISON,  1881. 


651 


visiting  the  class  rooms,  showed  in  the  main  careful  preparation.  The  English 
course  and  the  applied  sciences  are  efficiently  administered,  bringing  the  student 
into  vital  contact  with  the  history  of  literature,  of  the  race,  and  of  the  past  and 
present  literature  itself,  and  the  truths  of  natural  science,  and  inspiring  students 
with  the  great  practical  utilities  of  the  industrial  world. 

Citizens  and  professionals  alike  see  in  the  materials  of  the  University  farm  and 
shops  most  potent  means  of  instruction,  stimulating  for  young  men  and  women 
the  same  thought,  except  in  degree,  that  the  kindergarten  purposes  for  the  child, 
and  with  the  sole  end  of  suggesting  the  parallelism  of  art  to  science,  of  practice  to 
theory;  and  the  committee  observes  further,  that  the  advantages  which  the  agri¬ 
cultural  and  mechanical  departments  are  designed  to  confer  should  not  be  lightly 
esteemed.  The  vast  importance  of  the  branches  should  receive  your  liberal  atten¬ 
tion.  The  present  prosperity  and  future  greatness  of  our  state  depends  largely 
upon  her  agricultural  productions  and  manufacturing  interests. 

By  act  of  Congress  of  1862,  there  were  donated  to  the  several  states  certain  lands 
for  the  establishment  of  colleges  for  the  benefit  of  the  agricultural  and  mechanic 
arts.  The  revenues  from  the  funds  arising  from  the  sale  of  such  lands  are  by  the 
terms  of  the  act  to  be  applied  to  the  purposes  indicated.  We  find  that  a  special 
effort  has  been  made  by  the  erection  of  the  new  science  building,  the  purchase  and 
maintenance  of  a  university  farm,  the  establishment  of  a  professorship  and  liberal 
equipment  of  laboratories  and  machine  shops,  to  cany  out  the  spirit  and  intent  of 
this  law.  These  features  of  the  University  we  cannot  too  highly  commend.  In 
special  training  of  young  men  as  engineers,  miners,  chemists,  geologists,  machin¬ 
ists,  farmers  and  draughtsmen,  the  University  offers  inducements  equal  to  the  best 
special  schools  in  the  country.  This  is  not,  perhaps,  as  well  understood  in  the  state 
as  it  ought  to  be.  We  think  a  special  effort  should  be  made  by  circulars  liberally 
distributed,  or  other  proper  means,  to  bring  these  facts  before  the  people  of  the 
state. 

The  following  passage  from  the  Report  of  President  Bascom  to 
the  Regents,*  is  interesting  as  showing  the  tendency  towards  adjust¬ 
ment  between  the  different  courses  of  training  offered: 

There  has  been  for  the  past  half-dozen  years,  a  steady  alteration  in  the  relative 
number  of  students  pursuing  the  three  leading  courses  of  study:  the  Ancient  Clas- 
*  sical,  the  Modern  Classical  and  the  Scientific.  In  1875  the  number  in  the  Univer¬ 
sity  belonging  to  the  Ancient  Classical  Course  was  thirty-nine ;  to  the  Modern 
Classical,  twenty-six,  and  to  the  Scientific  Course  one  hundred  and  twenty.  In 
the  year  which  has  just  closed,  the  respective  numbers  are  sixty,  seventy-one  and 
seventy-six.  The  number  in  the  three  departments  are  becoming  nearly  equal. 
This  fact  seems  to  be  due  to  a  variety  of  influences  :  (1)  The  terms  of  admission  in 
the  Scientific  Course  have  been  somewhat  enlarged.  (2)  Young  women  are  pre¬ 
ferring  the  Modern  Classical  Course.  (3)  The  strong  feeling  in  favor  of  a  scientific 
education  as  opposed  to  a  classical  one  seems  to  be  somewhat  abated. 

An  experimental  farm  is  attached  to  the  Agricultural  College. 
The  report  of  the  Professor  of  Agriculture  on  the  results  obtained 
during  the  year,  occupies  nearly  50  pages  of  the  Report  of  the  Board 
of  Regents  for  1881. 

A  well  equipped  astronomical  observatory,  the  gift  of  the  late 
Ex-Governor  Washburn,  is  also  attached  to  the  University,  which 
thus  possesses  two  of  the  most  important  facilities  for  training  in 
Science  and  Agriculture. 

*  See  page  25  of  Annual  Report  of  the  Board  of  Regents  of  the  University  of 
Wisconsin  for  the  fiscal  year  ending  September  30th,  1881.  Pp.  86. 


852  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  College  of  Arts  embraces  a  General  Science  Course,  and  the  Special  Tech¬ 
nical  Departments  of  Agriculture,  Civil  Engineering,  Mining  Engineering  and 
Metallurgy,  and  Mechanical  Engineering. 

It  will  be  seen  by  the  following  paragraphs  from  the  catalogue  of 
1881-’82,  that  the  importance  of  the  study  of  drawing,  in  all  the 
engineering  and  industrial  courses,  is  fully  recognized. 

Draughting. — Instruction  in  draughting  commences  with  the  course  of  special 
study  in  the  Sophomore  year,  and  is  continued  in  daily  exercises  of  two  hours 
each,  throughout  the  course,  with  the  exception  of  one  term  in  the  Junior  year 
and  such  days  as  are  taken  for  field  practice,  in  the  one  course,  and  shop-practice, 
in  the  other.  The  students  are  first  taught  the  use  of  draughting  instruments,  and 
the  simpler  draughting  operations.  The  principles  of  descriptive  geometry,  taught 
in  the  class  room,  are  then  further  illustrated  and  enforced  hy  a  progressive  series 
of  special  problems,  including  projections  and  intersections  of  lines,  surfaces,  and 
solids ;  and  problems  in  shades,  shadows,  perspective  and  isometric  projection, 
which  the  students  are  required  to  solve,  and  carefully  and  exactly  execute.  These 
are  followed,  in  due  order,  by  instruction  in  shading  and  tinting  with  pen  and  brush, 
in  India  ink  and  water  colors. 

The  students  in  civil  engineering  receive  special  instruction  in  the  preparation  of 
detailed  drawings  for  masonry  structures,  in  the  delineation  of  topography  by  pen 
and  in  colors,  and  in  the  plotting  of  land,  railroad  and  topographical,  surveys  from 
the  field  notes.  They  are  also  required  to  make  finished  and  detailed  drawings  of 
a  variety  of  structures  and  apparatus. 

Students  in  mechanical  engineering  are  instructed  in  sketching  and  making  work¬ 
ing  and  finished  drawings  of  machines.  A  large  number  of  drawings  is  required, 
and  the  subjects  are  chosen  almost  exclusively  from  actual  constructions.  The 
principles  of  design  are  taught,  and  the  students  required  to  show  his  proficiency 
by  making  one  or  more  original  designs. 

In  tbe  Department  of  Agriculture  the  design  of  which,  as  stated  in 
the  catalogue,  “is  to  give  a  thorough  and  extensive  course  of  scien¬ 
tific  instruction,  in  which  the  leading  studies  shall  be  those  that 
relate  to  Agriculture”  Machine  shop  practice  is  given  the  first 
two  terms  of  the  Freshman  year.  “Freehand  Drawing,”  the  first 
term,  and  “Agricultural  Drawing,”  the  second  term,  of  Sophomore 
year.  “Topographical  Drawing,”  the  second  term  of  Junior  year, 
and  “MCsthetics  ”  and  “Landscape  Gardening,”  the  third  term  of 
Senior  year.  In  the  special  Agricultural  course  of  two  years  “  Free 
Hand  Drawing,”  is  taught  first  term,  and  “Shop  practice  and  use 
of  tools,”  second  term,  of  first  year. 

In  Civil  Engineering,  the  first  year,  the  studies  are  the  same  as  in 
the  general  scientific  course  with  the  exception,  that,  if  desired, 
“  French,”  may  be  taken  instead  of  “Anglo  Saxon.”  “Free  hand 
and  geometrical  Drawing,”  are  taught  first  term,  “  Map  Projection 
and  Stereotomy  Problems,”  the  second  term,  and  Stereotomy  Prob¬ 
lems  and  “  Plotting  ”  the  third  term,  of  Sophomore  year.  “Topo¬ 
graphical”  first  term,  “Drawing”  second  term,  and  “Drawing — 
Steam  Boilers  and  Engines,”  third  term,  of  Junior  year.  “  Bridges 
and  Roofs,”  first  term,  “  Hydraulic  Machinery”  second  term,  and 
“  Preparation  of  Thesis  Drawing  ”  third  term,  of  Senior  year. 


UNIVERSITY  OF  WISCONSIN,  AT  MADISON,  1890. 


653 


In  Mining  Engineering,  the  studies  of  the  first  years  are  the  same 
as  in  Civil  Engineering.  “Topographical”  Drawing  first  term, 
“  Drawing ”  second  term,  and  “Furnaces,  etc.”  third  term,  of  Junior 
year.  “  Drawing  ”  each  term  of  Senior  year. 

Practical  Mechanics.— Mr.  King. — 

The  course  in  mechanical  engineering  was  established  in  1877,  and  with  it  was 
commenced,  as  a  prime  requisite,  the  fitting  up  of  a  proper  machine  shop,  wherein 
instruction  in  practical  mechanics  and  machine  construction,  might  be  given,  in 
connection  with  that  in  the  class  room. 

The  shop  is  a  large,  well-lighted  room,  38  by  40  feet,  14  feet  high,  in  the  basement 
of  Science  Hall.  The  equipment  of  machinery  and  tools  is  all  after  the  latest  and 
most  approved  practice,  and  consists  of  a  Sellers  planer,  three  engine  lathes,  a  hand 
lathe,  a  Brown  &  Sharp’s  milling  machine,  and  a  Fitchburg  upright  drill,  with 
conveniently-placed  and  arranged  work  benches,  vices,  etc. ,  and  a  large  collection 
of  taps,  dies,  twist  drills,  fluted  reamers,  etc.  It  has  also  received  and  put  in  place, 
a  Stowe  flexible  shaft  and  attachment,  the  gift  of  Mr.  George  W.  Burnham,  of 
Philadelphia.  The  motive  power  is  furnished  by  a  fine  30-horse  power,  Crane 
Bros,  steam  engine. 

Ten  hours’  work  is  required  each  week  throughout  the  course.  The  method  of 
instruction  is  modelled  after  the  Russian  system,  and  that  of  the  Worcester,  Mass., 
Institute  of  Industrial  Science.  *  *  * 

It  is  also  designed  to  construct,  as  fast  as  possible,  working  models  of  machinery 
for  the  purpose  of  instruction,  and  each  student,  before  graduating,  will  be  required 
to  design  and  construct  one  or  more  of  these  models. 

In  Mechanical  Engineering,  “  Freehand  and  Mechanical  Drawing,” 
first  term,  “Elementary  Mechanical,”  second  term,  and  “Mechan¬ 
ical”  third  term,  of  Sophomore  year  ;  “Shop  work”  and  “  Drawing” 
the  three  terms  of  Junior  Year;  “Steam  Engine,”  “  Shopwork  and 
Drawing,”  and  “  Preparations  of  Drawing  to  accompany  Thesis,”  fill 
out  the  three  terms  of  Senior  year. 

In  the  Autumn  of  1881,  there  were  345  students  in  college  studies, 
91  of  these  were  in  the  various  scientific  and  industrial  courses. 
There  was  a  grand  total  of  401  students  in  all  departments  of  the 
University;  of  these'  101  were  young  ladies. 

LATER  HISTORY. 

In  their  Biennial  Report  for  the  two  years  ending  September  30th, 
1890,*  the  latest  at  hand,  the  Board  of  Regents,  while  noting  the 
satisfactory  growth  of  the  University  since  their  last  report,  draw  a 
sharp  contrast  between  the  necessary  expenses  for  instruction  in¬ 
curred  by  the  higher  educational  institutions  twenty  years  ago,  and 
at  the  present  time. 

When  only  languages,  literature,  mathematics  and  natural  history  were  taught 
in  the  University,  the  apparatus  and  appliances  for  giving  instruction  were  com¬ 
paratively  inexpensive.  Twenty  years  ago  one  theodolite  chain  and  staff  answered 

*  Fourth  Biennial  Report  of  the  Board  of  Regents  of  the  University  of  Wisconsin 
for  the  School  Years  1888-’9,  1889-’90.  Madison,  Wisconsin :  Democrat  Printing 
Company,  State  Printers.  1890.  Pp.  55. 


654  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


all  the  requirements  of  the  civil  engineering  department,  while  the  departments  of 
mechanical  and  electrical  engineering  and  that  of  agriculture  were  even  less 
expensively  equipped.  The  demands  made  on  the  University  are  very  different 
now  \  *  *  *  Many  thousands  of  dollars  of  the  income  of  the  University,  for  the 
past  two  years,  have  gone  into  machines,  apparatus,  appliances  and  material  for 
giving,  to  the  best  advantage,  the  instruction  demanded  by  the  times,  and  many 
thousands  of  dollars  must  yet  be  expended  in  this  way. 

The  report  by  the  President  of  the  University  to  the  Board  of 
Regents  for  the  same  period,  contains  very  interesting  analytical 
tables  of  statistics  showing  the  annual  growth  of  the  University 
from  1885-’86,  to  1889-’90,  by  the  total  numbers  in  attendance,  and 
also,  by  colleges,  by  courses,  and  by  collegiate  departments  as  com¬ 
pared  with  Professional  departments.  In  total  attendance,  there 
were  443,  in  1885, -’80,  and  790,  in  1889-90.  The  college  of  Letters 
and  Science,  had  217,  in  188G-’87,  and  306,  in  1889-'90.  The  College 
of  Mechanics  and  Engineering,  had  43,  in  1886-’87,  and  113,  in  1889-90. 
The  College  of  Agriculture,  had  26,  in  lSS6-’87,  and  32,  in  1889-’90. 
College  of  Law  70,  in  1886-87  and  112,  in  1889-’90.  School  of  Phar¬ 
macy,  16,  in  1886-’87,  and  35,  in  1889-’90.  The  growth  by  “courses,” 
is  shown  by  details  of  fourteen  courses.  Of  these,  Civil  Engineering, 
shows  17,  in  188G-’87,  and  27,  in  1889-’90 ;  Mechanical  Engineering, 
25,  the  first  of  the  above  years  and  43,  the  last ;  Electrical  Engi¬ 
neering,  appears  for  the  first  time  in  1889-’90,  with  9  students  ;  Met¬ 
allurgical  and  mining  had  2,  the  first,  and  3,  the  last  year.  The 
Collegiate  Departments  had  342,  the  first,  and  483,  the  last,  of  those 
years,  and  Professional  Departments,  had  168,  and  265  students,  the 
corresponding  years.  The  Humanity  courses,  in  contrast  with  the 
Physical  Science  course,  show,  for  the  same  years,  as  follows :  Hu¬ 
manity,  166,  in  1886-87,  and  314,  in  1889-’90;  The  Science  course,  51, 
in  1886-’87,  and  68,  in  1889-’90.  These  statistics  are  extended  in  great 
detail ;  the  single  exorcises  given  in  33  studies,  are  stated  for  four 
years,  for  each  of  the  three  terms  of  the  scholastic  year.  For  the 
two-year  spaces,  beginning  in  1886  and  ending  in  1890,  the  Language 
and  Literature  courses,  increased  about  two  per  cent,  and  the  Natural 
Science  courses,  fell  off  about  three  per  cent :  Mathematics  however 
increased  about  one  per  cent ;  and  History,  Civics,  and  Philosophy, 
about  held  their  own — which  is  nearly  7  per  cent  of  the  whole,  where 
Language  and  Literature  had  about  40;  Natural  Science  ab’t  25; 
and  Mathematics  about  15,  per  cent.  “The  University  offers  246 
sub  courses  of  study.”  Twelve  of  these  are  in  Practical  Mechanics ; 
ten,  in  Theoretical  Mechanics ;  ten,  in  draughting ;  three,  in  topo¬ 
graphical  engineering ;  sixteen,  in  special  engineering ;  and  ten  in 
Agriculture.  The  President  closes  a  very  minute  enumeration  of 
the  different  courses,  sub  courses,  and  studies,  with  the  following 
statement : 

The  foregoing  facts  have  been  given  thus  fully  and  specifically  because  of  a  sup¬ 
posed  tendency  to  over-growth  in  the  direction  of  the  physical  sciences.  The  facts 


UNIVERSITY  OF  WISCONSIN,  AT  MADISON,  1893. 


655 


do  not  appear  to  me  to  support  this,  but  the  ample  data  given  enable  every  one  to 
draw  his  own  conclusions.  To  my  interpretation  the  facts  pointedly  indicate  a 
natural,  wholesome,  and  reasonably  symmetrical  growth. 

The  enlargement  in  the  departments  of  Agriculture,  and  the 
Mechanic  Arts,  made  possible  by  the  passage  of  the  U.  S.  law  of 
1890,  increasing  the  former  Land  Grant  Fund  by  an  annual  incre¬ 
ment,  is  recorded ;  an  additional  course  in  Agriculture  is  estab¬ 
lished,  and  courses  in  Electrical  and  Railway  Engineering,  have 
been  opened. 

The  report  of  the  Board  of  Visitors  made  at  the  same  time,  shows 
a  hearty  appreciation  of  the  needs  of  the  Science  and  Engineering 
departments.  They  recommend  a  special  appropriation  to  defray  the 
expenses  of  a  Professor  of  the  University  on  a  tour  of  investigation 
among  Technological  Schools ;  and,  also,  to  visit  the  Manufacturing 
Establishments  connected  with  the  branches  taught.  They  say: 

We  believe  that  such  visits,  with  a  proper  report  made  to  the  Board  of  Regents, 
would  be  productive  of  much  good,  in  that  it  would  give  to  both  instructors  and 
pupils  the  benefits  of  the  rapid  advances  being  made  in  the  Mechanical  Arts. 

From  the  latest  catalogue*  at  hand,  the  following  statements, 
showing  something  of  the  present  status  of  the  University,  are  com¬ 
piled. 

LOCATION. 

The  University  of  Wisconsin  is  situated  at  Madison  the  capital  of  the  State  of 
Wisconsin.  The  University  grounds  comprise  240  acres  and  extend  for  more  than 
a  mile  along  the  south  shore  of  Lake  Mendota,  a  sheet  of  water  about  five  miles  in 
width  and  six  miles  in  length.  University  hill  occupies  the  eastern  part  of  the 
grounds.  It  rises  abruptly  from  the  lake  and  has  two  summits,  of  which  the  east¬ 
ern  and  higher  reaches  a  height  of  about  one  hundred  feet  from  the  lake.  Most  of 
the  college  buildings  are  placed  on  the  summit  and  eastern  slope  of  this  hill.  *  *  * 
The  legislature  in  1893,  authorized  the  purchase  of  an  additional  tract  of  contiguous 
land,  45  acres  in  extent.  *  *  The  buildings  of  the  University  which  are  used 
for  instructional  purposes  are  thirteen  in  number. 

GENERAL  POLICY. 

*  *  *  It  is  the  general  policy  of  the  institution  to  foster  the  higher  educational 
interests  of  the  State,  broadly  and  generously  interpreted.  It  is  its  aim  to  make 
ample  provision  for  the  demands  of  advanced  scholarship  in  as  many  lines  as  its 
means  will  permit.  *  *  *  The  University  recognizes  no  distinction  of  race, 
color,  or  sex. 

The  University  is  amply  supplied  with  Libraries,  Laboratories 
and  Science  Museums  with  an  excellent  Astronomical  Observatory. 
Students  have  access  to  the  State  law  library,  of  25,000  volumes,  and, 
also,  to  that  of  the  State  Historical  Society  with  some  76,000  volumes 
and  77,000  pamphlets. 

*  Catalogue  of  the  University  of  Wisconsin  for  1892-1893.  Madison,  Wis.  Pub¬ 
lished  by  the  University,  1893.  Pp.  207.  * 


656  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

ORGANIZATION  OF  THE  UNIVERSITY. 

The  University  embraces  four  “  colleges,”  viz  :  Letters  and  Science; 
Mechanics  and  Engineering;  Agriculture;  Law;  and  two  “  Schools,” 
viz :  Pharmacy;  Economics,  Political  Science,  and  History.  The 
College  of  Letters  and  Science,  embraces  five  regular  “  Courses,”  and 
two  “Special  Courses,”  one  for  proposed  students  of  Medicine,  and 
one  for  Normal  School  Graduates;  also,  “under  the  Group  Sys¬ 
tem,  a  large  number  of  courses.”  The  College  of  Mechanics  and 
Engineering,  embraces  four  engineering  courses,  viz :  “  Civil,” 
“Mechanical,”  “ Mining  and  Metallurgical ”  and  “  Electrical.”  The 
College  of  Agriculture,  embraces  four  “Courses,”  also,  “  the  Experi¬ 
ment  Station;”  and  “  The  Farmers  Institutes.”  The  College  of  Law, 
embraces  two  courses ;  one  of  two,  and  one  of  three  years.  The 
School  of  Pharmacy,  has  three  “courses.”  “The  School  of  Eco¬ 
nomics,  Political  Science,  and  History,  embraces :  I.  Numerous 
Undergraduate  courses  in  all  these  branches.  II.  Graduate  courses, 
leading  to  the  higher  degrees.” 

In  Philosophy,  “^Esthetics  and  the  History  of  Art,”  are  taught  five 
times  a  week  in  the  fall  term,  by  Professor  Stearns.  This  is  the  only 
reference  observed  to  the  giving  of  any  art  instruction.  Drawing, 
some  knowledge  of  which  is  absolutely  essential  to  instruction  in 
Engineering  and  Mechanics,  seems  confined  to  the  forms  directly 
applicable  to  those  mechanical  and  instrumental  needs.  In  these 
the  instruction,  judging  from  the  time  required  to  be  given,  seems 
very  thorough.  Shop  work,  required  of  all  the  Engineering  stu¬ 
dents,  is  in  charge  of  a  Professor,  and  four  assistants.  It  comprises 
twelve  courses,  viz: 

Bench  and  Machine  Work  in  Wood;  Foundry  Work;  Bench  Work  in  Iron;  Pro¬ 
duction  of  Flat  Surfaces  and  Straight  Edges ;  Machine  Work  in  Iron;  Tool  Making; 
Machine  Construction;  Forge  Work;  Practice  at  the  Lathe  and  Milling  Machine; 
Construction  and  Pattern  Work;  Construction;  Construction  and  Testing. 

The  “  Summary  of  Students  ”  shows  a  total  attendance  of  1296 — 
from  which  9  are  deducted  as  twice  counted,  leaving  a  total  of  1287 
actual  individual  students.  Of  these  92  are  Graduates ;  711,  in  Col¬ 
lege  of  Letters  and  Science;  179,  in  College  of  Mechanics  and  Engi¬ 
neering;  175,  in  College  of  Agriculture;  1G6,  in  College  of  Law;  65, 
in  School  of  Pharmacy.  Something  of  a  contrast  as  compared  with 
the  total  of  401  students,  given  as  in  attendance  in  the  year  1881. 

The  list  of  “Officers  of  Instruction  and  Government”  connected 
with  the  University  numbers  106.  Of  these,  21  are  classed  as  “spe¬ 
cial  Lecturers;”  7,  as  “other  officers;”  and  6,  as  “Members  of  the 
Faculty  Elect.”  This  leaves  an  active  teaching  and  directive  force 
of  72  Professors  and  Instructors.  The  “Corps  of  Instruction ”  of 
the  College  of  Mechanics  and  Engineering  numbers  30;  not  including 
the  President  of  the  University.  Of  these,  13  are  instructors  in  the 


UNIVERSITY  OF  WISCONSIN. 


657 


technics  of  Engineering  and  Mechanics;  and  17  are  instructors  in 
general  studies,  Science,  the  languages,  etc.  The  Corps  of  Instruc¬ 
tion  of  the  College  of  Agriculture  numbers  29,  exclusive  of  the  Pres¬ 
ident  of  the  University.  There  are,  also,  8  officers  of  the  Experiment 
Station.  There  are  in  addition  to  the  regular  Academical  force,  35 
Institute  Speakers,  who  visit  and  address  the  Farmers  Institutes 
throughout  the  State.  These  institutes  are  a  striking  feature  of  the 
State  system  of  encouragement  to  a  general  dissemination  of  a  knowl¬ 
edge  of  the  Science  of  Agriculture.  W.  H.  Morrison,  is  Superinten¬ 
dent.  “During  1892-3,  97  institutes,  lasting  two  days  each,  were 
held  at  the  places  named.”  Although  this  College  of  Agriculture 
is  a  department  of  the  State  University,  which  in  some  cases  has 
been  thought  disadvantageous,  there  seems  no  possibility  of  any 
just  criticism  of  that  kind  in  this  instance.  Charles  Kendall  Adams, 
LL.  D.,  President  of  the  University. 

ART — VOL  4 - 42 


4 


CHAPTER  XV. 


UNITED  STATES  LAND  GRANT  COLLEGES  OF  AGRICULTURE  AND 
THE  MECHANIC  ARTS— Concluded. 


ANALYSIS  OF  CHAPTER. 


Page. 

A  Group  of  New  Institutions  Created  by  the  Laws  of  1887  and 

1890 .  664-706 

Brief  summary  of  these  new  Laws — How  the  differing  conditions  in 
the  Territories,  and  new  States,  modify  the  new  institutions — 
Immediate  benefit  to  these  young  communities  of  this  direct  aid 
given  by  the  General  Government  to  their  educational  interests. 

Arizona:  The  University  of,  Tucson,  Arizona .  665 

Law  creating  University  passed  in  1885 — A  tract  of  forty  acres  on  high 
ground  near  Tucson,  secured  for  site — College  opened  October  1st, 

1891 — Resources  derived  from  U.  S.  Grants  and- Territorial  appropria¬ 
tions — Five  departments,  or  Colleges,  planned — Two,  Agriculture,  and 
Mines,  opened  at  first — College  of  Agriculture  has  two  schools  ; 

“  Agriculture  ”  and  “  Irrigation  ” — College  of  Mines  has  three  schools: 
“Mines,”  “Engineering,”  “Mathematics” — Colleges  of  “Natural 
Science”  and  of  “  Letters”  have  been  since  opened;  also  a  Prepara¬ 
tory  School  and  Schools  of  “Art”  and  of  “ Business  ” — Fifteen 
“ Schools ”  already  established  in  1893 — “Open  to  all  qualified  per¬ 
sons  of  either  sex  ” — No  tuition  fees  are  charged  except  in  schools 
of  “Art  ”  and  of  “  Business  ”■ — Drawing  in  all  its  branches  a  required 
study — Total  attendance  for  1892-93,  38 — Teaching  force  of  8  Pro¬ 
fessors  and  4  Instructors — Theodore  Bryant  Comstock,  D.  S.,  Pres¬ 
ident. 

Idaho  :  University  of,  Moscow,  Idaho .  666 

University  established  by  Territorial  Act,  January,  1889  ;  and  confirmed 
in  State  Constitution,  November,  1889 — Building  Fund  created  by 
tax  levy — Building  ready  October,  1892 — A  liberal  and  comprehen¬ 
sive  organic  law  defines  the  purpose  and  duties  of  the  State  Univer¬ 
sity — Ample  authority  given  by  this  law  to  meet  the  educational 
demands  of  the  future  as  they  may  arise — Institution  is  co-educa- 
tional — Site  of  buildings  desirable — Five  four  year  courses  of  Instruc¬ 
tion  organized — Summary  of  these  courses — Drawing  a  required 
study  in  all  except  the  Classical — Preparatory  course  of  three  years 
and  sub  Preparatory  class— Details  of  Preparatory  course — Attention 
given  to  English  Literature — Drawing  required  in  this  course — 
Appeal  to  prospective  students  quoted — Details  of  Courses  in  Draw¬ 
ing — College  of  Agriculture — Summary  of  courses  and  studies — 
Household  Science  Course— Total  number  of  students  in  1892-’93, 

134 — College  Faculty  comprises  12  Professors  and  Instructors,  3  of 
whom  are  women — Faculty  of  College  of  Agriculture  10.  Franklin 
B.  Gault,  M.  s.,  President  of  University  and  College  of  Agriculture. 

659 


660  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

Paga 

New  Mexico:  College  of  Agriculture  and  Mechanic  Arts,  Las 

Cruces,  Dona  Ana  County,  New  Mexico . 673 

In  view  of  the  passage  of  the  “  Hatch  Act,”  Las  Cruces  College  was 
incorporated  and  opened  for  students  in  September  1888 — The  Legis¬ 
lature  accepted  in  1889  the  conditions  of  the  Hatch  Act,  and  estab¬ 
lished  the  Agricultural  College  incorporating  it  with  this  institution 
and  placed  the  Experiment  Station  in  connection  with  it — The  College 
formally  opened  by  the  Territorial  Authorities  March  11th,  1890 — A 
tract  of  250  acres,  near  the  town,  given  to  the  College  by  citizens 
and  the  new  buildings  erected — Income  from  the  Morrill  Bill,  subse¬ 
quently  given  to  the  college — Preparatory  school  opened  and  college 
courses  of  four  years  each  arranged — Spanish  Language  a  prominent 
study — Department  of  Mechanical  Engineering  opened  in  1891 — Five 
courses  of  study  offered  for  1894 — One  in  “Agriculture,”  Three  in 
“Engineering,”  and  “A  Ladies  Course” — Five  alternative  courses 
offered  in  Mechanical  Engineering — A  large  building  erected  for  class 
rooms  and  public  assembly  hall — No  dormitories  or  boarding  houses — 

“  Feed  rooms  and  horse  sheds  ”  provided  for  convenience  of  the  pupils, 
indicate  the  local  methods  of  travel — Citizens  pay  an  entrance  fee  of 
three  dollars  a  year;  students  not  citizens  of  the  U.  S.  pay  tuition 
fee  of  $50.00  a  year — Total  attendance  for  1892-’93,  109 — Teaching 
Force  13  Professors  and  Instructors— Hiram  Hadley,  A.  M.,  Presi¬ 
dent. 

Oklahoma  :  Agricultural  and  Mechanical  College,  Stillwater,  Payne 

County,  Oklahoma .  676 

The  first  Legislature  of  this  new  Territory  accepted  the  conditions  of 
the  Supplementary  Morrill  Law  and,  by  act  of  December  22nd,  1890, 
directed  the  establishment  of  this  college — In  March,  1893,  Bonds 
were  authorized  for  its  support  and  an  annual  tax  of  one-half  mill  on 
a  dollar  ordered — The  Experiment  Station,  also,  was  connected  with 
the  College — Student  Labor  is  required — Drawing  is  taught  Sopho¬ 
more  and  Junior  years — Total  attendance  for  1893-’94,  132 — Faculty 
numbers  9  Professors  and  Instructors — R.  J.  Barker,  C.  E.,  President. 

Utah:  Agricultural  College  of,  Logan,  Utah .  677 

College  organized  by  Legislature  March  8th,  1888 — Designated  to 
receive  the  income  accruing  from  the  U.  S.  Land  Grant  Laws  of 
1862-1890  and  the  law  of  1887  establishing  Agricultural  Experiment 
Stations — Absolute  freedom  of  College  from  political  or  sectarian 
bias  guaranteed  by  section  10  of  the  organic  law — Certain  studies 
made  requisite  by  the  law — Liberally  supported  by  Legislative  appro¬ 
priations  in  addition  to  income  from  U.  S.  Grants — A  farm  of  100 
acres — Beauty  of  situation  described — Main  Building  described — 
Audience  room  will  hold  1600  persons — Buildings,  Library,  and  equip¬ 
ment  in  each  of  the  five  departments  of  the  college,  ample  for  their 
needs — Play  ground  of  3|  acres  near  college — Five  regular  courses 
and  three  special  courses  provided;  also  Post  Graduate  courses  of 
one  year  each  in  Mechanical  and  Irrigation  Engineering — College 
open  to  both  sexes — Girls  required  to  do  military  drill — Drawing  an 
important  feature  in  all  courses — Tuition  free — Annual  entrance  fee 
of  five  dollars — Board  from  $2.00  to  3.50  per  week — Total  attendance 
for  1893-'94,  361;  134  were  girls — Faculty  numbers  19  Professors  and 
Instructors — Jeremiah  W.  Sanborn,  B.  s.,  President. 


CONTENTS  OF  CHAPTER  XV. 


661 


.  Page. 

Washington  :  The  Washington  Agricultural  College  and  School  of 

Science,  Pullman,  Whitman  County,  Washington. . .  080 

Admirable  situation  of  College — Legislature  in  1889  created  a  commis¬ 
sion  to  establish  a  State  College — Legislature  in  1891,  accepted  con¬ 
ditions  of  the  two  later  U.  S.  Land  Grant  Laws — Wise  provision  for 
future  growth  of  the  College — Sources  of  Income — Munificent  U.  S. 
land  endowment — liberal  Appropriation  by  Legislature  in  1893 — 

Four  Courses  of  Study — Mechanical  Drawing,  Wood  work,  and  Forg¬ 
ing  are  taught  in  Freshman  Year — Regular  courses  of  four  years — 
Preparatory  course  of  two  years — Special  College  courses  without 
degrees — Farm  of  200  acres — College  Campus  of  30  acres  in  addition 
—College  Buildings — Total  attendance  for  1892-93,  235. — Eleven 
Professors  and  Instructors — Enoch  A.  Bryan,  M.  A.,  President. 

Wyoming  :  The  University  of,  Laramie,  Wyoming .  682 

Authorized  by  Ninth  Territorial  Legislature  in  1886 — Object  stated  in 
law — State  tax  of  one  eighth  of  a  mill  for  its  support — Opened  Sept. 

6th,  1887 — Ex  Governor  John  W.  Hoyt,  President  for  first  three 
years— Designated  to  receive  income  of  U.  S.  Grants,  by  the  First 
State  Legislature,  January  1891 — Faculty  then  increased  from  7  to  15 
members — Six  Experiment  Farms  established  in  different  places 
in  the  State — University  Campus  contains  twenty  acres  in  the 
eastern  portion  of  Laramie  City — Handsome  Main  Building  of 
Sandstone  with  necessary  recitation  rooms  and  with  audience  room 
for  500  people — Farm  of  Agricultural  College,  two  miles  west  of  city 
— Summary  of  Departments,  Schools,  and  Courses  of  Study — Nor¬ 
mal  school — Agricultural  college — School  of  Mechanics  and  Manual 
Training — School  of  Irrigation  Engineering — Drawing  a  required 
study  in  all  courses,  except  the  classical — Tuition  free  to  citizens — 

Total  attendance  1892-93, 107 — Professors  and  Instructors  14 — A.  A. 
Johnson,  A.  M. ,  D.  D.,  President. 

Industrial  Education  for  Colored  Students .  684-706 

The  New  Institutions  created  in  the  Southern  States  by  the  provisions 
of  the  U.  S.  Law  of  1890. — These  Schools  and  Colleges  are  organized 
largely  on  the  lines  of  the  older  institutions  of  Hampton,  Alcorn,  and 
Claflin,  already  described  in  this  volume  at  great  length. 

Alabama  :  State  Colored  Normal  and  Industrial  School,  Normal, 

Alabama .  684 

Organized  in  1875  at  Huntsville — In  1882,  the  teachers  contributed  half 
their  salaries  to  help  secure  a  permanent  home  for  the  school — Aided 
by  “  Peabody”  and  “Slater”  Funds, and  by  gifts  from  friends,  the 
effort  was  successful — In  1885,  Legislature  largely  increased  the 
annual  appropriation — In  1891,  the  share  of  the  U.  S  Land  Grant 
income  was  given  to  this  school — A  farm  of  182  acres  twd  miles  from 
town  was  secured  and  excellent  buildings  erected — Tuition  is  free — 

All  living  expenses  are  supplied  for  seven  dollars  per  month — Normal 
course  of  three  years — Preparatory  course  of  two  years — Drawing 
in  Normal  course  one  term  in  each  of  the  first  two  years — Normal 
Department  Faculty  eleven — Summary  of  Industrial  Organization — 

Three  Industrial  Departments;  “Mechanic  Arts,”  “Agriculture,” 

“  Domestic  Science” — Industrial  Courses  are  very  practical — Sum¬ 
mary  of  Attendance — Total  number  of  pupils  in  1892-’93,  253 — A 
Total  teaching  force  of  18  individual  Instructors — W.  H.  Council, 
Principal. 


662 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Page. 

Arkansas,  Branch  Normal  College  of  the  Arkansas  Industrial 

University,  Pine  Bluff,  Arkansas .  687 

Established  by  law  of  1873— Opened.  1875— Object  to  train  teachers  for 
colored  schools  of  the  State— Fine  new  building  opened  in  1882 — 
Campus  of  20  acres— State  students,  appointed  from  each  county  by 
the  County  Court,  entitled  to  free  tuition  for  four  years  on  payment 
of  entrance  fee  of  five  dollars — Board  in  private  families  costs  from 
$8  to  $10. 00  a  month — Preparatory  School  Course  of  three  years — 
Drawing  a  required  study  for  first  two  years — Department  of  Mechanic 
Arts  added  to  comply  with  the  U.  S.  Law  of  1890 — Shops  opened  in 
February,  1892 — Equipment — Shops  accommodate  60  pupils  at  once — 
Summary  of  shop  courses — Mechanic  Arts  course — Manual  Train¬ 
ing  course — Total  attendance  1891-’92,  233 — A  teaching  force  of  four 
Instructors — C.  V.  Kerr,  Superintendent  of  Mechanic  Arts.  J.  C. 
Corbin,  a.  m.,  Principal  of  Branch  College. 

Delaware  :  State  College  for  Colored  Students,  Dover .  689 

Situated  two  miles  north  of  Dover,  on  a  i  arm  of  one  hundred  acres — 

Well  equipped  for  teaching  Industrial  Arts — Five  Courses  of  Study 
of  four  years  each — Tuition  free  to  citizens;  ten  dollars  a  term  to 
others — Board  two  dollars  a  week — Total  attendance  for  1892-’93, 

22 — Number  of  Instructors  3 — Wesley  Webb,  M.  s.,  President. 

Florida:  State  Normal  and  Industrial  College  for  Colored  Students, 

Tallahasse,  Florida . . .  690 

College  Established  by  the  Legislature  in  1887 — Located  in  Tallahasse 
and  given  annual  appropriation  of  $4,000 — Opened  with  15  pupils — 

In  1891  was  removed  to  a  farm  of  100  acres  on  the  edge  of  the  town — 
Designated  to  receive  the  income  from  U.  S.  Grant  of  1890 — State 
continues  former  appropriation  annually — School  site  very  attractive, 
surroundings  described — Physical  and  Chemical  Laboratories  well 
equipped — Tuition  free— College  open  to  both  sexes — Three  Courses ; 

“  Literary,”  “  Musical,”  and  “  Industrial” — Preparatory  Course  of  five 
years — Normal  Course  of  two  years — Musical  Department — Thorough 
course  of  training  in  instrumental  and  vocal  music — “Industrial 
Course”  This  comprises  the  Mechanical,  Agricultural  and  Dairy 
Departments — Carpenter  shop  equipped  with  benches  and  sets  of 
tools  for  20  boys — Practical  work  on  farm  and  in  Dairy — Industrial 
Training  for  girls — Total  Attendance  in  1892-’93,  75 — Eight  Professors 
and  Instructors  comprise  the  teaching  force — T.  De  S.  Tucker,  a.  m., 
President. 

Georgia:  State  Industrial  College,  College,  Georgia .  692 

Established  by  the  Legislature  as  part  of  the  State  University,  in  Novem¬ 
ber  1890 — Endowed  by  the  General  Government  and  supported  by  the 
State  of  Georgia — The  College  owns  86  acres  of  land  ;  50  acres  in  a  farm, 
and  36  in  the  College  Campus — Four  Courses  of  Study  organized — 

These  are  “Industrial,”  “Sub-Normal,”  “Normal,”  “ Collegiate.” 

Pupils  must  be  14  years  of  age,  pass  the  examination,  and  be  of  good 
moral  character  in  order  to  be  admitted  to  this  College. — Tuition  free 
to  citizens — Each  “Normal”  student  must  learn  some  trade — Eight 
different  trades  are  taught  in  the  Department  of  Mechanic  Arts — 
Students  when  competent  are  paid  for  extra  work — This  Course  is 
of  three  years— These  trades  are  very  practical,  as  is,  also,  the  train¬ 
ing  in  the  Agricultural  Department — Tire  pupils  are  taught  to  work — 

The  Sub  Normal  course  is  one  year,  the  Normal,  three  years ;  the 


CONTENTS  OF  CHAPTER  XV. 


663 


Page. 

College  four  years — Cost  of  board  for  the  Academical  year  estimated 
at  $50. — Total  attendance  for  1892-'93,  65.  There  are  9  Professors 
and  Instructors — R.  R.  Wright,  a.  m.,  President. 

Kentucky  :  State  Normal  School  for  Colored  Persons,  Frankfort, 

Kentucky .  .  694 

Founded  by  Legislature  for  training  of  teachers  for  Colored  schools — 
Normal  course  of  three  years— Conditions  of  Entrance  ;  16  years  of 
age,  good  moral  character,  good  health,  and  to  pass  successful  exami¬ 
nation  in  the  studies  of  the  public  schools — The  school  beautifully 
placed  on  a  hill  overlooking  the  city — The  buildings  surrounded  by 
twenty  five  acres  of  land — Three  Industrial  Departments  added  to 
comply  with  the  U.  S.  Law  of  1890,  as  this  school  was  designated  by 
Legislature  to  receive  the  State  quota  for  colored  pupils — Industrial 
Courses  ar3  of  three  years  each — Industrial  training  thoroughly  prac¬ 
tical— Summary  of  studies — Drawing  required  through  the  course  in 
Mechanics  and  Manual  Training — There  is  a  Business  Course  of  two 
years,  to  enter  which  the  pupil  must  pass  in  public  school  studies — 

— A  “  Preparatory  ”  course  of  two  years,  is  connected  with  the  “  Nor¬ 
mal  ”  course— Total  Attendance  for  1893-’94, 1 14.— Faculty  and  Instruc¬ 
tors,  number  8 — John  H.  Jackson,  a.  B.,  a.  m.,  President. 

Louisiana  :  Southern  University,  New  Orleans,  Louisiana . 

Established  by  Law  of  April  10th,  1880 — State  Constitution  of  1879  pro-  696 
vided  for  an  annual  appropriation  for  such  an  institution — Scope 
and  Design — New  building  opened  in  1887— Admirably  situated  in  the 
midst  of  ample  grounds — Agricultural  and  Mechanical  Departments 
organized  in  1890 — -A  farm  of  100  acres  secured — Mechanical  Depart¬ 
ment  well  equipped — Open  to  botli  sexes  on  passing  entrance  exami¬ 
nation — Seven  Departments  of  Instruction — Drawing  a  required 
study  during  first  year — Total  Attendance  for  1892-’93,  623 — Of  these 
389  were  girls — A  teaching  Force  of  9  Professors  and  Instructors — H. 

A.  Hill,  President. 

Missouri:  Lincoln  Institute,  Jefferson  City,  Missouri .  698 

History  as  given  in  Twentieth  Annual  Catalogue — Founded  in  1866  by 
gifts  from  two  Union  Regiments  of  Colored  Troops — The  62nd  and 
65th  Regiments  of  U.  S.  Colored  Infantry  who  gave  over  $6,000,  to 
establish  “a  school  open  to  the  colored  people” — Adopted  by  the 
State  in  1879 — Liberally  supported  by  the  State,  and  designated  to 
receive  the  pro  rata  share  of  income  from  U.  S.  Land  Grants  coming 
to  the  colored  citizens  of  the  State — Normal  Department  free — An 
incidental  entrance  fee  of  fifty  cents,  in  elementary  department:  and 
of  one  dollar,  in  the  Preparatory  and  College  Departments — Board 
costs  $8.50  per  month — Total  attendance  in  1890-91,  208.  Total 
attendance  in  1892-’93,  264. — A  teaching  force  of  8  Professors  and 
Instructors — Inman  E.  Page,  A.  M.,  President. 

North  Carolina:  Agricultural  and  Mechanical  College  for  the 

Colored  Race,  Greensboro,  North  Carolina . . .  700 

Established  by  the  Legislature  under  the  U.  S.  Law  of  1890 — First 
opened  as  an  Annex  of  Shaw  University,  in  Raleigh;  till  the  buildings 
could  be  erected  in  Greensboro — Only  Mechanical  Department 
opened  in  Raleigh — This  work  thoroughly  practical — A  farm  of  ten 
acres  available  in  Greensboro — A  college  campus  of  four  acres — 
Attendance  for  1892-’93  at  the  A  &  M  Annex  to  Shaw  University 
102 — A  teaching  force  of  seven  Professors  and  Instructors — J.  O. 
Crosby,  PH.  D. ,  President. 


664  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Page. 

Texas:  Prairie  View  State  Normal  School,  Hempstead,  Texas .  701 

Established  April  19th,  1879,  for  training  of  teachers  for  colored  schools — 
Liberally  sustained  by  State  appropriations — Four  Departments  of 
Instruction:  “Industrial,”  “Mechanical,”  “Agricultural  ”  and  “Ladies’ 
Industrial” — Well  equipped  work  shop — U.  S.  Experiment  Station 
attached  to  School — Farm  of  100  acres  under  cultivation — Large 
landed  estate  belonging  to  school — All  expenses  of  “  State  Students  ” 
met  by  school — Others  pay  $10  a  month  for  board — Attendance  for 
1892-’93,  184 ; — 62  were  girls — Teaching  Force,  19  Professors  and 
Instructors — L.  C.  Anderson,  Principal. 

West  Virginia  Colored  Institute,  State  Agricultural,  Mechanical, 

and  Normal  College,  Farm,  Kanawha  County,  West  Virginia .  702 

Established  by  Legislature  in  1891,  under  the  U.  S.  Law  of  1890 — 
Thirty  acres  of  land  bought  and  building  erected — Formally  opened, 

April,  1892 — Liberally  supported  by  Legislative  appropriations — Well 
equipped  with  machine  and  blacksmith  shops — Three  Courses  of 
Instruction  provided — “Agricultural,”  “Mechanical,”  and  “Nor¬ 
mal  ” — Courses  are  each  of  three  years — Preparatory  Course  of  three 
years — Drawing  taught  in  all  courses — Vocal  Music  taught  in  Pre¬ 
paratory  and  Normal  courses — Manual  Training  Course  of  four 
years — Detailed  Schedules  of  Manual  Training  Courses — Tuition  free 
except  Matriculation  fee  of  one  dollar  a  term — Board  $7.00  per 
month — Attendance  for  year  1892-93,  40.  Teaching  force  7.  J. 
Edwin  Campbell,  ph.  b.  ,  Principal. 


A  Group  of  New  Institutions. 

Attention  has  already  been  called  in  these  later  chapters  to  the 
influence  in  stimulating  the  growth  and  developing  the  activities  of 
the  long  established  colleges  of  Agriculture  and  the  Mechanic  Arts, 
resulting  from  the  subsequent  passage  by  Congress  of  the  two  laws 
relating  to  these  institutions. 

The  first  of  these  laws  which  was  passed  in  1887,  and  popularly 
known  as  the  “Hatch  act,”  from  the  name  of  the  member  who  intro¬ 
duced  it, — Hon.  Wm.  H.  Hatch,  of  Missouri,  chairman  House  Com¬ 
mittee  on  Agriculture, — established  the  Agricultural  Experiment 
Stations  with  the  purpose  of  serving  the  interests  of  the  Agricul¬ 
tural  Community;  while  the  second,  passed  in  1890,  and  popularly 
known  as  the  supplementary  Morrill  act,  directed  an  annual  addi¬ 
tional  appropriation  to  increase  the  income  accruing  to  the  Land 
Grant  Colleges  from  the  Land  Grant  Law  of  1862.  As  these  Agricul¬ 
tural  Experiment  Stations  thus  created  by  the  first  of  these  laws  and 
endowed  with  an  annual  income  of  $15,000  each,  have  generally 
been  placed  in  close  connection  with  the  Agricultural  Colleges,  the 
two  institutions  have  been  of  mutual  aid  to  each  other;  while  the 
additional  income,  accruing  from  the  law  of  1890,  which  begins  at 
$15,000  and  increases  by  an  annual  increment  of  one  thousand  dol¬ 
lars  till  it  reaches  the  sum  of  $25,000  annually,  and  which  is  to  be 
devoted  to  the  employment  of  additional  teaching  force  and  to 
increasing  the  material  equipment  of  the  institution  in  the  way  of 


THE  UNIVERSITY  OF  ARIZONA. 


665 


machinery,  tools,  hooks,  collections,  etc.,  could  hardly  fail  of  impor¬ 
tant  results. 

It  remains  briefly  to  note  the  farther  influence  of  these  recent  laws 
in  calling  into  existence  new  institutions  in  the  Territories  and  new 
States  of  the  Union.  As  these  later  colleges  have  for  the  most  part 
been  established,  and  opened,  or  taken  their  present  form,  within 
the  past  three  years;  and  as  they  are  closely  modelled  after  the  older 
colleges  which  have  been  here  described,  there  will  be  little  attempt 
to  do  more  than  to  record  their  names  and  locations,  noting  briefly  any 
striking  individual  peculiarities  arising  from  their  surroundings; 
for  it  is  of  interest  to  see  how,  in  some  degree  at  least,  institutions, 
as  well  as  individuals,  take  shape  and  color  from  their  immediate 
environment.  The  exigencies  of  the  new  settlements,  the  scattered 
population,  the  different  languages  spoken  by  the  inhabitants,  the 
character  of  the  country,  whether  plain  or  mountain,  well  watered 
or  arid,  agricultural  or  mining;  conditions,  some  of  which  are  found 
in  each  of  the  countries  where  are  situated  these  new  colleges,  fur¬ 
nish  striking  illustrations  of  such  adaptation.  It  is  in  these  new 
settlements  that  the  beneficent  wisdom  of  this  National  legislation 
in  favor  of  education,  is  most  readily  recognized.  Carefully  guarded 
so  as  to  stimulate  local  effort,  rather  than  to  substitute  outside  aid 
for  self  help,  it  enables  the  young  community  to  secure  at  once  edu¬ 
cational  facilities  and  opportunities  which  otherwise  must  have  been 
deferred  for  a  generation. 

The  University  of  Arizona,  Tucson,  Arizona.* 

The  law  creating  the  University  was  passed  by  the  Territorial 
Legislature  in  1885.  The  control  of  the  University ,  is  given  to  a 
Board  of  Four  Regents  to  be  appointed  by  the  Governor.  The 
Secretary  of  the  Territory  and  the  Superintendent  of  Education 
are,  also,  “ex  officio,”  members  of  the  Board.  The  Regents  accepted 
for  the  site  of  the  buildings  the  gift  of  a  tract  of  forty  acres  of 
land  on  high  ground  commanding  an  attractive  mountain  view, 
and  distant  about  one  mile  from  the  business  centre  of  Tucson. 
The  first  building,  the  “School  of  Mines”  building,  begun  in  1887, 
was  not,  however,  completed  till  1891.  The  college  was  first  opened 
for  students  October  1st,  1891. 

The  resources  of  the  institution  are  derived  from  an  annual  tax  of 
about  $4,500.00,  to  pay  the  interest  on  Territorial  Bonds  pledged  to 
the  uses  of  the  University,  and  from  the  National  appropriation 
under  the  law  of  1890.  Besides  these  two  sources  of  revenue,  the 
conditions  of  the  law  establishing  Agricultural  Stations  were  also 

*The  University  of  Arizona.  “Each  man  must  be  a  unit — must  yield  the  pecul¬ 
iar  fruit  which  he  was  created  to  bear.”  Holmes. — “Come  with  us  and  we  will 
do  you  good.”  Second  Annual  Register  1892-8,  with  announcements  for  1893-4. 
Tucson,  Arizona,  June  1893.  Pp.  104. 


666  EDUCATION-  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

complied  witli  in  1889-1)0,  “and  at  the  same  time  the  College  of 
Agriculture  was  established,  the  Director  of  the  Experiment  Station 
being  made  Professor  of  Agriculture  in  the  University.” 

The  organization  of  the  University  contemplates  Five  Depart¬ 
ments  or  Colleges.  Two  of  these,  “Agriculture,”  and  “Mines,”  were 
opened  at  first.  The  college  of  Agriculture  has  two  schools;  “Agri¬ 
culture,”  and  “Irrigation.”  The  College  of  Mines  has  three  schools; 
“Mines,”  “Engineering,”  “Mathematics.” 

The  powerful  influence  of  local  needs  in  shaping  the  development 
of  the  institution  is  shown  by  the  importance  given  to  the  study  of 
“ Irrigation,”  and  to  the  “College  of  Mines.”  Students  of  mining 
and  metallurgy,  are  offered  great  facilities;  and  the  Assay  Laboratory  „ 
is  fully  equipped. 

The  Colleges  of  “Natural  Science,”  and  of  “Letters,”  have  been 
since  opened.  There  is,  also,  a  Preparatory  School,  and  “Schools  of 
Art;”  namely  of  Music,  Painting,  and  Elocution,  as  well  as  “  Schools 
of  Business.”  In  all,  there  are  at  present  fifteen  schools  established. 

The  University  is  “open  to  all  qualified  persons  of  either  sex.” 
There  is  no  charge  for  tuition  in  any  of  the  Departments  of  the  Uni¬ 
versity  except  in  the  Schools  of  Art  and  Business,  where  instructors 
fees  are  exacted.  Tire  necessary  cost  to  students  is  estimated  at  from 
$170  to  $200  per  annum  ;  exclusive  of  clothing. 

The  School  of  Industrial  Drawing  is  in  the  College  of  Mines.  All 
engineering  students  are  required  to  give  nine  or  ten  hours  a  week 
to  Industrial  Drawing,  during  Freshman  year  ;  the  same  is  required 
of  Agricultural  students  for  two  terms  of  this  year.  Free  Hand 
Drawing  is  taught,  both  as  a  preparatory  and  a  university  study,  and 
is  prescribed  for  most  students  without  fee.  Advanced  work  in 
Design,  and  technical  Free  Hand  Drawing,  when  sought  by  the 
student,  is  subject  to  charges  for  instructor’s  fees.  In  view  of  the 
relative  number  of  students  to  professors  and  instructors,  and  of  the 
variety  of  courses  offered,  the  Arizona  youth  seem  to  have  very 
unusual  educational  opportunities.  The  list  of  students  in  attend¬ 
ance  for  1892-93,  gives  a  total  of  38,  of  whom  12  are  girls.  There 
are  13  students  in  the  Preparatory  school ;  3  special  students  ;  18  in 
the  Freshman  class,  and  4  in  the  Sophomore  class  of  the  University. 
The  Faculty  number  eight  Professors.  There  are  also  four  Instruct¬ 
ors  who  are  not  members  of  the  governing  Faculty.  Theodore 
Bryant  Comstock,  D.  s.,  Professor  of  Mining  and  Metallurgy,  and 
Dean  of  the  School  of  Mines,  is  the  President  of  the  University. 

The  University  of  Idaho,  Moscow,  Idaho.* 

The  University  was  founded  and  located  at  Moscow,  by  the  Terri¬ 
torial  Legislature,  by  act  approved  January  30th,  1889.  This  act  was 
confirmed  in  the  Constitution  of  the  new  State  adopted  November, 
1889.  A  building  fund  was  created  by  a  tax  levy.  It  was  not  till 


*Calendar  of  the  University  of  Idaho  for  1893-1894.  Moscow,  Idaho,  1893.  Pp.  96. 


THE  UNIVERSITY  OF  IDAHO.  667 

October  3rd,  1892,  that  the  building  was  ready  for  occupation.  The 
organic  law  defined  the  purpose  of  the  University  to  be 

To  provide  the  means  of  acquiring  a  thorough  knowledge  of  the  various 
branches  of  learning  connected  with  scientific,  industrial  and  professional  pursuits, 
and  to  this  end  it  shall  consist  of  the  following  colleges  or  departments,  to  wit : 

First. — The  college  or  department  of  Arts.  „ 

Second. — The  college  or  department  of  Letters. 

Third. — The  professional  or  other  colleges  or  departments  as  may  from  time  to 
time  be  added  thereto  or  connected  therewith. 

The  provisions  in  the  law,  for  the  creation  of  other  departments  as 
need  may  arise,  are  so  comprehensive  and  unrestricted  as  to  include 
all  possible  forms  of  scientific  discoveries  in  their  relation  to  indus¬ 
trial  arts  ;  nor  are  the  interests  of  Literature,  Language,  or  Philoso¬ 
phy,  in  any  way  ignored.  Provision  is  made  for  the  equal  develop¬ 
ment  of  the  two  main  divisions  of  the  University.  The  ‘'depart¬ 
ments”  or  “colleges,”  already  organized  are  those  of  “Arts  ;”  “  Let¬ 
ters;”  “Agriculture.”  “The  institution  is  co-ed ucational,” 

The  City  of  Moscow,  a  town  of’  five  thousand  inhabitants,  is 
described  as 

“One  of  the  most  beautiful  in  the  famous  Palouse  country.”  It  is  on  the  main 
line  of  the  Spokane  and  Palouse  Railroad — Northern  Pacific — and  on  a  branch  of 
the  Pendleton  and  Spokane  railroad — Union  Pacific.  *  *  The  altitude  is  about 

2600  feet,  the  air  is  pure  and  invigorating,  and  the  climate  healthful.  *  *  * 

UNIVERSITY  SITE. 

The  University  is  located  upon  one  of  the  beautiful  rolling  hills  that  environ  the 
city  of  Moscow.  The  view  from  the  University  is  one  of  varied  and  surprising 
features  and  is  easily  one  of  the  most  inspiring  in  the  northwest.  To  the  north  lie 
the  Moscow  mountains,  a  range  of  beautifully  wooded  foothills  that  project  from 
the  Cceur  d’Alene  range  with  Kamiac  Butte  to  the  northwest,  a  lone  sentinel  to 
mark  the  boundary  line  between  Idaho  and  Washington ;  far  eastward  are  to  be 
seen  the  foothills  of  the  Bitter  Root  range,  while  in  the  foreground  the  eye  falls 
upon  the  Paradise  hills,  with  their  scattered  evergreens  and  patches  of  prairie.  The 
Campus  comprises  twenty  acres. 

The  building  is  an  imposing  brick  structure,  commodious,  and  well  adapted  to 
the  purpose  for  which  intended. 

It  is  180  feet  long  and  the  greatest  width  is  122  feet ;  including  the  basement  it  is 
four  stories  in  height.  When  completed  there  will  be  about  forty-five  bright,  cheer¬ 
ful  rooms,  each  suitable  for  school  purposes. 

The  interior  finish  is  California  red-wood,  giving  a  l’ich  and  attractive  effect. 

It  is  by  far  the  largest,  the  most  substantial,  and  the  most  attractive  building  in 
Idaho. 

Five  “Courses  of  Instruction,”  have  been  organized;  these  are 
“The  Classical;”  “Scientific;”  “ Mechanic  Arts  and  Engineering;” 
“Agricultural;”  and  “English;”  Each  of  four  years.  There  is  also 
a  “Preparatory  Course”  of  three  years.  Among  the  requisites  for 
admission  to  the  Freshman  class  of  the  collegiate  courses  Free  Hand 
drawing  is  included.  In  the  “Classical  Course,”  Drawing  does  not 
appear.  In  the  “Scientific  Course”  it  is  a  required  study  for  the 
first  two  terms  of  Freshman  vear.  In  the  “  Engineering  Course,”  it 


668  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

appears  in  some  form  through  all  the  four  years.  In  the  “Agricul¬ 
tural,”  it  is  required  one  term  in  the  first  two  years,  and  the  same  in 
the  “English ”  course.  Instruction  in  Architecture,  is  given  during 
Senior  year  in  the  course  in  “Engineering.”  Drawing,  both  “Free 
Hand  ”  and  “Industrial,”  is  required  of  all  students  in  the  Institution. 
When  the  main  building  is  completed  the  basement  will  be  available 
for  Mechanical  Laboratories  and  Shops. 

In  this  institution  unusual  attention  seems  to  he  given  to  the  Pre¬ 
paratory  School,  the  full  course  of  which  is  three  years;  and  especial 
emphasis  is  given  to  the  importance  and  value  of  a  thorough  knowl¬ 
edge  of  the  language  and  literature  of  our  mother  tongue.  There 
is,  also,  a  sub  Preparatory  Class.  As  these  features  of  fitting  ^schools 
are  largely  due  to  the  peculiar  conditions  and  scattered  population 
of  the  Mountain  State,  the  pages  of  the  Register  given  to  these  Pre¬ 
paratory  Classes  are  quoted  from  at  unusual  length.  It  is  very 
interesting  to  note  the  attention  given  to  the  literature  of  our  noble 
English  language  in  these  primary  departments,  as  is  shown  by  the 
list  of  authors  required  for  admission  to  this  school.  It  is  surely  a 
worthy  purpose  to  endeavor  to  give  a  love  of  the  best  reading  when 
teaching  how  to  read. 

PREPARATORY  SCHOOL. 

The  Preparatory  School  is  sustained  expressly  for  preparing  students  for  the  col¬ 
lege  courses.  While  a  high  standard  of  excellence  is  maintained  the  preparatory 
course  is  so  arranged  as  to  facilitate  preparation  for  college.  No  instruction  is 
given  in  the  elementary  sciences,  except  in  physical  geography  and  physiology,  as 
the  sciences  are  fully  treated  in  the  collegiate  department.  Accordingly  students 
devote  their  entire  time  in  the  preparatory  course  to  those  branches  that  lead 
directly  to  the  college  courses. 

The  Preparatory  School  is  under  the  immediate  supervision  of  the  President  and 
the  Faculty.  Many  of  the  classes  recite  to  the  regular  college  professors.  This 
insures  a  high  order  of  instruction  and  thoroughly  harmonizes  the  methods  of  the 
fitting  school  with  those  of  the  University  proper. 

No  student  teachers  are  employed,  except  in  short-hand,  typewriting  and  pen¬ 
manship. 

While  the  course,  as  stated  above,  is  strictly  college  preparatory,  it  is,  neverthe¬ 
less,  a  thoroughly  practical  course,  being  divested  of  non-essentials,  and  invaluable 
to  those  who  do  not  contemplate  entering  upon  the  University  courses. 

******* 

DRAWING. 

Special  Requirements :  Drawing  is  required  throughout  the  course.  Students 
entering  any  year  but  the  Sub-Preparatory  will  be  required  to  make  np  the  draw¬ 
ing  under  the  direction  of  the  instructor  in  that  branch.  Students  must  write  a 
fair  hand.  No  student  will  be  admitted  to  an  advanced  class  whose  composition 
work  is  defective  and  whose  spelling  and  penmanship  are  poor,  until  such  deficien¬ 
cies  are  removed. ' 

REMARKS. 

An  experience  of  many  years  in  school  work  convinces  the  writer  that  students 
are  invariably  weak  in  English  grammar,  composition  and  literature.  This  may 
be  due  to  defective  courses,  or  to  unproductive  methods  of  instruction.  It  may  be 
due  to  a  lack  of  appreciation  of  the  value  of  the  study  of  our  language  as  a  means 
of  mental  discipline,  to  a  lack  of  its  importance  as  an  element  of  liberal  culture. 


THE  UNIVERSITY  OF  IDAHO. 


669 


An  indifference  to  correct  pronunciation  and  spelling,  and  to  the  grammatical  use  of 
language  is  too  prevalent  even  among  well  informed  people. 

The  Preparatory  Course  of  the  University  of  Idaho  is  made  particularly  strong 
in  its  attention  to  English.  Aside  from  the  disciplinary  and  culture  value  of  a 
critical  study  of  English— too  commonly  underestimated — there  are  two  reasons 
why  this  branch  of  learning  is  magnified.  First,  to  induce  pride  and  accuracy  in 
the  use  of  our  language ;  second,  so  to  qualify  students  that  they  will  be  able  to 
interpret  the  thought  found  in  the  rules,  definitions  and  discussions  in  their  subse¬ 
quent  studies. 

With  these  values  in  view,  grammar  and  literature  are  separate  branches  during 
the  first  year  preparatory. 

In  the  second  year,  grammar  and  literature  constitute  the  unit  of  study,  while 
literature  and  history  constitute  a  unit  of  work  in  the  senior  preparatory.  To  those 
not  taking  Latin  a  full  and  invigorating  course  in  English  will  be  offered. 

Let  it  not  be  overlooked  that  English  is  a  vii  al  element  in  the  preparatory  course 
of  this  institution. 

COURSE  IN  LITERATURE 

Upon  which  students  will  be  examined  for  admission  to  the  several  classes,  Sept. , 
1894. 

To  enter  First  Year:  Hawthorne’s  Wonder  Book,  Tales  of  the  White  Hills;  Kings¬ 
ley’s  Greek  Heroes;  Johonnot’s  Historical  and  Natural  History  Series. 

To  enter  Second  Year:  Hawthorne’s  Biographical  Stories;  Scott’s  Ivanhoe;  Tales  of 
a  Grandfather;  Cooper’s  Spy;  Tom  Brown  at  Rugby. 

To  enter  Third  Year:  Scott’s  Lady  of  the  Lake;  David  Copperfield;  Vicar  of 
Wakefield;  Holland’s  Bitter  Sweet,  Arthur  Bonnicastle;  Lincoln’s  Gettysburgh 
Speech. 

To  enter  Freshman :  Dickens’s  Child’s  History  of  England ;  Whittier’s  Snow  Bound ; 
Goldsmith’s  Deserted  Village;  Shakespeare’s  Julius  Caesar. 

SUB-PREPARATORY  CLASS. 

It  lias  been  found  necessary  to  form  a  class  of  lower  grade  than  the  first  year  pre¬ 
paratory,  which  is  known  as  the  Sub-Preparatory.  The  formation  of  this  class  is 
due  to  the  large  number  of  young  people  who  live  in  sparsely  settled  districts  where 
school  is  maintained  but  a  few  weeks  of  each  year. 

A  teacher  of  unusual  skill  and  power  is  assigned  to  this  class,  devoting  her  entire 
time  and  attention  to  students  unable  to  enter  at  first  upon  the  regular  preparatory 
work.  To  join  this  class  the  applicant  should  be  14  years  of  age,  and  show  both 
inclination  and  ability  to  do  the  work  required.  Parents  at  a  distance  are  advised 
not  to  send  young  sons  and  daughters  expecting  that  the  Faculty  can  assume  a 
guardianship  over  them  out  of  school. 

Every  effort  will  be  made  to  secure  suitable  boarding  places,  to  take  a  kind  and 
friendly  interest  in  the  welfare  of  each,  to  advise  each  as  to  the  proper  use  of  time 
and  money,  and  in  a  general  way  to  look  after  the  moral  welfare  of  each  student 
out  of  school.  But  no  direct  or  immediate  responsibility  can  be  assumed,  as  the 
institution  has  no  dormitory. 

TO  YOUNG  LADIES  AND  GENTLEMEN. — (PERSONAL.) 

You  must  first  make  up  your  mind  that  your  duty  to  yourself  as  an  individual 
and  as  a  citizen  of  the  commonwealth  requires  of  you  the  best  education  it  is  pos¬ 
sible  for  you  to  acquire.  You  must  remember  that  tuition  in  the  State  University 
is  free.  It  matters  not  how  poor  your  scholarship,  or  “  backward  ”  in  your  studies 
as  it  is  often  expressed,  the  University  is  for  you.  If  you  fear  you  cannot  pass  the 
entrance  examination,  there  is  still  another  way  to  enter  the  Preparatory  School. 
You  may  join  the  Sub- Preparatory  class  where  every  advantage  will  be  given  you 
to  get  started  in  your  studies  and  accustomed  to  school  life.  This  class  will  be  so 


670  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


conducted  that  the  moment  you  are  able  to  do  stronger  work  that  fact  will  be  found 
out  and  you  will  be  advanced.  It  matters  not  how  plainly  you  are  clad,  how  poor 
your  scholarship,  the  University  offers  you  its  benefits.  If  you  are  determined  to 
learn,  if  you  will  make  the  effort  and  the  sacrifice,  a  liberal  education  is  possible. 

In  the  pages  given  to  the  announcements  of  the  Collegiate  Depart¬ 
ment  of  Civil  Engineering,  the  several  topics  are  briefly  summarized. 
The  general  statement  is  made  that : 

The  regular  course  of  instruction  of  the  best  schools  of  this  kind  is  given,  and 
particular  attention  paid  to  those  subjects  which  will  especially  engage  the  Engi¬ 
neer  in  the  development  of  this  State,  namely:  Irrigation,  Mining,  and  Road  and 
Railroad  construction. 

Drawing  and  Architecture,  are  included  in  this  department. 

DRAWING. 

Work  in  the  draughting  room  is  required  through  nearly  the  whole  course,  and 
includes  the  use  of  instruments,  Lettering,  Plotting  of  Profiles,  Topography,  Stere- 
otomy  and  Bridge  design. 

ARCHITECTURE. 

Students  in  architecture  will  find  much  of  this  course  adapted  to  their  needs. 
Special  instruction  in  architectural  drawing  will  be  given  if  called  for.  The  history 
of  architecture  is  taught  in  the  Senior  year. 

MECHANIC  ARTS. 

At  present  the  course  in  Mechanic  Arts  is  consolidated  with  the  course  in  Civil 
Engineering.  This  has  been  necessary  as  we  have  not  as  yet  adequate  shop  room.  . 
Morever,  our  students  have  never  had  instruction  in  free  hand  drawing;  so  design¬ 
ing,  working  drawings  and  draughting  are  wholly  out  of  the  question. 

Meanwhile  Free  Hand  and  Industrial  Drawing  is  required  of  all  students  in  the 
institution.  The  aim  and  character  of  this  course  are  fully  explained  elsewhere. 

As  soon  as  the  main  building  is  completed  a  suite  of  rooms  in  the  basement  wifi 
be  available  for  mechanical  laboratory  and  shops. 

It  is  the  intention  to  give  a  complete  collegiate  course  in  the  Mechanic  Arts,  em¬ 
bracing  electrical  engineering,  mechanical  engineering,  architectural  engineering 
and  such  other  instruction  as  pertains  to  the  “  industries  of  life.” 

In  its  more  elementary  forms,  available  to  the  students  of  the  Preparatory  School, 
the  course  includes  what  is  popularly  known  as  Manual  Training. 

As  the  English  course  in  the  Preparatory  School  has  been  referred  to,  the  outline 
of  the  collegiate  course  in  English  is  of  interest. 

THE  ENGLISH  COURSE. 

The  collegiate  course  in  English  can  not  be  outlined  in  this  catalogue.  Few 
schools  in  Idaho  teach  Latin,  consequently  many  students  will  seek  admission  to 
the  University  who  are  deficient  in  this  branch.  It  is  presumed  that  many  students 
will  not  care  to  be  delayed  in  their  cellegiate  course  by  making  up  this  deficiency. 
Furthermore  there  is  good  reason  to  believe  that  a  course  in  English  language  and 
literature  may  produce  highly  disciplinary  and  practical  results. 

English  in  its  various  forms  will  be  taught  for  its  culture  value,  for  its  relations 
to  the  world’s  vital  thought — in  its  best  forms  of  expression — and  to  cultivate  liter¬ 
ary  taste. 

In  connection  with  the  English  course  it  is  planned  to  give  a  course  in  Political 
Science,  Sociology  and  Finance,  thereby  qualifying  the  student  for  the  great  civic, 
economic  and  financial  questions  that  to  day  demand  of  the  citizen  a  trained  mind. 


THE  UNIVERSITY  OF  IDAHO.  671 

correct  moral  bias,  and  the  support  of  well  formed  foundation  principles  for  orderly 
and  safe  consideration. 

The  entire  course  will  be  especially  valuable  to  those  preparing  to  teach,  to  engage 
in  business  or  in  public  life.  This  course  is  now  being  considered  and  will  be 
announced  in  the  next  catalogue. 

Under  the  head  of  Drawing,  a  detailed  programme  of  the  course 
in  the  Preparatory  and  Collegiate  departments,  follows  the  statement 
here  quoted. 

DRAWING. 

[Miss  Bowman.] 

A  course  of  Free  Hand  and  Industrial  Drawing  is  open  to  all.  Aside  from  its 
value  as  a  means  of  culture  it  leads  to  habits  of  close  observation  and  is  a  very 
important  adjunct  to  the  other  courses,  notably  the  biological,  engineering,  and 
industrial  courses.  For  this  reason  the  course  is  required  in  the  Preparatory  depart¬ 
ment.  College  students  not  taking  Mechanical  Drawing  are  required  to  take  Free 
Hand  the  same  number  of  hours. 

The  Course  consists  of  : — 

(1)  Drawing  from  objects  and  casts  in  pencil,  charcoal  and  crayon ;  also  pen  and 
ink  drawings. 

(2)  Technical  Perspective. 

(3)  Painting  from  still  life,  flowers,  and  fruits,  in  water  colors  and  in  oil. 

(4)  Modeling  in  clay  from  cast,  photograph  and  nature. 

A  sketch  class  will  be  open  to  the  students  qualified  to  work  in  it,  one  afternoon 
each  week  in  the  spring  and  fall.  In  the  winter  sketches  are  made  in  the  studio 
from  casts,  still  life,  or  from  life. 

In  all  courses  the  work  is  made  of  direct  benefit  to  the  students  in  other  lines 
and  at  the  same  time  it  aims  to  develop  in  them  a  love  for  and  an  appreciation  of 
the  beautiful. 

The  school  owns  a  set  of  geometric  solids  and  a  small  collection  of  casts,  mainly 
of  historic  ornaments,  which  will  be  increased  as  needed.  It  is  also  hoped  to  secure 
a  collection  of  foreign  and  American  photographs. 

As  the  “Experiment  Station”  law,  and  the  additional  appropria¬ 
tion  to  Colleges  of  Agriculture  and  the  Mechanic  Arts,  made  possible 
the  establishment  of  this  institution;  these  two  departments  of  the 
University  are  of  especial  interest.  The  following  statements  about 
the  College  of  Agriculture,  show  the  important  place  it  occupies. 

COLLEGE  OF  AGRICULTURE— THE  PURPOSE. 

The  College  of  Agriculture  as  a  constituent  college  of  the  University  has  for  its 
specific  object  the  preparation  of  the  young  men  of  Idaho  for  successful  farming, 
stock  raising,  fruit  growing,  dairying,  and  allied  occupations.  While  this  technical 
and  practical  knowledge  is  being  imparted  a  broad  course  of  training  is  given  that 
fits  the  student  for  any  station  in  life  to  which  he  may  be  called. 

Accordingly  the  course  in  Agriculture  is  made  equal  in  weight  and  dignity  to 
the  other  courses,  and  leads  to  a  degree  of  its  own,  that  of  Bachelor  of  Agricultural 
(B.  Agr.).  As  the  sciences  and  the  mathematics  lie  at  the  basis  of  this  course  the 
student  is  offered  the  pure  sciences  of  the  scientific  course  and  the  pure  mathe¬ 
matics  of  the  mathematical  course. 

In  the  domain  of  the  applied  sciences  and  applied  mathematics  this  course  will 
beseen  to  be  peculiarly  strong  and  practical.  In  the  latter  branch,  for  instance, 
the  student  is  qualified  for  farm,  road,  and  irrigation  surveying,  for  highway  con¬ 
struction,  platting,  and  the  like. 


672 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


While  the  collegiate  course  requires  four  years  for  completion,  it  is  not  intended 
to  withhold  this  valuable  instruction  from  those  who  are  unable  to  take  the  full 
course. 

It  is  the  intention  (1)  to  establish  elementary  courses  in  agriculture  and  allied  sub¬ 
jects;  (2)  to  offer  winter  courses  of  lectures  to  farmers  and  others  in  the  University 
building;  (3)  to  assist  in  organizing  and  maintaining  farmers’  institutes;  (4)  to  aid 
horticultural,  stock  breeding  and  other  societies;  in  other  words  to  extend  the  bene¬ 
fits  of  the  University,  along  these  lines,  to  the  various  communities  of  the  State,  to 
carry  the  College  of  Agriculture  and  its  benefits  as  far  as  possible  to  those  unable 
to  come  to  the  University. 

IRRIGATION. 

No  subject  is  more  important  to  the  development  of  this  commonwealth  than  a 
thorough  understanding  of  the  possibilities  of  the  arid  lands  of  the  State.  The  entire 
subject  of  irrigation,  whether  viewed  as  a  problem  in  civil  engineering  or  as  a  prob¬ 
lem  in  chemistry  or  as  a  problem  in  agricultui'al  or  horticultural  experimentation, 
will  be  thoroughly  treated,  both  theoretically  and  practically. 

ADVANTAGES. 

The  students  of  Agriculture  enjoy  every  advantage  afforded  by  the  University. 

The  Preparatory  Department  prepares  for  the  course  in  Agriculture.  The 
library  of  the  University,  the  department  libraries,  the  laboratories,  the  equipment 
of  the  civil  engineering  department,  all  are  directly  available  to  the  students  taking 
this  course.  Technical  or  professional  instruction  is  given  by  the  professor  of  agri¬ 
culture  and  by  the  other  professors  of  the  University  whenever  the  course  of  agri¬ 
culture  requires  their  services. 

LABORATORY. 

The  laboratory  of  the  University  has  been  supplied  with  apparatus  and  reagents 
with  special  reference  to  the  needs  of  the  Experiment  Stations. 

The  professor  in  charge,  who  is  also  chemist  for  the  stations,  is  now  prepared  to 
analyze  soils,  waters,  fertilizers,  fuels,  etc.,  and  to  instruct  advanced  students  in 
the  same. 

LIBRARY. 

The  technical  library  of  the  College  of  Agriculture  now  contains  the  leading 
authorities  of  this  and  foreign  countries  upon  the  various  subjects  pertaining  to 
scientific  and  practical  agriculture. 

The  department  of  womans  work  on  the  Farm,  as  a  part  of  the 
Experiment  Station  work,  is  a  new  departure — Like  departments  of 
household  economy  and  work,  have  for  some  years,  been  organized 
in  various  colleges;  an  additional  step  is,  however,  taken  here. 

HOUSEHOLD  SCIENCE. 

I.  Instruction  will  be  given  in  all  branches  of  domestic  economy.  This  will 
include  practical  exercises  in  cooking,  baking,  preparation  of  jellies,  preserves, 
condiments,  etc. ;  construction  of  properly  balanced  rations,  calculation  of  cost  of 
food,  preparation  of  menus,  etc. ;  designing,  cutting,  fitting  and  making  of  gar¬ 
ments;  testing  of  cloth,  threads,  etc;  fine  needle  work,  embroidery,  stamping, 
painting,  and  millinery;  application  of  art,  floriculture,  etc.,  to  home  decoration; 
in  fact  every  thing  pertaining  to  the  successful  management  of  the  household. 


NEW  MEXICO  COLLEGE  OF  AGRICULTURE. 


673 


II.  The  professor  of  Household  Science  will  act  as  domestic  economist  to  the 
Experiment  Station.  This  is  a  new  departure  in  Station  work;  the  object  is  to 
improve  the  quality  and  to  reduce  the  cost  of  food;  to  devise  labor-saving  appli¬ 
ances  for  the  household  and  to  study  methods  of  beautifying  our  homes. 

Seven  hundred  and  twenty  thousand  dollars  are  annually  spent  in  the  United 
States  for  experiment  station  work.  This  amount  is  used  for  investigating  subjects 
pertaining  to  agriculture  proper.  How  much  of  this  sum  is  devoted  to  the  aid  of  the 
housewife?  Is  not  the  work  of  the  household  as  important  and  as  valuable  as  the 
other  and  usual  lines  of  experimentation  ? 

The  field  is  new  and  offers  many  problems  for  solution.  The  work  will  consist 
of  original  investigations  in  cooking,  baking,  preservation  of  meats  and  fruits,  pre¬ 
paring  jellies,  condiments,  etc.,  testing  of  new  fruits;  examination  of  food  prod¬ 
ucts  for  adulterants ;  testing  of  household  machinery ;  testing  recipes,  etc.  The 
results  of  these  investigations  will  be  published  as  soon  as  completed  in  the  bul¬ 
letins  of  this  Station. 


THE  EXPERIMENT  STATION. 

An  important  feature  in  the  equipment  of  the  Agricultural  College  is  the  experi¬ 
ment  Station. 

This  department  consists  of  a  central  office  and  three  experimental  farms.  These 
farms  have  been  selected  on  account  of  their  peculiar  situation  in  regard  to  altitude, 
rainfall,  etc. ,  and  serve  very  well  to  illustrate  the  various  phases  and  conditions  of 
Idaho  Agriculture.  The  work  of  the  Station  consists  of  original  investigations  of 
the  problems  bearing  upon  agriculture  and  the  practical  application  of  the  facts 
discovered. 

*  ****** 

ADDITIONAL  EQUIPMENT. 

The  announcement  is  made  that  since  beginning  the  publication  of  this  pamphlet 
extensive  and  carefully  selected  additions  to  the  equipment  of  the  University  have 
been  made.  The  departments  of  Engineering,  Chemistry,  Biology,  Mechanical 
Drawing,  and  Meteorology  have  thus  been  materially  augmented  in  efficiency.  The 
working  libraries  of  the  various  departments  have  also  been  extended  by  purchase 
of  the  latest  authorities. 

Total  attendance  of  students  for  the  year  1892-93,  is  given  as  134. 
Of  these,  14  are  in  the  Colleges — 9  Freshmen,  4  Sophomores  and  1 
Junior.  The  College  Faculty,  comprises  12  Professors  and  Instruct¬ 
ors.  Of  these,  three  are  ladies.  The  Faculty  of  the  College  of 
Agriculture,  numbers  10.  Franklin  B.  Gault,  M.  s.,  President  of 
University  and  College  of  Agriculture. 

New  Mexico  College  of  Agriculture  and  Mechanic  Arts, 
Las  Cruces,  Dona  Ana  County,  New  Mexico. 

In  1888,  in  view  of  the  passage  of  “The  Hatch  Act,”  establishing 
U.  S.  Agricultural  Experiment  Stations  in  the  several  States  and 
Territories  of  the  Union,  some  friends  of  Education  in  Las  Cruces, 
procured  the  incorporation  of  an  institution  of  learning  under  the 
name  of  Las  Cruces  College,  secured  a  building  and  teachers,  and 
opened  for  students  in  September,  1888.  The  Territorial  Legisla- 
ART — VOL  4 - 43 


674  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

ture,  the  next  year,  established  the  Agricultural  College  at  Las 
Cruces,  and  connected  with  it  the  Government  Experiment  Station; 
the  conditions  of  the  law  establishing  which,  were,  at  the  same  time, 
accepted.  This  Agricultural  College,  opened  January  21st,  1890, 
with  an  attendance  of  thirty  five  students.  The  formal  official  open¬ 
ing  ceremonies  took  place  March  11th,  with  much  enthusiasm;  and 
were  attended  by  the  Governor,  Territorial  Officials,  and  leading  cit¬ 
izens.  The  occasion  of  the  opening  of  such  an  Institution  devoted  to 
higher  education,  was  recognized  as  an  important  event.  The  citi¬ 
zens  of  the  Mesilla  Valley  had  given  a  valuable  tract  of  land  con¬ 
taining  two  hundred  and  fifty  acres,  for  the  uses  of  the  College. 
This  tract  is  situated  about  two  miles  south  of  Las  Cruces,  and  the 
new  building  of  the  college  is  erected  there.  The  college  was  first 
opened  in  a  rented  building  in  the  town. 

The  first  annual  report  by  the  Regents,  to  Governor  Bradford  R. 
Prince,  for  the  year  ending  December  31st,  1890;*  recites  the  fact  of 
their  organization  in  November,  1889,  and  of  their  success  in  secur¬ 
ing  the  placing  of  the  Experiment  Station  in  connection  with  the  col¬ 
lege;  they  express  the  hope  that  the  income  of  the  supplementary 
Morrill  Act,  of  1890,  will,  also,  be  given  to  the  college. 

That  this  expectation  was  realized  appears  from  the  pamphlet 
containing  the  first  and  second  annual  reports  made  by  President 
Hadley,  in  accordance  with  the  United  States  law,  to  the  Secretary 
of  the  Interior  and  to  the  Secretary  of  Agriculture,  f 

The  President,  recites  the  facts  as  to  the  origin  of  the  college  and 
of  his  being  called  to  its  head.  As  soon  as  it  was  reasonably  certain 
that  the  further  Government  aid,  given  by  the  Morrill  Bill  of  1890, 
would  be  secured  for  this  institution;  the  organization  of  the  future 
College  was,  as  fully  as  possible,  provided  for.  The  President  of  the 
Territorial  Agricultural  College  had  already  been  appointed  Director 
of  the  U.  S.  Experiment  Station. 

A  Preparatory  School  was  established,  and  a  four  years  College 
Course  arranged.  It  was  also  determined  to  establish  for  the  coming 
year,  a  department  of  Mechanical  Engineering,  and  a  fuller  course 
in  the  Spanish  Language.  Concerning  this  study,  President  Hadley 
says: 

In  this  region  a  practical  knowledge  of  the  Spanish  language  is  absolutely 
necessary  to  the  successful  “  application  ”  of  Sciences  in  the  “  industries  of  life.” 
Indeed,  I  doubt  whether  there  is  any  other  one  branch  of  learning  that  has  within 

*  First  Annual  Report  of  the  Regents  of  the  Agricultural  College  of  New  Mexico. 
1890.  Santa  Fe,  N.  M. :  New  Mexico  Printing  Company.  1891.  Pp.  7. 

fNew  Mexico  College  of  Agriculture  and  the  Mechanic  Arts.  “  Morrill  Fund.” 
First  and  Second  Annual  Reports  of  the  President  of  the  College  and  the  Treasurer, 
as  Required  by  the  Act  of  Congress  of  August  30th,  1890,  in  aid  of  Colleges  of 
Agriculture  and  the  Mechanic  Arts.  Las  Cruces,  N.  M. :  The  Rio  Grande  Repub¬ 
lican.  1892.  Pp.  24. 


NEW.  MEXICO  COLLEGE  OF  AGRICULTURE. 


675 


it  so  large  possibilities  of  usefulness  as  a  practical  knowledge  of  Spanish  lias.  In 
the  region  contributary  to  the  College  it  is  a  necessity. 

In  the  Second  Annual  Report  for  1891-1892,  the  opening  of  the 
new  Department  of  Mechanical  Engineering  is  announced.  The 
equipment  of  this  new  department,  consists  of  five  wood  turning 
lathes,  an  engine  of  eight  horse  power,  six  cabinet  maker’s  work 
benches,  and  twelve  sets  of  carpenters  tools. 

The  following  extract  from  the  Report,  gives  a  graphic  picture  of 
the  local  surroundings,  and  of  the  obstacles  to  be  overcome  by  those 
seeking  an  education.  This,  in  connection  with  the  need  for  a 
familiar  knowledge  of  Spanish,  referred  to  in  the  previous  Report, 
illustrates  how  these  institutions,  situated  in  different,  widely-sepa¬ 
rated  localities,  are,  of  necessity,  modified  in  their  development  by 
their  environment;  while  the  fact  that  the  existence  of  this  particu¬ 
lar  institution  is  wholly  due  to  the  stimulus,  and  material  aid  afforded 
by  National  Legislation,  has  already  been  fully  set  forth. 

The  President  says: 

The  advantages  offered  by  the  College  are  good  and  are  highly  appreciated  by 
the  people  of  New  Mexico.  In  a  sparsely  settled  Territory  every  isolated  ranch  or 
mining  camp  contains  one  young  man  or  young  woman,  or  more  than  one,  who 
desires  to  attend  such  a  school.  In  many  cases  whole  families  move  by  team  from 
T>ne  hundred  to  two  hundred  miles  and  undergo  many  privations  in  order  to  enjoy 
these  privileges. 

The  latest  catalogue  at  hand,  that  for  1892-’93,*  gives  proof  of  a 
healthy  growth  and  development  of  the  College. 

The  following  “  Courses”  are  now  offered  : 

COURSES  OF  STUDY. 

(1)  A  course  in  Agriculture. 

(3)  A  course  in  Mechanical  Engineering. 

(3)  A  course  in  Civil  Engineering. 

(4)  A  Ladies’  course. 

(5)  An  Elective  Engineering  course. 

During  the  coming  year,  the  above  courses  will  be  taught.  In  the  Freshman 
year,  the  General  course  is  the  same  for  all  male  students.  This  becomes  in  the 
Sophomore  year  the  Agricultural  and  the  Engineering.  The  latter  in  the  last  two 
years  becomes  the  Mechanical  and  the  Civil  Engineering  courses. 

In  the  Department  of  Mechanical  Engineering,  five  alternative 
courses  are  offered.  One  of  these  is  a  special  one; — a  cotirse  of  one 
or  two  years,  in  the  draughting  room  and  the  shops,  for  students 
wishing  only  to  acquire  practical  mechanical  skill.  Facilities  are 
offered  for  instruction  in  Manual  Training,  in  all  branches  of  wood 
and  iron  work;  also,  in  the  theory  and  practice  of  higher  Mechanical 
Engineering.  Drawing,  is  begun  in  Sophomore  year.  Only  Mechan¬ 
ical  Drawing  is  taught;  with,  one  term  of  Architectural  Drawing  in 
Senior  Year. 

*  New  Mexico  College  of  Agriculture  and  Mechanic  Arts.  Location  :  Las  Cruces, 
Dona  Ana  Co.,  New  Mexico.  Catalogue  for  1892-’93.  And  announcement  for 
1893-’94.  Las  Cruces,  N.  M.  Rio  Grande  Republican.  1893.  Pp.  47. 


676  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 

There  is  a  single  large,  well  constructed  two  story  main  building 
of  brick  with  stone  trimmings. 

This,  contains  thirteen  large  rooms  for  recitations  and  a  commodi¬ 
ous  public  hall.  There  are  as  yet  no  dormitories,  or  boarding  houses, 
connected  with  the  College.  There  are  several  out  buildings  on  the 
grounds;  a  ware-house  for  machinery,  etc.,  a  pump  house  with 
machinery  for  irrigation  from  the  six  wells;  and  “feed  rooms,  and 
horse  sheds.”  “  These  are  used  to  accomodate  the  horses  of  those 
students  who  ride  to  the  college.”  A  charge  of  25  cents  a  term,  is 
made  “for  the  use  of  a  horse  stall.”  Citizens  of  the  Territory,  pay 
simply  an  “entrance  fee  each  year  of  three  dollars.”  “  Students,  not 
citizens  of  the  United  States,”  pay  a  tuition  fee  of  Fifty  Dollars. 
The  College  does  not  provide  board  or  rooms.  The  cost  for  room 
and  board,  ranges  from  sixteen  to  twenty  five  dollars  a  month. 
Students  are  allowed  to  perform  labor  and  to  receive  pay  for  such 
work  as  is  needed  in  connection  with  the  college.  The  college  cam¬ 
pus  and  the  experiment  farm  are  cultured  by  irrigation. 

The  total  number  of  students  in  attendance  for  the  year  1892-’93, 
is  given  as  109.  Of  these  37  are  in  the  college,  11  of  these  are  girls. 
The  Board  of  Regents  consists  of  five  members  appointed  by  the 
Governor;  with  the  Governor  and  the  Superintendent  of  Public 
Instruction  members  ex  officio.  The  “faculty  and  other  officers,” 
number  13;  Hiram  Hadley,  A.  M.,  President. 

Oklahoma  Agricultural  and  Mechanical  College,  Still¬ 
water,  Payne  County,  Oklahoma. 

The  first  Legislature  of  the  New  Territory  accepted  the  provisions 
of  the  U.  S.  law  of  1890,  supplementary  to  the  U.  S.  Land  Grant  Law 
of  1862;  and,  by  act  of  December  22nd,  1890,  directed  the  establish¬ 
ment  of  an  Agricultural  and  Mechanical  College  in  Payne  County.  A 
subsequent  law,  passsed  in  March,  1893,  entered  into  various  details 
respecting  the  government  and  organization  of  the  College,  the  pro¬ 
visions  for  its  support,  the  issue  of  Territorial  bonds  for  it,  and  the 
levying  of  an  annual  tax  of  one-half  mill  on  a  dollar,  for  its  benefit. 
Section  25  of  this  law,  provides  that  “Citizens  of  Oklahoma  between 
the  ages  of  14  and  30  years,  who  shall  pass  a  satisfactory  examina¬ 
tion  in  reading,  arithmetic,  geography,  English  grammar,  and  U.  S. 
history;  and  who  are  known  to  possess  a  good  moral  character,  may 
be  admitted  to  all  the  privileges  of  the  institution.”  Persons  not  cit¬ 
izens  of  the  Territory,  will  be  charged  a  matriculation  fee  of  twenty 
dollars;  in  other  respects  they  enjoy  all  the  rights  and  privileges  of 
students  who  are  citizens.  The  provisions  of  the  U.  S.  law  estab¬ 
lishing  Agricultural  Experiment  Stations  were  also  accepted,  and 
the  Station  was  opened  in  connection  with  the  College. 


OKLAHOMA  COLLEGE  OF  AGRICULTURE. 


677 


Stillwater,  where  the  college  is  situated,  is  in  the  center  of  a  fertile 
well  watered  valley.  A  farm  of  120  acres,  is  devoted  to  the  Depart¬ 
ment  of  Agriculture;  while  the  Department  of  Horticulture  has 
ample  grounds. 

The  following  statements  are  made  in  the  Catalogue.  * 

PREFATORY. 

The  object  of  the  Agricultural  and  Mechanical  College  is  not  to  afford  a  Universal 
education,  but  a  thorough  teaching  or  training  in  the  literature,  arts,  and  sciences, 
supplemented  by  experimental  labor,  necessary  to  a  first-class  education  in  the 
various  fields  of  business,  and  manual  pursuits.  *  *  * .  Conforming  to  a  well 
established  custom,  we  have  allotted  four  years,  exclusive  of  the  Preparatory 
Department,  for  the  entire  course.  *  *. 

STUDENT  LABOR. 

The  College  will  afford  to  its  students  the  benefits  of  daily  manual  labor,  most  of 
which  will  be  paid  for,  thus  lessening  their  expenses.  *  *  It  is  believed  that  two 
hours  labor  per  day  on  the  farm  or  in  the  garden,  besides  serving  to  render  the 
student  familiar  with  the  use  of  implements  and  the  principles  of  agriculture,  is 
sufficient,  also,  to  preserve  habits  of  manual  labor,  and  to  foster  a  taste  for  agri¬ 
cultural  pursuits.  Every  student  in  the  agricultural  course,  not  exempt  on  account 
of  physical  disability,  is  therefore  required  to  labor  two  hours  each  week  day, 
except  Saturday,  in  those  seasons  of  the  year  when  labor  can  be  furnished.  At 
other  seasons,  an  equal  amount  of  time  is  required  in  laboratory  or  shop  work, 
which  being  instructive  is  not  paid  for.  *  *  *. 

MECHANIC  ARTS. 

All  students  in  the  course  of  Mechanic  Arts  will  be  required  to  labor  four  hours 
per  week  in  the  shops.  This  work  being  instructive  will  not  be  paid  for. 

DRAWING. 

In  the  college  course,  Drawing  is  taught  through  two  terms  in  both 
the  Sophomore  and  Junior  years. 

The  Catalogue  for  1893-4,  shows  an  attendance  of  132  students.  66 
of  these  are  in  the  Preparatory,  41  in  the  Freshman,  and  25  in  the 
Sophomore,  classes.  The  Faculty  numbers  nine  Professors  and 
Instructors.  R.  J.  Barker,  c.  E.,  President. 

Agricultural  College  of  Utah,  Logan,  Utah. 

The  act  organizing  this  college  was  passed  by  the  Legislature  of 
the  Territory  March  8th,  1888,  accepting  the  provisions  of  theU.  S. 
Land  Grant  Law,  known  as  the  Morrill  Law,  of  1862.  The  U.  S.  law 
passed  March  2nd,  1887,  provided  for  the  establishment  of  Experi¬ 
ment  Stations;  the  law  known  as  the  Supplementary  Morrill  Law, 
was  passed  in  August,  1890.  In  accepting  the  conditions  of  these  two 
later  laws  the  Territory  was  pledged  to  their  execution  in  good  faith. 

*  Annual  Catalogue  and  Prospectus  of  the  Oklahoma  Agricultural  and  Mechanical 
College.  Session  of  1893-4.  P.  O.  address,  Stillwater,  O.  T.  Telegraph  and  Express, 
Wharton,  I.  T.  Guthrie,  Ok.  State  Capital  Pr’nt’g  Co.,  1893,  Pp.  48. 


678 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS, 


Tlie  objects  of  the  colleges,  and  of  the  Experiment  Stations,  being 
sufficiently  set  forth  in  the  U.  S.  laws  authorizing  them,  the  Terri¬ 
torial  Law  defines  these  objects  by  quoting  the  language  of  the  U. 
S.  Laws  concerning  them.  The  influence  of  local  conditions  may 
perhaps  be  seen  in  section  10,  of  the  Territorial  Law,  which  provides 
as  follows: 

Sec.  10.  In  the  appointment  of  professors,  instructors  and  other  officers  and 
assistants  of  said  college,  and  in  prescribing  the  studies  and  exercises  thereof,  no 
partiality  or  preference  shall  be  shown  by  the  trustees  to  one  sect  or  religious 
denomination  over  another,  nor  shall  anything  sectarian  be  taught  therein;  and 
persons  engaged  in  conducting,  governing,  managing  or  controlling  said  college, 
and  its  students  and  exercises  in  all  its  parts,  shall  faithfully  and  impartially  carry 
out  the  provisions  of  this  act  for  the  common  good,  irrespective  of  sects  or  parties, 
political  or  religious. 

Instruction  in  the  English  Language  and  Literature  and  the  mod¬ 
ern  sciences;  in  veterinary  art,  household  economy,  and  “especially 
the  application  of  science  and  of  the  mechanical  arts  to  practical 
agriculture  in  the  field,”  are  required  in  the  “course  of  instruction” 
laid  down  in  the  law. 

The  present  resources  of  the  Institution  are  derived  from  the  two 
grants  given  by  the  acts  of  Congress,  viz:  to  establish  the  Experi¬ 
ment  Stations,  and  to  supplement  the  gifts  of  the  law  of  1862,  by  the 
annual  grant.  The  first,  gives  $15,000  a  year,  to  the  station;  and 
the  second,  beginning  at  $15,000  a  year,  increases  by  $1,000  each 
year  till  it  amounts  to  $25,000  annually;  at  which  sum  it  is  to  con¬ 
tinue  indefinitely. 

The  Territorial  act  of  organization  gave  ’$25,000  for  buildings.  The  last  General 
Assembly  gave  $48,000  and  the  present  General  Assembly  gave  $108,000  to  the  col¬ 
lege.  The  total  revenue  available  for  the  biennial  period  ending  Dec.,  1893  is 
$108,000. 

When  Utah  is  admitted  as  a  State,  the  college  will  receive  its 
quota  of  the  U.  S.  Land  Grant  under  the  law  of  1862. 

LOCATION  OF  THE  COLLEGE. 

Cache  County  and  Logan  gave  a  farm  of  100  acres,  and  thereby  secured  the  loca¬ 
tion  of  the  college  at  Logan.  Logan  is  the  capital  city  of  Cache  County,  and,  in  a 
commercial  sense  of  Cache  Valley.  It  is  surpassed  in  wealth  and  population  by 
only  three  cities  in  Utah,  and  in  the  beauty  of  its  location  by  none.  Cache  Valley 
is  some  sixty  miles  in  length,  twelve  miles  in  width,  and  is  completely  surrounded 
by  the  Wasatch  range  of  mountains.  From  the  upper  bench  of  the  old  lake  forma¬ 
tion,  upon  which  the  college  and  farm  are  located,  can  be  seen,  in  the  clear  air  of 
this  inter-mountain  region,  the  full  expanse  of  the  rich  valley,  while  the  uniquely 
corrugated  mountain  sides  encircling  the  valley  are  seen  in  all  their  wealth  of  varied 
beauty.  The  beauty  of  this  location  is  probably  unsurpassed  by  that  of  any  other 
college  in  the  country.  Logan  has  the  characteristics  of  a  beautiful  college  town. 
Its  rural  population  is.  in  morals,  second  to  no  town  in  the  Territory,  and  its  size 
equals  the  demand  upon  it  for  boarding  facilities.  Board  can  be  procured  at  lower 
rates  than  in  large  cities. 


AGRICULTURAL  COLLEGE  OF  UTAH. 


679 


The  latest  catalogue  at  hand*  is  illustrated  with  views  of  the 
buildings.  The  frontispiece  gives  a  front  view  of  the  main  college 
building,  a  very  large  and  imposing  looking  building;  342  feet  in 
length,  and  190  feet  deep,  in  centre.  The  centre  is  a  five  storeyed 
structure  with  a  very  high  centi*al  tower— the  too  wings  are  four 
stories  in  height  with  end  towers.  The  roofs  are  high  and  steep. 
The  catalogue  describes  it  as  “one  of  the  largest  college  structures 
in  the  country.”  It  contains  class  rooms,  work  rooms,  a  Laboratory 
a  Museum,  Library,  Gymnasium,  and  Military  drill  hall;  “each 
some  80  feet  square.”  There  is  besides,  “an  Audience  room,  or 
Chapel,”  which  will  hold  1600  persons.  There  are,  also,  three  large 
halls  for  Literary  Societies.  There  is  a  boarding  house  connected 
with  the  College  whch  contains  thirty  three  rooms.  The  other 
buildings  comprise  a  model  barn,  a  model  farm  house  and  dairy, 
three  cottages  for  laborers,  and  a  house  for  the  superintendent  of 
the  farm. — There  is  a  Library  of  some  3000  carefully  selected  books, 
which  also  receives  the  current  periodicals.  Collections  for  a 
Museum,  have  been  begun.  In  each  of  the  five  departments  a  col¬ 
lection  of  apparatus  and  materials  for  illustration  has  been  pro¬ 
cured;  some  $35,000  having  been  thus  expended. 

Eighty  live  acres  of  laud  are  used  for  instructions  in  the  art  and  science  of 
agriculture  and  horticulture.  Three  and  one  half  acres  of  ground,  located  close  to 
the  college  building,  are  set  aside  for  the  sole  use  of  students  for  athletic  sports. 

COURSES  OP  STUDY 

The  college  work  includes  five  distinctive  lines  of  instruction  ;  four  special  courses, 
and  a  Preparatory  Department. 

1.  Course  in  Agriculture 

2.  Course  in  Domestic  Arts 

3.  Course  in  Mechanical  Engineering 

4.  Course  in  Civil  Engineering 

5.  Business  Course. 

The  special  courses  are  as  follows  : 

1.  Three  Years’  Course  in  Agriculture 

2.  Irrigation  Engineering 

3.  Two  Years  Course  in  Domestic  Arts 

In  addition  to  these  special  courses  there  have  been  organized  two  courses  of 
winter  lectures,  covering  ten  weeks  each,  namely:  A  course  of  lectures  for  the  Agri¬ 
cultural  Department  and  a  course  of  lectures  for  the  Domestic  Arts  Department. 

The  Courses  in  Mechanical  and  Irrigation  Engineering  will  be  Post  Graduate 
Courses  of  one  year  each. 

The  mineral  resources  of  the  Territory,  and  the  need  in  many 
places  of  irrigation,  are  sufficient  to  call  for  special  attention  to  train¬ 
ing  in  civil  and  mining  engineering  and  to  the  engineering  problems 
affecting  irrigation  ;  and  these  indicate  the  probable  influence  of 
local  needs  upon  the  subjects  selected  for  special  attention.  There 


*  Annual  Catalogue  of  the  Agricultural  College  of  Utah,  Logan,  Utah.  1893-4. 

Ill.  Pp.  73. 


680  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


is,  however,  another  peculiar  feature  of  this  College,  which  may, 
perhaps,  be  credited  to  environment.  Like  many  others  of  its  sister 
Colleges,  its  facilities  are  as  freely  offered  to  the  daughters  as  to  the 
sons  of  the  State  ;  but  this  College  is  peculiar  in  that  the  military 
drill,  which  is  a  part  of  the  curriculum  in  the  Land  Grant  colleges, 
is  required  of  the  girls,  as  well  as  of  the  boys ;  and  light  muskets  are 
provided  for  the  female  soldiery. 

In  most  of  the  courses,  Drawing  is  taught  through  each  term  of 
Freshmen  year.  In  the  courses  in  “Agriculture,”  and  in  “Domes¬ 
tic  Arts,”  Free  hand  only  is  taught. — In  the  Mechanical  and  Engi¬ 
neering  courses  Free  hand  is  taught  for  one  term  and  Mechanical 
for  two.  In  Domestic  Arts ;  Sewing,  Dressmaking,  Laundry  Work, 
and  Cooking,  the  latter  both  as  an  “art”  and  as  a  “science,”  are 
taught  through  the  course.  Drawing,  is  one  of  several  “elective 
studies,”  which  may  be  taken  each  term  of  Senior  year.  In  the 
Mechanical  Engineering  Course ;  Shop  W ork  goes  through  all  the 
four  years,  with  Drawing  in  some  form. 

Drawing  is  taught,  also,  in  the  shorter  courses  of  Agriculture, 
Domestic  Arts,  and  Engineering.  Tuition  is  free.  There  is  an 
annual  entrance  fee  of  five  dollars.  Board  can  be  had  from  $2  to 
$3.50  per  week. 

The  total  number  of  students  attending  for  the  year  1893-4,  is 
given  as  361;  of  whom  134,  were  girls.  There  is  nothing  in  the  cata¬ 
logue  to  show  whether  the  students  were  in  the  Preparatory  or  Colle¬ 
giate  Departments,  nor  in  what  classes  they  were. 

The  Faculty  numbers  19  Professors  and  Instructors.  Jeremiah 
W.  Sanborn,  B.  s.  President 

The  Washington  Agricultural  College  and  School  of 
Science,  Pullman,  Whitman  County,  Washington. 

This  College  is  beautifully  situated  on  an  elevation  directly  east  of  and  overlook¬ 
ing  the  young,  flourishing  town  of  Pullman,  in  Whitman  County.  Its  location  in 
the  midst  of  the  famous  Palouse  Valley  gives  it  unusual  advantages  for  agricultural 
and  other  experimental  purposes.  Pullman  is  supplied  with  numerous  artesian 
wells  of  pure  water,  is  healthfully  located  and  has  an  intellectual  and  enterprising 
population  of  fifteen  hundred  people.  It  is  also  readily  accessible  from  different 
parts  of  the  State  by  both  the  Union  and  Northern  Pacific  Railroads.  *  *  * 
The  Washington  Agricultural  College  and  School  of  Science  was  established  by  the 
legislature  in  two  separate  acts.* 

The  Legislature,  in  1889,  created  a  Commission  to  establish  a  State 
College  and  in  the  act  designated  a  department  of  Agriculture;  and 
directed  seven  different  branches  of  study  to  be  taught.  This  Com¬ 
mission  did  not  succeed  in  finally  locating  and  establishing  the 

*Second  Annual  Catalogue  of  the  Washington  Agricultural  College  and  School 
of  Science  located  at  Pullman,  Whitman  County,  Washington,  1892-’93.  Olympia, 
Washington.  O.  C.  White,  State  Printer  1893. — Pp  60 


WASHINGTON  STATE  AGRICULTURAL  COLLEGE. 


681 


College,  but  the  act  authorizing  its  establishment  was  not  repealed; 
the  subsequent  legislature,  in  1891,  accepted  the  conditions  of  the 
acts  of  Congress  popularly  known  as  the  “Hatch  act,”  and  the 
“  Morrill  Act,”  and  directed  that: 

The  Agricultural  College  Experiment  Station  and  School  of  Science  created  and 
established  by  this  act  shall  be  an  institution  of  learning  open  to  the  children 
of  all  the  residents  of  this  State  and  to  such  other  persons  as  the  Board  of  Regents 
may  determine.  *  *  *  It  shall  be  nonsectarian  in  character  and  devoted  to 
practical  instruction  in  agricultural,  mechanic  arts,  natural  sciences  connected 
therewith,  as  well  as  a  thorough  course  of  instruction  in  all  branches  of  learning 
bearing  upon  agriculture  and  other  industrial  pursuits. 

A  further  provision  enumerates  a  number  of  studies  that  must  be 
taught,  ending  with: 

And  such  other  sciences  and  courses  of  instruction  as  shall  be  prescribed  by  the 
Regents  of  this  institution  of  learning. 

A  most  liberal  and  wise  provision. 

The  immediate  income  of  the  institution  arises  from  the  national 
grants  of  the  Hatch  Fund  and  the  Morrill  Fund.  The  U.  S.  Land 
Endowments  amount,  in  addition,  to  190,000  acres,  which,  in  time, 
should  result  in  a  noble  endowment;  as  yet  none  of  this  land  has 
been  sold.  The  State  Legislature,  in  1893,  made  an  appropriation 
of  $93,000  for  buildings  and  expenses.  Tuition  is  free  in  all  depart¬ 
ments — a  moderate  rental  is  charged  for  rooms  in  the  buildings  of 
the  college.  Students  necessary  expenses,  exclusive  of  clothing,  are 
estimated  at  a  little  less  than  two  hundred  dollars  a  year.  Four 
“Courses  of  Study”  are  provided:  1,  General  Science;  2,  Agriculture; 
3,  Civil  Engineering;  4,  Mechanical  Engineering,  including  (a) 
course  in  Electrical  Engineering;  (b)  course  in  Mill  and  Hydraulic 
Engineering;  (c)  course  in  Steam  Engineering.  The  studies  in  these 
courses  are  essentially  the  same  during  the  first  three  years;  identi¬ 
cally  the  same  for  Freshman  year.  Mechanical  Drawing  is  taken 
one  term  of  Freshman  year — “Woodwork,”  and  “Forging,”  also, 
each  one  term.  In  the  Engineering  courses,  “  Drawing,”  and  “  Shop- 
work”  in  some  form,  are  taken  through  the  entire  course.  The 
“Drawing”  is,  in  all  cases.  Mechanical,  or  Machine  Drawing.  The 
regular  course  for  Degrees  is  of  four  years.  There  is  a  “  Prepara¬ 
tory  Department;”  with  a  course  of  two  years.  There  are  special 
courses  in  the  College;  without  degrees. 

In  the  second  year  of  the  “Preparatory  Course,”  Free  Hand  Draw¬ 
ing  maybe  taken  for  two  terms.  A  series  of  “  Practicums,”  run 
through  all  the  courses;  in  these,  practical  training  is  given  and 
required  in  those  sciences,  or  occupations,  whose  theory  is  taught 
in  the  College.  The  college  farm  contains  two  hundred  acres, 
which  are  all  under  cultivation.  The  grounds  about  the  College  con¬ 
tain  thirty  acres.  This  campus  is  contiguous  to,  and  west  of  the 
farm,  and  is  just  outside  the  city  limits  of  Pullman.  There  are 


682  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


laboratories,  shops,  a  large  dormitory  building,  and  a  three-story 
wooden  college  building,  “containing  class  rooms,  laboratories  and 
offices.”  A  new  administration  building  of  stone  and  brick  is 
being  erected.  Total  number  of  students  attending  in  all  Depart¬ 
ments  for  the  years  1892-93,  235.  There  are,  in  the  Preparatory 
Department,  128;  there  are,  also,  55  special  students.  In  the  college 
proper  there  are  52  students,  divided  as  follows:  Freshman,  44; 
Sophomores,  7;  Juniors,  0;  Seniors,  1.  The  Faculty  and  Instructors, 
number  11.  Enoch  A.  Bryan,  m.  a.  President. 

The  University  of  Wyoming,  Laramie,  Wyoming. 

A  University,  to  be  located  in  Laramie,  was  created  by  the  law 
passed  by  the  Ninth  Territorial  Legislature,  in  1886.  The  building 
was  authorized  at  a  cost  not  to  exceed  the  sum  of  $50,000.  The  act 
of  Incorporation  was  very  full,  liberal  and  comprehensive  in  its 
provisions.  The  object  was  stated  to  be 
to  provide  efficient  means  for  imparting  to  young  men  and  young  women, 
without  regard  to  color,  on  equal  terms,  a  liberal  education  and  thorough  knowl¬ 
edge  of  the  different  branches  of  literature,  the  arts  and  sciences,  with  their  varied 
applications.* 

A  State  tax  of  one  eighth  of  a  mill  on  all  taxable  property,  was 
enacted ;  in  order  to  secure  the  efficient  management  and  support  of 
the  University. 

The  University,  was  opened  September  6th,  1887,  and  was  carried 
on,  in  accordance  with  the  provisions  of  the  law  from  which  the 
above  statement  is  quoted,  for  three  years  under  the  presidency  of 
Ex-Governor  John  W.  Hoyt. 

The  first  State  Legislature,  in  January  1891,  authorized  the  Uni¬ 
versity  to  receive  the  income  of  the  U.  S.  grants  to  Agricultural 
Colleges  arising  from  the  so  called  “  Morrill  laws  ”  of  1862,  and  1890; 
and  the  “Hatch  Act,”  of  1887. 

This  increase  of  income,  enabled  the  faculty  to  be  increased  from 
its  previous  number  of  seven,  to  fifteen  members. 

Six  experiment  farms  were  also  established  in  different  parts  of  the  State;  viz: 
at  Laramie,  Lander,  Saratoga,  Sheridan,  Sundance  and  Wheatland.  *  *  * 

The  University  is  situated  in  the  city  of  Laramie,  on  the  Union  Pacific  Rail  Road. 
The  grounds  are  about  twenty  acres  in  extent,  handsomely  graded  and  ornamented 
with  native  trees,  and  located  in  the  eastern  portion  of  the  city  about  half  a  mile 
from  the  railroad  station. 

The  University  building  is  a  beautiful  structure  that  would  honor  any  institution 
or  city  in  the  United  States.  It  faces  the  west,  and  is  about  150  feet  in  length  and 
fifty  feet  in  breadth,  having  three  stories  above  the  basement.  The  material  used 
in  its  construction  is  native  sandstone.  *  *  *  The  auditorium  in  the  second  story 
is  the  finest  assembly  hall  in  the  State,  and  will  seat  with  comfort  500  people. 

*  The  University  of  Wyoming.  Catalogue  for  the  years  1891-92.  and  announce¬ 
ments  for  the  years  1892-93.  Laramie,  Wyoming,  Republican  Book  and  Job  Print. 
1892.  Iff.  Pp.  100. 


THE  UNIVERSITY  OF  WYOMING. 


683 


MUSEUM. 

The  Museum  has  been  fitted  up  with  beautiful  cases  in  which  John  D.  Conley, 
Professor  of  Geology  in  the  University,  has  placed  his  choice  private  collection  of 
fossils,  minerals  and  Indian  and  Mound  builder’s  relics — the  result  of  over  twenty 
year’s  collecting.  *  *  * 

THE  FARM. 

The  experimental  farm  of  the  Agricultural  College  is  situated  on  the  Pioneer 
Canal,  about  two  miles  west  of  the  city. 

DEPARTMENTS. 

The  University  is  composed  of  the  following  departments  :  The  Academic  Depart¬ 
ment  composed  of  a  two  years  Academic  Course,  a  Sub  Preparatory  course  or  a 
Business  Department. 

The  College  of  Liberal  Arts  with  four  courses  of  study,  called  Classical,  Scien¬ 
tific,  Pliilosophic,  and  Literary.  *  *  *  These  college  courses  are  of  four  years, 
and  lead  to  degrees  of  B.  A.,  B.  S., B. P.,  and  B.  L. 

A  Normal  School.  *  *  The  Agricultural  College.  *  *  The  School  of 
Mechanics  and  Manual  Training  offers  courses  of  practical  training  in  shop  work, 
drawing,  designing  and  wood  carving — but  no  degrees  are  conferred. 

The  School  of  Irrigation  Engineering  will  confer  the  degree  of  Bachelor  of  Irri¬ 
gation  Engineering  on  all  completing  the  prescribed  course  of  study. 

Course  of  Electrical  Engineering  and  Civil  Engineering  are  soon  to  be  established 
in  the  College  of  Mechanic  Arts. 


SPECIAL  COURSES. 

In  all  the  departments  students  of  an  advanced  age  are  permitted  to  pursue,  under 
direction  of  the  faculty,  one  or  two  distinct  lines  of  study. 

In  the  College  courses:  Drawing  enters  as  a  required  study  for 
the  autumn  term  of  the  Philosophical,  Literary,  and  Scientific, 
courses ;  and  is,  also,  an  elective  study  for  the  full  year,  in  those 
courses.  It  does  not  appear  in  the  jirograms  of  the  Classical  course. 

It  is  taught  during  one  term  only,  in  the  first  year  of  the  Normal 
course. 

In  the  College  of  Mechanic  Arts ;  Drawing  appears  in  the  schedule 
of  studies  through  each  term  of  the  whole  four  years.  Every  student 
in  the  Agricultural  course,  is  required  to  labor  two  or  three  hours  for 
five  week  days  each  week,  in  the  fields  or  shops.  In  the  course  in 
Mechanic  Arts,  students  are  required  to  labor  eight  to  ten  hours  per 
week. 

THE  SCHOOL  OF  MECHANICS  AND  MANUAL  TRAINING. 

This  school  has  been  established  as  a  department  of  the  University  to  meet  the 
wants  of  young  men  desiring  to  become  mechanics. 

There  is  a  large  general  drawing  room  fitted  with  all  needed  draw¬ 
ing  tables  and  cabinets,  and  with  a  “blue  print,”  and  a  “dark,” 
room,  for  reproduction  of  drawings. 

In  the  basement  there  is  a  wood-work  room  with  “fifteen  sets  of 
hand  tools,  two  wood  lathes,  and  a  six  horse  power  engine.” 


684  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

Tuition  is  free  to  citizens.  Students  not  citizens  of  the  State,  pay 
five  dollars  a  year  as  tuition  fees.  All  students  pay  an  annual  fee 
of  two  dollars  and  a  half  for  support  of  the  Library  and  for  incidental 
expenses.  Cost  of  board  in  private  families  ranges  from  five  dollars 
upwards. 

Number  of  students  in  attendance  for  the  year  1892-93,  107.  In 
College,  18 ;  Normal,  9;  Mechanical,  9;  Academical,  3G ;  Special 
Courses,  5  ;  Irregular  30. 

The  Faculty  of  the  University  for  1893-94,  numbers  14  Professors 
and  Instructors.  A.  A.  Johnson,  a.  m.,  d.  d.,  President. 

Industrial  Education  for  Colored  Students. 

In  the  former  Slave  States,  owing  to  those  provisions  of  the  law  of 
1890  made  to  secure  for  colored  youth  a  just  share  in  the  educa¬ 
tional  advantages  provided  by  the  National  Government,  new  Insti¬ 
tutions,  or  new  departments  in  old  ones,  have  been  opened  for  the 
instruction  of  colored  students  in  Agriculture  and  the  Mechanic  Arts. 
The  National  appropriations  are  apportioned  between  such  institu¬ 
tions  for  the  white  and  colored  students;  and  generally,  in  accord¬ 
ance  with  the  relative  ratio  of  the  colored  and  white  school  popula¬ 
tion  in  each  State. 

As  much  space  has  been  given  in  the  preceding  chapters  to  detailed 
accounts  of  the  three  older  and  leading  institutions  for  the  instruc¬ 
tion  of  colored  youth;  namely:  ‘Hampton  Institute,”  in  Virginia, 
established  in  1868;  Alcorn  University,  in  Mississippi,  established  in 
1871 :  and  Claflin  University,  in  South  Carolina,  opened  in  1869  as  a 
college  for  colored  youth,  and  opened  as  the  State  Agricultural  Col¬ 
lege  in  1872;  there  will  be  no  attempt  to  describe  in  fullness  of  detail 
the  methods  of  the  more  recent  schools.  The  aim  in  most  of  these 
new  schools  to  give  thoroughly  practical  training  in  the  trades  and 
industries  most  likely  to  be  of  service  in  the  everyday  life  of  the 
farmer,  the  mechanic,  and  the  housekeeper,  is  very  evident ;  and 
gives  great  promise  of  the  practical  value  of  the  education  to  be 
received  by  their  pupils. 

Hampton,  since  it  was  the  pioneer  institution  and  has  achieved 
marked  success,  may  be  held  to  furnish  in  many  respects,  an  admira¬ 
ble  model  for  these  new  schools;  while  the  records  of  Alcorn,  and 
Claflin,  each  with  a  history  of  nearly  a  quarter  of  a  century  of  suc¬ 
cess,  reinforce  the  Hampton  lesson  of  the  value  of  industrial  train¬ 
ing  as  a  vital  force  in  education. 

Alabama.  State  Colored  Normal  and  Industrial  School, 

Normal,  Alabama. 

This  school,  organised  in  1875  at  Huntsville,  Alabama,  began  with 
an  annual  appropriation  of  only  one  thousand  dollars,  with  two 
teachers,  and  an  attendance  of  some  sixty  pupils.  This  appi’opria- 


ALABAMA.  STATE  COLORED  NORMAL  SCHOOL. 


685 


tion  was  doubled  in  1879.  In  1882,  the  Principal  and  teachers  donated 
one  half  their  salaries  for  the  purpose  of  securing  a  home  for  the 
school  and,  by  great  economies  in  expending  the  State  appropria¬ 
tion  and  the  donations  from  the  Peabody,  and  Slater,  Funds,  in  addi¬ 
tion  to  individual  contributions  by  friends  of  the  school,  the  sum 
to  purchase  a  desirable  lot  was  accumulated  and  suitable  buildings 
erected  and  deeded  to  the  State.  Industrial  work  was  added  at  this 
time;  the  training  before  this  had  been  entirely  literary.  In  1885, 
the  Legislature,  appreciating  these  successful  efforts,  “increased  the 
annual  appropriation  to  the  sum  of  four  thousand  dollars  and  made 
this  the  industrial  school  for  the  colored  people  of  Alabama;”  and, 
in  1891,  made  it  the  beneficiary  of  the  supplementary  Morrill  Fund 
of  1890. 

It  was  then  thought  best  to  sell  the  Huntsville  property  and  to 
acquire  a  farm  in  the  vicinity.  Accordingly  a  desirable  place  of  182 
acres,  some  two  miles  from  Huntsville,  was  purchased.  This  is  sit¬ 
uated  on  an  elevation  of  300  feet  above  Huntsville.  Three  fine  lai’ge 
buildings  suitable  for  dormitories,  class  rooms,  and  Chapel,  have  been 
built;  and  the  old  buildings  renovated.  A  new  barn,  dairy  house  and 
other  necessary  buildings  have  already  been  built.  Tuition  is  free; 
and  board,  including  washing,  fires,  lights,  and  furnished  room,  except 
bed  clothes,  costs  the  pupils  only  seven  dollars  per  month.  The 
“Normal”  Course,  is  one  of  three  years;  there  is  also  a  “Prepara¬ 
tory”  school,  with  a  course  of  two  years  ;  and  a  “Model”  school.  In 
the  courses  of  study  in  the  “Normal  Department,”  Drawing  finds 
place  only  in  the  second  term  of  both  the  Junior  and  Middle  years. 
The  Faculty  of  the  Normal  Department  numbers  eleven.  Five  of 
these  including  the  two  “principals,”  are  also  enrolled  among  the 
Faculty  of  the  Industrial  Department. 

The  Industrial  Department.* 

Tlie  aim  of  the  Institution  is  to  give  both  practical  and  theoretical  “instruction 
in  Agriculture,  the  Mechanic  Arts,  the  English  Language  and  the  various  branches 
of  Mathematical,  Physical,  Natural  and  Economic  Science,  with  special  reference  to 
their  application  in  the  industries  of  life  ”  thus  giving  to  the  State  an  intelligent, 
industrious  citizen,  with  proper  ideas  of  life  and  the  relations  of  education  and 
labor.  The  object  is  to  have  the  student  begin  practical  life  right  in  the  school-room, 
receiving  here  some  useful  trade  or  profession,  or  laying  the  foundation  for  the 
same.  The  results  of  the  efforts  of  this  Institution  in  this  direction,  in  past  years, 
plainly  indicate  the  correctness  of  these  methods.  The  head,  the  heart  and  the 
hand  are  harmoniously  and  conjointly  developed  and  trained. 

Further,  the  aim  is  to  turn  all  labor,  and  all  articles  produced  by  labor,  to  advan¬ 
tage  and  utility.  Therefore  all  of  those  industrial  departments  contribute  in  some 
way  to  the  equipment  of  the  Institution,  and  are,  in  most  cases,  a  source  of  income 
to  the  student  as  well.as  a  means  of  instruction. 

*  Catalogue  of  the  State  Colored  Normal  and  Industrial  School,  Normal,  Alabama. 
(Near  Huntsville)  1892-93.  Cincinnati,  O:  Elm  Street  Printing  Co.,  176  and  178  Elm 
St.  1893.  Pp.  48. 


686  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


A  page  of  extracts  from  Professor  Runkle,  and  other  authorities 
on  Manual  Training,  entitled  ‘‘What  is  thought  of  Manual  Train¬ 
ing  ”  follows.  Then  follow  several  pages  in  which  the  details  of  the 
courses  of  study  in  each  branch  are  given  in  full  for  each  year.  In 
these  courses  the  training  seems  to  be  very  thorough,  practical  and 
direct.  The  following  table  shows  the  different  industries  taught 
and  the  number  of  students  in  each  occupation.  In  the  carpenter 
shop  only  hand  tools  are  at  present  used.  It  is  expected  that  steam 
power  will  eventually  be  provided. 

Summary  of  Industrial  Organization, 
i.  department  of  mechanic  arts. 

Sec.  1.  Carpentry — Four  classes,  forty-four  apprentices,  two  hours  per  aay, 
three  days  per  week. 

Sec.  2.  Printing — Three  classes,  nine  apprentices,  two  hours  per  day,  three  days 
per  week. 

Sec.  3.  Mattress-Making — One  class,  four  apprentices,  two  hours  per  day,  six 
days  per  week. 

Sec.  4.  Shoemaking — Three  classes,  thirty-one  apprentices,  two  hours  per  day, 
three  days  per  week. 

Sec.  5.  Blacksmithing — Three  classes,  twenty -seven  apprentices,  two  hours  per 
day.  three  days  per  week. 

Sec.  6.  Wheelwright  Work — One  class,  four  apprentices. 

Sec.  7.  Painting — One  class,  six  apprentices. 

n.  DEPARTMENT  OF  AGRICULTURE. 

Sec.  1.  Farming  and  Horticulture — Three  classes,  thirty-three  students,  two 
to  eight  hours  per  day,  six  days  per  week. 

Sec.  2.  Dairy  and  Live  Stock — One  class,  five  students,  two  to  eight  hours 
per  day,  six  days  per  week. 

III.  DEPARTMENT  OF  DOMESTIC  SCIENCE. 

Sec.  1.  Laundry — Two  classes,  thirty-four  members,  two  to  six  hours  per  day, 
six  days  per  week. 

Sec.  2.  Cooking — Three  classes,  thirty-six  members,  one  hour  per  day,  two  days 
per  week. 

Sec.  3.  Cutting  and  Sewing — Three  classes,  seventy  members,  two  to  four 
hours  per  day. 

Sec.  4.  Nursing — Three  classes,  thirty  members,  two  hours  per  day,  three  days 
per  week. 

Sec.  5.  Housekeeping — Two  classes,  twenty  members,  two  hours  per  day,  three 
days  per  week. 

The  following  “  summary  ”  shows  the  attendance  of  students  for 
the  year  1892-93. 


ARKANSAS.  BRANCH  OF  INDUSTRIAL  UNIVERSITY.  687 


SUMMARY. 


Post  Graduates  .... 

Seniors . 

Middle  Year . 

Junior  Year . 

Senior  Preparatory . 
Junior  Preparatory 
Model  School . 


Males. 

Females. 

Total. 

1 

0 

1 

9 

8 

17 

19 

16 

35 

25 

26 

51 

17 

23 

40 

15 

18 

33 

32 

44 

76 

118 

135 

253 

The  Faculty  of  the  “ Normal  Department; ’’numbers eleven.  The 
Faculty  of  the  “Industrial  Department;”  numbers  twelve.  Five 
are  members  of  both  Faculties.  The  Teaching  force  thus  numbers 
eighteen  individual  instructors.  W.  H.  Councill,  Principal. 

Branch  Normal  College  of  the  Arkansas  Industrial  Uni¬ 
versity,  Pine  Bluff,  Arkansas. 

This  institution  is  a  Department  of  the  Arkansas  Industrial  Uni¬ 
versity  and  was  established  by  law  in  1873,  and  opened  in  1875, 
for  “the  training  of  teachers  for  efficient  service  in  the  colored 
public  schools  of  the  State.” 

The  school  building,  first  occupied  in  January  1882,  is  described 
as  one  of  the  handsomest  and  best  buildings  in  the  State.  It  is  of 
brick  and  contains  a  large  assembly  room  and  four  recitation  rooms. 
It  is  situated  in  a  “beautiful  tract  of  twenty  acres  of  ground,  in  the 
suburb  of  Pine  Bluff,  Jefferson  Couuty,  Arkansas.”  It  is  con¬ 
venient  to  the  junction  of  two  railroads. 

Students  are  appointed  from  the  several  counties  to  the  Branch 
College,  the  same  in  number  for  each  county  as  are  allotted  to  the 
Parent  University  of  Fayetteville.  They  are  appointed  by  the 
County  Court.  “All  students  so  appointed  are  entitled  to  four 
years  free  tuition,  upon  the  payment  of  five  dollars  matriculation 
fee,  in  advance,  at  time  of  entering  the  school.”  Board  including 
fuel,  lights  and  washing,  can  be  had  in  private  families  from  eight 
to  ten  dollars  per  month.* 

The  Normal  Course  is  of  four  years  and  is  designed  to  be  the 
equivalent  of  the  usual  college  course  of  four  years.  There  is  a 
Preparatory  Department  of  three  years.  Drawing  is  a  required 
study  during  the  first  two  years  of  the  preparatory  course.  The 
“Forbriger”  system  is  taught.  Drawing  does  not  appear  as  a  re¬ 
quired  study  in  the  schedules  of  the  Normal  or  the  Classical 
courses. 


*  Catalogue  and  circular  of  the  Branch  Normal  College  of  the  Arkansas  Indus¬ 
trial  University,  located  at  Pine  Bluff,  Ark.  For  the  year  ending  June  7,  1892, 
and  announcement  for  1892-3.  Press  Printing  Company,  Little  Rock.  Pp.  30. 


688 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


THE  DEPARTMENT  OF  MECHANIC  ARTS. 

This  addition  to  the  Normal  College  had  its  origin  in  the  appro¬ 
priation  of  the  supplementary  Morrill  bill,  the  annual  income  of 
which  is  to  be  divided  between  the  white  and  colored  youths  of  the 
State.  The  quota  coming  to  the  colored  youths  of  Arkansas  is 
assigned  to  this  Department  of  the  Branch  Normal  College. 

THE  EQUIPMENT. 

The  shop  building  was  completed  in  February,  1892.  It  is  of  brick,  70  x  70  and 
comprises  a  wood  shop,  a  foundry,  a  blacksmith  shop,  a  machine  shop  and  a  boiler 
room.  The  wood  shop  has  12  benches  with  complete  sets  of  carpenters  tools,  a 
double  circular  sawing  machine,  scroll  saw,  buzz  planer  and  six  woodturning 
lathes. 

The  Foundry  has  a  Collan  cupola  capable  of  melting  1£  tons  per  hour. 

The  Forge  Shop.  Twelve  Buffalo  forges  are  in  position.  *  *. 

Machine  Shop.  A  15  inch  crank  shaper,  24  x  24  x  6  feet  planer,  20  inch  drill 
press,  15  inch  x  5  feet  turret  lathe,  18  x  6  inch  engine  lathe,  14  inch  x  6  feet  engine 
lathe,  12  inch  x  5  feet  hand  lathe,  universal  milling  machine,  cutter  and  reamer 
grinder,  twist  drill  grinder,  power  grindstone,  etc. 

Heat  and  Power  Plant.  Two  vertical  engines  of  12  horse  power  each;  and  two 
30-horse  power  tubular  boilers.  *  * 

An  abundant  water  supply.  Shops  in  best  sanitary  condition. 

GENERAL  STATEMENT. 

The  shops  of  the  Branch  Normal  College  are  built  and  equipped  for  the  purpose 
of  giving  the  colored  boys  of  our  State  a  chance  to  make  themselves  useful  by  learn¬ 
ing  to  be  carpenters,  pattern-makers,  moulders,  blacksmiths,  machinists,  and  engi¬ 
neers  or  firemen.  The  shops  will  accomodate  sixty  students  at  one  time,  as  follows : 
Wood  shop,  18.  Foundry  12.  Forge  shop  12.  Machine  shop  14.  Tool  rooms  2. 
Boiler  room  2. =60. 

While  learning  the  basis  of  his  trade,  the  student  acquires  a  good  knowledge  of 
Language,  History,  Mathematics  and  Drawing.  Throughout  the  course  of  four 
years  in  the  shops,  the  student  spends  an  average  of  ten  hours  a  week  in  actual 
labor ;  and  while  the  amount  of  time  spent  in  the  shops  seems  small,  experience 
has  shown  that  students  under  constant  instruction  from  skilled  teachers  and 
passed  from  one  exercise  to  another  as  soon  as  the  work  is  well  done,  make  very 
rapid  progress  :  We  are  therefore  prepared  to  offer  : 

(a)  A  course  in  general  shop  work  extending  over  three  years,  followed  by  a 
fourth  year’s  work  in  one  of  the  shops  selected  by  the  student.  The  design  is  to 
enable  a  young  man  to  choose  his  trade  intelligently  and  to  acquire  a  sound  basis 
for  it. 

(b)  A  three  years  course  in  general  shop  work  followed  by  a  fourth  year’s  work  in 
the  management  of  boilers,  engines,  and  heating  systems.  This  course  is  intended 
to  train  young  men  for  the  practical  work  of  firemen  and  engineers. 

(c)  A  course  in  general  shop  work  extending  over  three  years,  together  with  class¬ 
room  work  in  the  theory  and  practice  of  teaching,  followed  by  a  fourth  year’s 
work  in  handling  classes  in  the  shops  and  in  laying  out  series  of  practical  exercises 
There  are  industrial  schools  for  colored  boys  springing  up  all  over  the  South,  and 
we  hope  by  this  course  to  help  supply  the  demand  for  framed  shop  teachers. 

Iii  the  Mechanic  Arts  Course  and  in  the  Manuel  Training  Normal 
Course,  the  studies  and  shop  work  are  very  much  alike,  there  are 


DELAWARE.  STATE  COLLEGE  FOR  COLORED  STUDENTS.  689 


however,  more  hours  of  the  shop  work  per  week,  in  the  Mechanic 
Arts  Course. 

Drawing  offers  but  one  term  in  the  Sub  Freshman  Class  of 
Mechanic  Arts,  and  is  not  taught  in  the  other  course,  but  much  time 
is  given  to  various  kinds  of  shop  work. 

The  Catalogue  gives  no  separate  list  of  pupils  in  the  Department 
of  Mechanic  Arts.  A  total  attendance  of  233  is  given ;  57 
“Normal,”  and  176  “Preparatory.” 

The  Faculty  consists  of  four  Instructors.  In  the  Department  of 
Mechanic  Arts  there  are  six  places  in  the  Faculty,  of  which  only  two 
are  given  as  filled. 

In  the  Department  of  Mechanic  Arts;  C.  V.  Kerr,  is  Superin¬ 
tendent.  J.  C.  Corbin,  a.  m.,  Principal  of  Branch  Normal  College 
of  the  Arkansas  Industrial  University. 

State  College  for  Colored  Students.  Dover,  Delaware.* 

The  Catalogue  of  this  Institution  contains  no  dates  of  its  history. 
It  may  have  been  founded  yesterday,  or  a  hundred  years  ago,  so  far 
as  any  information  as  to  the  time  or  circumstances  attending  its 
establishment  is  vouchsafed.  The  following  statements  however 
are  given. 

GENERAL  REMARKS. 

The  college  is  established  and  maintained  by  appropriations  from  the  Federal 
and  State  governments.  It  is  located  two  miles  nortli  from  Dover,  the  State  capi¬ 
tal,  on  the  Lockermau  farm,  a  tract  of  about  one  hundred  acres.  The  facilities 
for  instruction  are  an  ample  equipment  of  chemical  and  philosophical  apparatus  of 
modern  and  approved  character  and  a  workshop  which  is  amply  fitted  up  with 
tools  and  machinery  for  teaching  the  industrial  arts.  These  include  a  large  boiler 
and  engine,  lathe,  drill  press,  shaper,  forges,  and  carpenter’s  benches;  with  the 
necessary  tools  for  iron  and  wood  working,  and  a  set  of  farrier’s  tools.  A  plant 
for  electric  light  has  also  been  installed.  The  shop  will  be  opened  at  the  begin¬ 
ning  of  the  fall  term,  and  will  be  under  the  charge  of  a  competent  instructor,  and 
will  be  kept  running  throughout  the  college  year.  Thus  facilities  are  afforded  for 
acquiring  skill  in  the  trades — carpentry,  blacksmithing,  carriage  making,  etc. 

The  farm  not  only  furnishes  adequate  facilities  for  instruction  in  the  various 
branches  of  agriculture  and  horticulture,  but  also  provides  labor  for  the  industrious 
student,  who  by  this  means  and  the  long  summer  vacation,  may  earn  a  large  part 
of  his  expenses,  by  his  own  exertions,  during  his  college  course. 

COURSES  OF  STUDY. 

Five  courses  of  study  have  been  arranged,  namely:  Classical,  Scientific,  Agricul¬ 
tural,  Engineering  and  Chemistry.  Each  course  covers  a  period  of  four 
years.  *  *  *  * 

Students  must  be  not  less  than  14  years  of  age,  of  good  moral  character,  and 
pass  an  examination  in  the  ordinary  English  studies.  *  *  * 

Tuition  is  free  to  all  Delaware  students.  Others  will  be  charged  $10.00  per  term. 
Students  will  be  boarded  at  the  College  at  cost,  which  will  not  exceed  $2.  per 
week.  *  *  * 

'  ( Yttalogue  of  State  College  for  Colored  Students.  Dover,  Delaware,  1893.  Pp.  6. 

ART — VOL  4 - 44 


690  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Total  number  of  students  for  the  year  1892-3,  22.  Number  of 
Faculty  3.  L.  D.  Hileland,  Instructor  in  Shop  Work.  Wesley 
Webb,  M.  s.  President. 

State  Normal  and  Industrial  College  for  Colored  Stu¬ 
dents.  Tallahassee,  Florida.* 

HISTORY. 

The  College  was  established  in  1887,  in  accordance  with  constitutional  provision, 
*  *  and  by  Legislative  enactment ;  *  *  it  was  located  at  Tallahasse,  with  an 
annual  appropriation  of  $4,000  made  for  its  maintenance. 

By  action  of  the  State  Board  of  Education,  it  was  started  October  5, 1887,  in  charge 
of  T.  De.  S.  Tucker,  Principal,  and  T.  V.  Gibbs,  Asst. -Principal,  ,'ith  an  attendance 
of  fifteen  pupils,  who  had  succeeded  in  passing  the  preliminary  examination. 

In  1891,  the  school,  having  outgrown  its  accommodations  in  the  city,  was  moved 
out  to  Highwood,  in  the  suburbs  of  Tallahasse,  where,  on  a  large  and  historic 
plantation  of  over  a  hundred  acres,  the  State  has  made  extensive  preparation  to 
accommodate  all  who  may  come.  The  number  of  teachers  has  been  largely 
increased  and  the  equipment  and  facilities  made  among  the  best  in  the  South. 

SUPPORT. 

The  College  is  supported  by  annual  appropriations  from  the  Federal  and  State 
Governments.  It  was  established  and,  prior  to  1891,  maintained  by  the  State  as  a 
school  for  normal  and  manual  training  of  teachers.  This  feature  of  the  work  of 
the  school  is  still  maintained  as  the  specific  end  and  aim  of  the  institution.  *  *  * 

The  appropriation  for  Florida,  (under  the  Morrill  law  of  1890)  *  *  *  has  been 
equally  divided  between  the  State  Agricultural  and  Mechanical  College,  for  white 
students,  and  the  State  Normal  and  Industrial  College,  for  colored  students.  The 
State  continues  its  annual  appropriations  as  its  share  of  the  support  of  the  school. 

LOCATION. 

Tallahasse,  *  *  is  the  capital  of  the  State  of  Florida  and  the  county  seat  of 
Leon  County.  *  *  It  is  a  town  of  about  3,000  inhabitants.  *  *  The  school 
site  is  a  magnificent  property,  with  spacious  campus  shaded  by  stately  trees  and 
located  within  easy  reach  of  the  city,  on  a  high  hill  overlooking  the  Garden  City, 
while  on  either  side  the  well  tilled  acres  of  the  college  farm  stretch  away  across 
the  surrounding  valley.  The  grounds  and  buildings  are  lighted  by  gas.  Comfort¬ 
able  and  convenient  dormitory  accommodations  have  been  provided.  These 
dormitories  are  conducted  and  controlled  by  the  Faculty,  and,  unless  excused  by 
special  permission  of  the  President,  all  students  not  residents  of  Tallahasse  will 
be  required  to  board  at  the  school.  *  *  * 

APPARATUS. 

The  Physical  Laboratory  contains  a  complete  set  of  apparatus  of  about  one 
hundred  and  forty  pieces.  *  *  The  Chemical  Laboratory  contains  apparatus  and 
chemicals  for  work,  in  the  study  of  the  science ;  and  for  such  special  work  *  *  * 
as  may  be  needed  in  agricultural  experiments  on  the  farm.  *  *  *  The  Mathe¬ 
matical  department  is  supplied  with  a  carefully  selected  equipment  of  valuable 
apparatus.  *  * 

*  Sixth  Annual  Catalogue  of  the  Florida  State  Normal  and  Industrial  College  for 
Colored  Students.  Tallahasse,  Florida,  1892-1893.  Jacksonville,  Fla.,  The  De 
Costa  Printing  Co.,  1893.  Pp.  27, 


FLORIDA.  STATE  COLLEGE  FOR  COLORED  STUDENTS.  691 


EXPENSES. 

There  is  no  charge  for  tuition.  The  necessary  expenses  for  the  school  year,  rat¬ 
ing  board  at  $7  per  month,  are  estimated  at  $83.50.  *  *  *  A  few  students  can 
have  the  opportunity  of  remunerative  work.  *  *  * 

MUSIC,  DRAWING  AND  ELOCUTION. 

Special  attention  is  given  to  vocal  music,  free  hand  drawing,  and  elocution 
throughout  the  course.  *  *. 

Organization. 

The  college,  as  at  present  organized,  consist  of  a  Literary,  a  Musical,  and  an 
Industrial  Course. 

The  Literary  Course  comprises  the  Normal  and  the  Preparatory  Departments. 
*  *  *.  The  Preparatory  Course  covers  a  period  of  five  years.  *  *.  The  Normal 
Course  covers  a  period  of  two  years.  To  enter  this  department  applicants  must  be 
16  years  of  age,  and  pass  a  satisfactory  examination  in  all  the  common  school 
branches  of  study,  and  in  Latin,  to  Csesar.  *  *.  No  student  will  be  allowed  to 
graduate  without  taking  the  full  two  years'  course. 

The  Musical  Department,  both  vocal  and  instrumental,  is  under  the  care  of  a 
thoroughly  practical  and  successful  teacher,  a  graduate  from  England,  trained  in 
the  Queen’s  private  chapel,  St.  James,  in  London.  Pupils  may  receive  a  partial  or 
a  full  course  ;  the  latter  of  which  covers  a  period  of  four  years  and  embraces  instruc¬ 
tion  in  Thorough  Bass,  Harmony,  Orchestration  and  Composition.  *  Instruction 
in  vocal  music  is  free 

Industrial  Course. 

This  course  comprises  at  present  the  Mechanical,  Agricultural  and  Dairy  Depart¬ 
ments.  *  * 

the  mechanical  department. 

This  department  is  under  the  control  of  a  thoroughly  educated  and  skilled 
mechanic  and  an  experienced  teacher.  The  course  of  study  and  practice  covers  a 
period  of  five  years.  All  graduates  from  the  full  course  will  receive  the  degree  of 
M.  E.  The  training  includes  exercises  in  carpentry,  cabinet  making,  wood-turn¬ 
ing,  pattern  making,  moulding,  casting,  forging,  brazing,  soldering,  tempering, 
chipping,  filing,  and  general  machine  shop  work.  The  course  also  embraces  a 
number  of  finished  articles.  Instruction  is  given  in  the  proper  care  of  steam 
engines  and  boilers,  and  in  mechanical  drawing  throughout  the  whole  course. 

The  equipment  of  the  wood  room  is  as  follows: 

1  10  horse  power  horizontal  engine  and  boiler, 

1  circular  saw. 

1  Band  saw. 

1  jig  saw. 

1  Grind  stone. 

1  speed  Lathe,  12  foot  bed,  14  inch  swing. 

6  speed  Lathes,  3  foot  beds,  8-inch  swing. 

20  cabinet  maker’s  benches. 

Bench  and  turning  tools  for  twenty-seven  boys. 

Much  of  the  furniture  in  use  in  the  school  is  made  in  this  department. 

Agricultural  Department. 

The  department  of  Agriculture  is  comprehensive  in  its  scope,  embracing  the 
culture  of  all  the  semi-tropical  field  crops, — gardening,  fruit  growing,  dairy  hus¬ 
bandry,  rearing  of  live  stock,  poultry  and  drainage. 

This  department  in  all  its  branches,  is  under  the  immediate  supervision  and  direc¬ 
tion  of  the  Professor  of  Agriculture,  and  affords  the  best  facilities  to  illustrate  by 
actual  practice  the  theories  taught  in  the  class  room. 


692  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Agriculture  in  its  several  branches  is  taught  as  an  applied  science. 

Lectures  by  the  Professor  of  Agriculture  upon  the  science  of  Agriculture  are 
delivered  to  the  section  daily.  The  students  are  then  taken  to  the  field  where  the 
practical  application  of  the  scientific  principles  taught  are  demonstrated.  *  *  * 
A  full  and  complete  outfit  of  farm  machinery  and  implements  is  provided  on  the 
place.  *  *  * 

Dairy  Department. 

Special  attention  is  given  in  the  course  of  lectures  to  dairy  husbandry,  covering 
the  theory  in  breeding  dairy  stock,  feeding  for  milk  and  butter,  and  of  making  and 
shipping  milk,  cream,  butter  and  cheese,  and  the  practical  methods  of  doing 
work  in  different  sections  of  the  comitry.  *  *  *  Fair  compensation  is  allowed 

the  student  for  remunerative  work  done  on  the  farm  or  in  the  Mechanical  Hall. 
*  *  *  .  Industrial  training  for  young  ladies  is  a  growing  feature  in  the  work 
of  the  school.  *  *  The  school  has  been  exceptionally  fortunate  in  securing  the 
services  of  a  matron  of  rare  qualifications — a  lady  of  fine  culture,  ripe  experience, 
and  thorough  devotion  to  her  work.  *  *  *  . 

Total  number  of  Students  in  attendance  in  all  departments,  for 
tbe  year  1892-93,  75.  Of  these,  9  were  in  the  Normal  Course.  4  boys, 
5  girls.  In  the  Preparatory  Course  there  were  27  boys,  and  39  girls. 

In  the  Industrial  Department ;  there  were  30  in  both  the  Agricul¬ 
tural  and  Mechanical  course,  and  22  in  the  Dairying. 

In  the  Musical  Department  there  were  19. 

The  Faculty  comprises  eight  Professors  and  Instructors. — T.  DeS. 
Tucker,  a.  m.,  President,  Professor  of  Mental  and  Moral  Philos¬ 
ophy. 

The  Georgia  State  Industrial  College,  College,  Georgia. 

The  Legislature  of  Georgia  by  act  of  November  26,  1890,  estab¬ 
lished  a  school  for  colored  persons  as  a  part  of  the  State  University. 
This  institution,  it  was  provided,  was  to  “  be  located  within  or  near 
the  corporate  limits  of  that  city  or  town  in  the  State  which  shall 
offer  the  best  inducements  for  such  location,  in  the  opinion  of  said 
Commission.” 

What  city  or  town  offered  such  prevailing  inducement  does  not 
appear,  from  the  latest  Catalogue  at  hand.* 

It  is  stated  however,  in  the  Catalogue,  that 

there  is  established  in  the  College,  a  regular  post  office.  The  name  of  the  office  is 
“College,  Georgia.”  All  mail  matter  should  be  plainly  directed  to  “College, 
Chatham  County,  Georgia.” 

This  will  probably  sufficiently  indicate  to  residents  of  the  State 
the  precise  location  of  the  College,  but  to  others  it  conveys  very 
little  information  as  to  its  relative  locality. 

THE  COLLEGE. 

The  Georgia  State  Industrial  College  is  a  State  institution,  the  only  one  of  the 
kind  in  Georgia  for  colored  youths.  It  is  endowed  by  the  general  government  and 

*  Announcement  and  Catalogue.  The  Georgia  State  Industrial  College,  College 
Ga.  1892-93 — Robinson  Steam  Printing  Co.,  Savannah,  Ga.,  1893.  Pp.  257. 


GEORGIA.  STATE  INDUSTRIAL  COLLEGE. 


693 


supported  by  the  State.  The  grounds  are  now  about  eighty  six  acres,  consisting  of 
thirty  five  acres  in  the  Campus,  and  lifty  acres  in  the  College  farm.  The  Campus, 
shaded  by  tall  live-oaks  festooned  by  pretty  pendant  moss,  is  for  “natural  scenery 
the  most  attractive  in  the  State.  The  location  is  perfectly  healthful. 

The  College  farm  is  separated  from  the  Campus  only  by  the  railroad  by  which 
passengers  are  conveyed  to  our  grounds.  There  are  at  present  four  main  buildings 
on  the  grounds — Dormitory,  School  Building,  Farm  House  and  President’s  Resi¬ 
dence. 

The  courses  at  present  established  are  the  Industrial,  Sub  Normal,  Normal  and 
Collegiate. 

The  conditions  of  admission  are  14  years  of  age,  a  good  moral 
character,  and  passing  an  examination  in  the  elementary  English 
studies.  Tuition  is  free  to  all  citizens  of  Georgia.  Cost  of  board 
is  estimated  at  $50  for  the  Academical  year. 

DEPARTMENT  OF  MECHANIC  ARTS. 

A.  Alexander  Ashton,  Supt. 

This  department  comprises  eight  branches:  Carpentry,  Wagon  and  Carriage 
making,  Blacksmithing,  Painting,  Mechanical  Drawing,  Bricklaying,  Printing, 
Typewriting  and  Stenography.  Experienced  persons  will  teach  each  branch. 
Each  student  on  entering  the  Normal  Course  is  required  to  select  the  trade  which 
lie  is  expected  to  complete. 

This  course  covers  three  years  and  is  taken  in  connection  with  the  Normal  Course. 
Every  student  is  required  to  devote  ten  or  more  hours  each  week  to  his  trade. 

The  course  is  practical,  every  student  working  with  his  instructor  upon  general 
repairs  and  manufactures.  As  soon  as  he  is  competent  to  do  efficient  service  he  is 
paid  for  all  extra  work.  In  this  way  it  is  designed  to  turn  out  practical  and  effi¬ 
cient  workmen.  Indeed  the  aim  of  this  department  is  to  so  train  the  student,  in 
giving  him  a  trade,  as  to  develop  his  love  for  honest  work  and  instill  in  him  habits 
of  neatness,  exactness  and  perseverance,  and  thus  make  him  a  useful  and  intelli¬ 
gent  citizen. 

AGRICULTURAL  DEPARTMENT. 

R.  H.  Thomas,  Superintendent. 

The  aim  of  this  Department  is  to  give  the  student  a  practical  as  well  as  a  scientific 
knowledge  of  farming.  *  *  The  farm  is  fairly  well  supplied  with  the  latest 

agricultural  implements.  *  *  * 

SCIENTIFIC  DEPARTMENT. 

D.  C.  Suggs,  A.  M. 

It  is  the  design  of  this  department  to  furnish  a  general  knowledge  of  all  the  sub¬ 
jects  usually  embraced  in  a  scientific  course,  special  emphasis  being  placed  upon 
those  topics  which  subserve  a  practical  purpose. 

There  is  a  Sub  Normal  Course  of  one  year,  a  Normal  Coitrse  of 
three  years  and  a  College  Course  of  four  years.  The  Catalogue  con¬ 
tains  a  copy  of  the  “  Code  of  Laws  for  the  Government  of  the 
Georgia  State  Industrial  College ”  in  five  chapters.  The  provisions 
regarding  “the  possession  of  weapons;”  and  in  regard  to  “duel¬ 
ling;”  read  rather  singularly  to  a  Northern  reader;  but,  if  needed 
at  all,  are  certainly  very  sensible  provisions. 


694  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

The  total  attendance  of  students  for  the  years  1892-93,  is  65 — 4  only 
in  the  College  department. 

The  Faculty  number  nine.  R.  R.  Wright,  a.  m..  President. 

State  Normal  School  for  Colored  Persons,  Frankfort, 

Kentucky. 

“This  institution  is  situated  about  one  and  one  half  miles  from 
Frankfort  on  a  beautiful  hill  overlooking  the  City.  The  site  com¬ 
prises  twenty  five  acres  of  tillable  land  and  meadow,  upon  which 
are  located  the  main  school  buildings  with  recitation  room  and 
chapel;  a  new  mechanical  shop,  forty  feet  by  sixty  feet,  with 
modern  equipment  and  furnishings;  the  “Ladies’  Hall”  recently 
built,  and  cottages  for  the  resident  professors.”* 

This  school  was  founded  some  few  years  since,  by  act  of  the  State 
Legislature,  for  “the  preparation  of  teachers  for  teaching  in  the 
colored  public  schools  of  Kentucky.” 

The  regular  Normal  Course  is  one  of  three  years.  Applicants 
must  be  16  years  of  age,  or  over,  must  possess  good  health  and  good 
moral  character,  and  must  pass  successfully  examination  on  the 
studies  of  the  public  schools  ;  must  also,  sign  a  written  agreement  to 
teach  in  the  public  schools  of  the  State  twice  the  length  of  time  that 
they  remain  in  the  school.  For  colored. residents  in  the  State,  tuition 
is  free ;  colored  non-residents  pay  two  dollars  a  month.  Board  is 
$8. 00  per  month  in  families.  The  girls  board  in  the  school  for  $7. 50 
per  month. 

The  Industrial  Departments  were  established  to  secure  the  advan¬ 
tages  made  possible  by  the  appropriation  given  by  the  U.  S.  law  of 
1890,  for  the  benefit  of  the  Colleges  of  Agriculture  and  the  Mechanic 
Arts. 

Of  the  annual  amount  thus  appropriated  to  Kentucky,  14.5  per 
cent  is  given  to  this  school  for  the  benefit  of  the  colored  youth  of 
the  State;  the  division  being  made  “on  the  basis  of  the  percentage 
of  colored  pupil  children  of  the  State  according  to  the  Census  Bureau. 
For  the  financial  year  1892-93,  the  amount  is  $2,175.” 

Three  special  departments  ;  namely  :  “Agriculture  and  Horticul¬ 
ture;”  “Mechanics  and  Manual  Training;  and  “Domestic  Econ¬ 
omy;”  are  thus  maintained. 

The  aim  is  “to  afford  to  every  pupil  a  good,  practical  English  edu¬ 
cation,  with  effective  training  in  the  Laboratory,  and  the  field,  or  in 
the  workshop.”  These  Industrial  courses  are  each  of  three  years.  The 
programme  of  the  Agricultural  course  indicates  a  thorough  practical 
course  in  the  “  Theory  and  Practice  of  farming.”  In  the  Mechanical 
Department  a  new  building,  40  x  60  feet,  has  been  built  by  the  stu- 

*  Seventh  Annual  Catalogue  of  the  State  Normal  School  for  colored  persons  for 
1893-’94,  and  Annual  Announcement  for  1894-’95,  Frankfort,  Ky.  1894.  Pp.  32. 


KENTUCKY.  STATE  NORMAL  SCHOOL  FOR  COLORED  PERSONS.  695 


dents  and  equipped  with  six  carpenters  double  benches ;  there  is,  also, 
such  modern  machinery  as  is  requisite  to  fit  a  first  class  shop.  The 
programme  of  the  course  includes  for  the  first  year,  Physics,  Draw¬ 
ing,  Algebra,  Physical  Geography,  Shopwork.  In  2nd  and  3d  terms 
of  first  year  “Penmanship  and  Bookkeeping,”  are  taken  instead  of 
Physical  Geography  ;  and  in  the  3d  term,  “Composition  and  Rheto¬ 
ric,”  take  the  place  of  Physics.  For  the  second  year,  General  History, 
English  Literature,  Algebra,  Drawing,  and  Shopwork, occupy  the  first 
two  terms.  In  the  third  term  of  second  year  the  studies  are  :  Botany, 
Elementary  Mechanics,  Geometry,  Roof  and  Bridges  and  Shopwork. 
In  the  third  year,  the  studies  vary  more  fromterm  to  term.  The  list 
reads  1st  term :  Chemistry,  Strength  of  Material,  Drawing,  Shop- 
work.  2nd  term  :  Chemistry,  Moral  Philosophy,  Drawing,  Shop- 
work.  3rd  term :  Belts  and  Pulleys,  Steam  Engine  and  Boilers, 
Drawing,  Shopwork. 

This  course  “is  designed  to  turn  out  thorough  finished  and  edu¬ 
cated  workmen.  The  course  of  ‘  shopwork  ’  begins  with  the  care  and 
use  of  tools ;  exercises  with  the  saw,  plane,  chisel,  etc. ;  exercises  in 
mortising,  tenoning,  splicing,  dove-tailing,  chamfering,  etc.,  leading 
up  to  the  manufacture  of  all  kinds  of  joinery,  turned  and  scroll 
work,  cabinet-making.  Stair  building  and  practical  house-building 
are  made  special  features  of  the  course. 

Drawing  extends  throughout  the  entire  course.  It  begins  with 
plain,  free  hand  drawing,  rough  sketches,  geometrical  drawing  with 
instruments,  leading  up  to  projections,  details,  architectural  design¬ 
ing,  house  plans,  estimates  and  specifications.” 

The  “Domestic  Economy  Course”  is  designed  for  the  young 
women  students. 

“A  general  knowledge  of  Housekeeping,  including  something  of 
Cooking,  Laundry- work,  Plain,  Hand  and  Machine  sewing,  Draught¬ 
ing,  Cutting,  Fitting  and  Dress-making  is  required. 

No  young  lady  will  be  graduated  from  any  of  the  departments 
who  has  not  acquired  a  reasonable  degree  of  proficiency  in  the  course 
as  outlined  in  the  Domestic  Department.”  This  course  in  each  term 
of  the  first  year  comprises  “Housekeeping,  Plain  Cooking,  Laundry 
Work,  Hand-Sewing,  including  Darning  and  Patching.”  The  course 
for  the  second  year  is  as  follows  :  “  Housekeeping,  Fancy  Cooking, 
Fine  Laundry,  Machine  Sewing,  Measuring,  Draughting,  Knitting 
and  Crocheting.”  For  the  third  year,  the  course  comprises  “  House¬ 
keeping,  Cutting  and  Fitting,  Dress-making  and  Fancy  Work.” 

The  training  given  in  the  Industrial  Departments,  if  we  may  judge 
from  the  outline  of  studies,  seems  to  be  eminently  practical  and 
judicious.  To  enable  the  pupils  to  become  skilled  farmers  and 
mechanics,  and  good  housekeepers,  cooks,  dressmakers,  etc.,  is  cer¬ 
tainly  well  calculated  to  fit  them  to  become  good,  useful  and  valued 
citizens  in  any  community.  There  is,  also,  a  Business  Course  of  two 


696  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

years;  for  entrance  to  which  a  satisfactory  examination  in  the  com¬ 
mon  school  studies  must  be  passed.  There  is  a  thorough  Prepara¬ 
tory  Course  of  two  years  connected  with  the  Normal  School ;  and 
all  who  enter  the  School  must  have  passed  satisfactorily  this  course, 
or  its  equivalent,  as  given  in  the  Common  schools  of  the  State. 
“Practical  work  in  the  field,  the  shop,  or  the  home,  is  required  of 
all  students  in  this  Preparatory  Department,”  as  well  as  of  all  in  the 
higher  departments  of  the  Normal  School.  The  purpose  of  giving  a 
thorough  and  practical  education  is  kept  ever  in  view. 

Total  number  of  students  114.  Of  these  38  are  hoys  and  76  girls. — 
In  Preparatory  Department  22.  The  Faculty  and  Instructors 
number  eight.  John  H.  Jackson,  a.  b.,  a.  m.  President. 

Southern  University,  New  Orleans,  Louisiana. 

The  Law,  incorporating  and  establishing  this  institution  for  the 
higher  “education  of  persons  of  color,”  was  approved  April  10th, 
1880.  Provision  for  the  establishment  of  such  an  institution  was 
incorporated  in  the  Constitution  of  the  State  by  the  Constitutional 
Convention  of  1879,  through  the  efforts  of  Ex  U.  S.  Senator  Pinch- 
back,  of  New  Orleans, ;  and  Messrs.  T.  T.  Allain,  of  Iberville,  La., 
and  Mr.  Henry  Dewas,  of  St.  Johns  Parish,  La. 

The  Constitution  provided  for  an  annual  appropriation  between 
the  limits  of  Five  and  Ten  Thousand  Dollars.*  A  special  appropri¬ 
ation  was  also  made  to  provide  suitable  grounds  and  buildings  for 
the  University. 


SCOPE  AND  DESIGN  OF  THE  UNIVERSITY. 

This  institution,  and  its  support  is  the  contribution  of  this  State  to  the  higher 
education  of  its  colored  people.  It  was  intended  to  supplement  the  public  school 
by  offering  college  instruction  and  industrial  normal  training  under  conditions  cal¬ 
culated  to  stimulate  the  desire  for  thorough  classical  and  practical  education  among 
the  colored  people  of  the  State.  While  college  work  is  its  proper  field  of  labor,  it 
has  done  much  High  School  and  primary  work  under  the  pressure  of  local  necessi¬ 
ties.  This  preparatory  work  has  been  subsidiary  to  the  original  design  of  college 
work.  As  the  pupils  have  been  advanced  to  the  higher  grades,  lower  grades  have 
been  dropped.  There  still  remain  several  of  the  lower  grades.  As  a  State  Uni¬ 
versity  the  expediency  and  propriety  of  attaching  Law  and  Medical  Departments 
has  been'  suggested,  and  they  will  be  in  operation  as  soon  as  proper  arrangements 
are  made. 

BUILDINGS  AND  GROUNDS. 

The  building  formerly  occupied  was  sufficient  to  accommodate  only  city  patronage. 
By  permission  of  the  Legislature  this  building  was  sold  and  a  beautiful  square  of 
ground  on  Magazine  and  Sonial  streets  purchased,  and  a  new  and  commodious 
brick  building  erected.  In  the  month  of  March,  1887,  this  new  University  building 
situated  on  Magazine  street,  was  opened  with  appropriate  ceremonies.  It  is  one 

*  The  above  facts  are  compiled  from  the  statements  in  the  Catalogue  of  Southern 
University,  New  Orleans,  La.,  1892-98.  Ill.  Pp.  61. 


LOUISIANA.  SOUTHERN  UNIVERSITY,  NEW  ORLEANS.  697 


of  the  finest  buildings  in  the  city,  situated  in  the  midst  of  a  beautiful  square  of 
ground,  surrounded  by  live  oaks  and  other  trees.  *  *  The  Doric  columns  and 
Gothic  arches,  the  marble  entrance  and  the  beautiful  galleries  adorning  the  front 
render  the  building  very  conspicuous. 

In  the  spacious  grounds  ample  room  is  afforded  for  youthful  sports.  There  is  in 
the  rear  of  the  central  building,  a  large  and  well  equipped  Mechanical  Building, 
containing  steam  engine,  turning  lathes,  band  saws,  scroll  saws  and  other  machinery 
rim  by  steam,  and  such  other  constructions  and  appliances  necessary  for  the  train¬ 
ing  of  boys  to  be  skilled  mechanics.  This  building,  in  addition  to  the  Southern 
University  Farm  above  New  Orleans,  is  equipped  and  supported  by  the  annual  Con¬ 
gressional  appropriation  for  the  Agricultural  and  Mechanical  Department  of  South¬ 
ern  University.  This  industrial  building  will  be  enlarged,  as  the  necessities  require, 
to  accord  with  the  demand  for  more  room  made  by  this  Department.  The  location 
of  the  University  is  healthful,  being  on  the  highest  ground  in  the  city,  and  within 
a  few  squares  of  the  Mississippi  river. 

In  the  University  buildings  the  industrial  departments,  both  for  boys  and  girls, 
will  receive  the  attention  they  need,  and  will  be  provided  with  the  conveniences 
necessary  for  successful  .operation,  to  the  extent  of  the  financial  ability  of  the 
Board. 

*  *  *  *  *  *  * 
girls’  industrial  department. 

This  department  organized  eight  years  ago,  has  trained  hundreds  of  girls  in  the 
use  of  the  needle  and  the  machine,  and  in  the  making  of  clothing  and  various  other 
articles.  It  has  proven  a  success,  and  is  a  department  that  reflects  great  credit  on 
the  pupils. 

The  work  is  regularly  and  systematically  graded,  beginning  with  the  plain  and 
simple,  and  advancing  to  the  costly  and  intricate.  The  pupils  furnish  their  own 
materials. 

Students  in  this  department  are  thoroughly  instructed  in  all  manner  of  needle 
work,  and  in  cutting  and  fitting.  Those  pupils  who  complete  a  course  in  this 
department  receive  a  certificate  stating  the  same.  We  design  the  addition  of  such 
industries  as  will  afford  them  the  means  of  earning  an  honorable  and  competent 
livelihood.  We  are  planning  to  make  this  department  during  the  coming  session, 
a  greater  success  than  ever  before. 

Agricultural  and  Mechanical  Department. 

In  June,  1890,  this  department  was  organized. 

Professor  Hugh  Jamieson  was  elected  Superintendent  of  this  department.  An 
excellent  farm  of  over  one  hundred  acres  of  tillable  land  was  secured  and  is  now 
in  operation,  near  the  upper  suburbs  of  New  Orleans,  and  fronting  on  the  Mississippi 
river.  This  farm  has  been  stocked  with  teams  and  implements  necessary  for  the 
cultivation  of  the  various  agricultural  products  of  Louisana.  Dormitories  for  agri¬ 
cultural  students  and  a  room  for  class  exercises  have  been  erected  on  this  farm. 
*  *  *  The  pupils  are  taught  theoretical,  scientific  farming  in  classes,  and  the 
result  is  shown  in  the  practical  application  in  the  fields.  The  soil  is  analyzed  in  the 
chemical  laboratoi”  and  its  deficiencies  supplied. 

THE  MECHANICAL  DEPARTMENT. 

At  the  beginning  of  the  session,  students  were  enrolled  in  both  sections  of  the 
Agricultural  and  Mechanical  Department.  The  Mechanical  Building  has  been 
stocked  with  work  benches,  tools,  steam  engine  and  machinery,  where  pupils  are 
daily  taught  in  alternating  classes. 


698 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  two  sections  are  placed  under  competent  instructors,  and  students  are  taught 
scientific  agriculture,  horticulture,  and  the  mechanic  arts. 

Professor  William  Seymour,  a  practical  mechanic,  of  experience  and  reputation, 
has  been  elected  principal  of  the  mechanical  section. 

The  studies  embrace  both  the  theory  and  practice  of  mechanics.  The  pupils 
have  made  rapid  progress  in  the  handling  of  tools  and  in  the  character  of  the  work. 

All  colored,  residents  of  the  State  of  Louisiana,  of  both  sexes,  are 
entitled  to  admission  to  this  University,  on  passing  the  entrance 
examination,  free  of  all  charges. 

DEPARTMENTS. 

Tlie  school  is  divided  into  the  following  departments. 

I.  College  Department. 

II.  Normal  Department. 

III.  High  School  Department. 

IY.  Grammar  School  (Preparatory)  Department. 

V.  Girls  Industrial  Department. 

VI.  Agricultural,  and  Mechanical  Department. 

VII.  Department  of  Music. 

Graduation  in  this  University  depends  rather  on  the  Course  of 
Study  successfully  done,  than  on  the  time  given  to  the  course. 

In  both  the  “Classical”  and  the  “Scientific”  Courses  Drawing  is 
a  required  study  throughout  Freshman  year.  It  does  not  appear  in 
the  schedule  of  studies  in  classes  after  Freshman  year.  In  the  Agri¬ 
cultural  Department,  the  course  is  one  of  two  years.  In  the  Mechan¬ 
ical  Section,  the  course  is  one  of  three  years.  Any  pupil  of  the 
University  fourteen  years  of  age,  can  enter  this  department. 
Younger  pupils  may  be  entered  by  vote  of  the  Faculty.  In  the 
Girls’  Industrial  Department,  the  course  is  one  of  three  years.  In 
the  Music  Department,  the  course  is  one  of  five  years. 

The  total  number  of  Students  in  attendance  for  the  year  1892-93, 
was  623;  of  whom,  389,  were  girls;  and  234,  boys.  In  the  college,  only 
the  Freshman  class  was  represented;  and  by  3  members.  In  the 
Branch  School  at  the  Farm,  there  were  12  pupils;  6  boys,  and  6  girls. 
In  the  Industrial  Department,  there  were  184;  42,  in  the  Agricultural 
Section;  45,  in  the  Mechanical  Section;  and  97,  in  the  Girl’s  Indus¬ 
trial  Department. 

The  Faculty  of  the  University  numbers  Nine  Professors  and 
Instructors. 

H.  A.  Hill,  President  and  Professor  of  Mental  and  Moral  Philos¬ 
ophy. 

Lincoln  Institute,  Jefferson  City,  Missouri. 

This  institution,  which  is  designated  by  the  State  authorities  to 
receive  that  portion  of  the  National  appropriation  coming  to  Mis¬ 
souri,  which  is  available  for  the  training  of  colored  youth,  had  its 
origin  in  the  desire  of  certain  colored  soldiers  of  the  Union  at  the 


MISSOURI.  LINCOLN  INSTITUTE,  JEFFERSON  CITY.  699 

close  of  the  war  to  contribute  directly  to  the  educational  develop¬ 
ment  of  their  own  people.  Eventually  becoming  a  State  school  it 
has  received  liberal  appropriations  from  the  State. 

Although  unfortunately  no  late  catalogues  or  reports  are  accessi¬ 
ble  for  use  in  the  preparation  of  this  account,  it  has  nevertheless 
been  thought  desirable  that  it  should  not  be  wholly  omitted  in  this  ' 
resumd  of  the  educational  facilities  for  the  colored  youth  of  the 
country,  which  are  aided  by  the  General  Government;  and,  there¬ 
fore,  the  historical  statements  which  follow  are  condensed  from  the 
latest  catalogue  *  at  hand. 

Historical  Sketch. 

Lincoln  Institute  had  its  origin  in  a  fund  of  $6,379,  contributed  by  the  62nd  and 
65th  regiments  of  U.  S.  Colored  Infantry,  when  discharged  from  service  in  Jan¬ 
uary,  1866,  of  which  the  62nd  gave  $5,000.  The  only  condition  of  the  gift  was, 
that  a  school  be  established  in  Missouri  open  to  the  colored  people. 

The  Board  of  Trustees,  ten  in  number,  was  organized  on  June  25th  1865,  and  the 
school  was  opened  September  17.  1866  For  the  first  few  years  “the  school  was 
taught  in  rented  buildings,  and  had  many  obstacles  to  meet.” 

In  June,  1871,  the  present  Lincoln  Institute  building  was  completed.  It  is  a 
substantial  brick,  60x70  feet,  three  stories,  conveniently  arranged,  and  eligibly 
located  upon  a  prominent  hill,  just  outside  the  limits  of  Jefferson  City,  command¬ 
ing  a  view  of  a  large  part  of  it.  The  grounds  contain  twenty  acres. 

The  Legislature  of  1879  appropriated  $15,000  for  the  support  of  the  Institute. 

*  *  * 

Since  the  Institute  became  a  State  school,  the  Legislature  has  not  only  made 
large  appropriations  for  its  maintenance,  but  has  also  given  money  to  erect  a  dor¬ 
mitory  for  young  ladies,  to  purchase  scientific  apparatus,  to  make  additions  to  the 
library  and  repair  the  main  building. 

By  an  act  of  the  Thirty -fourth  General  Assembly,  a  college  and  a  college  prepara¬ 
tory  school  were  established  in  connection  with  the  Institute.  *  *  * 

By  an  act  of  the  Thirty-sixth  General  Assembly,  an  industrial  department  was 
established  in  connection  with  the  Institute. 

No  fees  of  any  kind  are  charged  in  the  Normal  Department. 
Pupils  pay  an  incidental  fee  of  fifty  cents  on  entering  the  Elemen¬ 
tary  Department  and  one  dollar  on  entering  either  the  Preparatory 
or  College  Department.  In  addition  to  the  main  building  there  are 
two  large  Dormitory  buildings  for  boarding  students.  Board  costs 
eight  dollars  and  a  half  a  month. 

The  catalogue  gives  a  total  of  208  students  for  the  year  1890-91. 

A  statistical  return  for  1893.  gives  a  total  of  264  students.  73  boys  in 
Agriculture  and  Mechanic  Arts,  and  117  boys  and  74  girls  in  other 
courses,  with  8  Professors  and  Instructors.  Inman  E.  Page,  A.  m. 
President. 

*  Twentieth  Annual  Catalogue  of  Lincoln  Institute,  Jefferson  City,  Mo.  1890- 
1891.  Jefferson  City,  Mo. :  Tribune  Printing  Company,  State  Printers  and  Binders. 
1891.  Pp.  30. 


700  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FUSE  ARTS. 


Agricultural  and  Mechanical  College  for  the  Colored 
Race.  Greensboro,  North  Carolina. 

This  new  institution  established  by  the  State  Legislature  in 
accordance  with  the  U.  S.  Law  of  1890  expected  to  take  possession  of 
the  College  Buildings  which  have  been  erected  in  Greensboro,  and  to 
begin  as  a  separate  and  independent  institution  early  in  November 
1893. 

The  President  states  in  his  report  to  the  U.  S.  Secretaries  of  the 
Interior  and  of  Agriculture,  that  the  main  building  for  the  new  col¬ 
lege  is  one  of  the  finest  public  buildings  of  the  State;  that  it  is  to 
be  heated  with  steam  and  is  completely  finished  and  furnished 
throughout  in  the  best  manner. 

Thus  far  this  school  has  been  conducted  as  an  Annex  to  Shaw 
University  in  Raleigh.  As  that  institution  has  no  Agricultural 
department  oranj-  facilities  for  teaching  Agriculture  practically  the 
A  &  M  students  have  taken  “  only  the  Mechanical  Course,  princi¬ 
pally  in  the  preparatory  department.” 

From  the  report  made  by  the  President  of  the  Shaw  University 
to  the  President  and  Trustees  of  the  A  &  M  College,  it  appears 
that  for  the  year  1892-93,  one  hundred  and  two  pupils  have 
attended  the  A  &  M  Annex  to  the  University  which  was  supported 
by  the  A  &  M  Authorities. 

The  Industrial  work  undertaken  on  several  lines,  had  in  view 
practical  teaching  of  processes  incident  to  the  demands  of  daily  life 
on  the  farm,  or  in  the  home.  In  blacksmithing,  for  instance,  the 
boys  are  taught  to  make  bolts;  to  turn  a  horse  shoe;  to  set  wagon 
tires,  etc.,  etc.,.  Seventeen  pupils  took  this  course.  In  carpentry 
twenty  pupils  were  kept  busy  in  repairing  and  completing  a  build¬ 
ing;  and,  later,  were  trained  in  shop  work.  In  short  to  teacli  the 
use  of  tools  and  the  every  day  arts  was  the  aim  of  the  practical 
instruction  given.  The  new  Machine  Shop  was  being  fitted  with 
the  necessary  engines  and  machines  and  the  pupils  were  employed  in 
this  work  of  setting  them  in  place,  and  were  then  taught  to  manage 
a  steam  boiler  and  engine,  and  to  use  all  kinds  of  wood  cutting  power 
machines;  also  to  use  engine  lathes  in  the  turning  of  metals,  etc., 

In  furniture  making,  twenty-seven  students  were  employed  under 
a  competent  instructor,  in  making  and  repairing  all  kinds  of  furni¬ 
ture  and  in  the  arts  of  painting  and  varnishing.  All  the  students 
attended  regular  classes  in  English  studies. 

There  are  fourteen  acres  of  land  attached  to  the  college  in  Greens¬ 
boro,  ten  acres  of  which  are  under  cultivation.  This  college  receives 
an  annual  income  of  more  than  six  thousand  dollars  under  the  U.  S. 
Land  Grant  Act  of  1890.  The  Faculty  number  seven  Professors 
and  Instructors.  J.  0.  Crosby,  ph.  d.  President. 


TEXAS.  NORMAL  SCHOOL  FOR  COLORED  TEACHERS.  701 


Prairie  View  State  Normal  School,  Hempstead,  Texas. 

The  act  establishing  this  school  as  a  State  “Normal  school  for  the 
preparation  and  training  of  colored  teachers”  became  a  law  April 
19th  1879.  The  school  has  been  supported  by  liberal  appropriations 
by  the  Legislature.  The  Normal  course  of  study  is  like  that  of 
other  normal  schools  with  the  exception  that  the  languages  are  not 
taught. 

The  course  of  instruction  has  been  enlarged  from  time  to  time  as 
needs  for  such  additions  arose  ;  special  attention  being  given  to  such 
training  as  would  tend  to  incline  the  pupils  eventually  to  undertake 
teaching.  In  addition  to  this  general  purpose  there  are  now  four 
“departments”  of  the  School,  namely:  “ Industrial,”  “Mechanical,” 
“Agricultural,”  and  “  Ladies  Industrial,”  in  which  the  endeavor  is 
made  to  fit  the  pupil  for  employment  in  the  higher  industrial  pur¬ 
suits.  The  “Industrial  Department”  is,  however,  “subordinate  to 
the  Normal  feature  of  the  school.” 

All  students  “  do  practical  work  from  one  to  two  hours  each  day. 

For  the  use  of  the  Mechanical  Department  a  work  shop,  70x30 
feet,  has  been  built  and  equipped  with  thirty-eight  separate  sets  of 
bench  tools,  three  turning  lathes,  etc.  An  engine  for  running  the 
machines  is  provided  and  a  forge  secured  for  giving  instruction  in 
blacksmithing. 

For  the  Agricultural  Department  the  school  has  2,225  acres  of 
land,  of  which  one  hundred  acres  are  cultivated  in  farm  and  garden; 
there  are,  also,  numerous  pastures  for  stock.  A  branch  of  the  U.  S. 
Experiment  Station  is  in  charge  of  this  Department. 

In  the  Ladies  Industrial  Department,  sewing,  cooking,  and  all 
kinds  of  house  work,  are  taught  by  special  teachers.  As  in  this 
department  the  chief  purpose  is  to  train  teachers,  “the  Industrial 
features  are  kept  subordinate  to  this  aim.” 

“One  student  from  each  senatorial  district  and  fifteen  from  the 
State  at  large  will  be  admitted.  These  students  will  be  maintained 
and  taught  free  of  charge.”  “All  students,  however,  pay  a  matric¬ 
ulation  fee  of  $5.00  and  a  medical  fee  of  $2.00.”  “Pay  students  are 
charged  for  board  $10.00  per  month  payable  in  advance.”  “No 
tuition  is  charged  any  one.”  All  have  the  use  of  text  books  without 
charge.  “No  person  under  sixteen  years  of  age  will  be  admitted.” 

The  above  statements  are  taken  from  the  latest  catalogue  at  hand.* 
This  shows  a  total  attendance  of  132,  for  the  year  1889-90,  52  of  whom 
were  girls.  Faculty  and  officers  numbered  9,  3  of  whom  were 
women. 

*  Annual  Catalogue  of  the  Prairie  View  State  Normal  School,  for  the  school  year 
1889-90,  with  announcements  for  school  sessions.  Beginning  September  4th,  1890. 
Hempstead,  Texas.  Houston,  Texas:  Dealy  &  Baker,  Printers  and  Binders,  1890. 
Pp.  25. 


702  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 

When  later  this  school  was  designated  to  receive  the  share  of  the 
income  from  the  Government  Grants  coming  to  the  colored  people, 
the  industrial  features  of  necessity  assumed  greater  importance. 

From  returns  made  to  U.  S.  Bureau  of  Education  for  the  year  end¬ 
ing  June  30th,  1893,  a  great  increase  in  the  teaching  force  is  shown; 
the  Faculty  numbering  19,  of  whom  2  were  women.  There  woro 
184  students,  of  whom  62  were  girls. 

L.  C.  Anderson,  Principal. 

West  Virginia  Colored  Institute,  Farm  P.  O.,  Kanawha 

County,  West  Va.* 

This  institution  for  the  training  of  colored  youth  was  the  direct 
outcome  of  the  passage  by  Congress  of  the  act  known  as  the  “Sup¬ 
plementary  Morrill  ”  Law  of  1890. 

The  Legislature  of  West  Virginia  by  the  act  of  1891,  incorporated 
this  Institute  and  appropriated  to  it,  from  the  national  appropria¬ 
tion  of  $18,000,  coming  to  the  State,  under  the  Law  just  referred  to, 
the  sum  of  $3,000;  the  remaining  sum  of  $15,000  was  given  to  the 
West  Virginia  University.  This  equitable  division  between  the 
white  and  colored  citizens  was  based  on  their  relative  ratio  of  num¬ 
bers  as  shown  by  the  census  of  population  of  school  age.  At  the  end 
of  five  years  it  was  provided  that  the  annual  sum  to  be  given  to  this 
Institute  be  increased  to  $5,000. 

The  Legislature  made  an  additional  appropriation  of  $10,000  for 
the  purchase  of  a  farm  and  erection  of  a  suitable  building.  Thirty 
acres  of  level  bottom  land  on  the  Great  Kanawha  river  about  eight 
miles  below  the  city  of  Charleston,  were  purchased  and  a  substantial 
three  story  brick  building  built ;  the  corner  stone  of  which  was  laid 
with  much  ceremony  October  11th  1891.  In  April  1892  the  com¬ 
pleted  building  was  accepted  by  the  Board  of  Regents  and  “  on  May 
3rd  the  Institute  was  formally  opened  in  the  presence  of  the  honor¬ 
able  “  Board  ”  and  an  audience  of  over  four  hundred.”  Twenty 
students  registered  the  first  term. 

At  their  next  session  the  Legislature  made  a  liberal  appropriation 
of  $14,000  for  the  equipment  of  the  school  and  necessary  improve¬ 
ments,  in  the  matter  of  fencing  and  farm  buildings.  The  machine 
shop  was  also  adequately  furnished  with  woodworking  machinery  at 
a  cost  of  $4,000,  and  a  blacksmith  shop  with  four  forges,  put  up.  A 
“well  chosen  library  of  500  volumes”  is  announced  as  open  to  the 
use  of  the  students. 

The  present  principal  J.  Edwin  Campbell,  ph.  b.,  was  chosen  by 
the  Board  and  took  charge  of  the  school  April  1st  1892. 

*  The  West  Virginia  Institute,  State  Agricultural,  Mechanical  and  Normal  Col¬ 
lege.  Incorporated  January,  1891.  Opened  May  3,  1892.  Charleston:  Moses  W. 
Donnally,  Public  Printer  1893.  Pp.  25. 


WEST  VIRGINIA  STATE  COLORED  INSTITUTE. 


703 


These  statements  have  been  compiled  from  the  Regents  Report 
for  1892. 

As  at  present  organized  three  courses  of  Instruction;  the  Agricul¬ 
tural,  the  Mechanical,  and  the  Normal,  are  provided.  These  courses 
are  each  of  three  years.  There  is  also  a  Preparatory  course  of  three 
years.  Drawing  is  taught  in  the  middle  year  of  the  Normal  course 
and  through  each  year  of  the  Academic  course.  A  course  in  Vocal 
Music  continues  through  all  the  years  of  the  Preparatory  and  Normal 
courses.  Drawing  is  taught  through  the  whole  of  the  Mechanic 
course,  with  special  reference  to  its  practical  applications.  The 
Wood  and  Iron  Work  courses  in  Manual  Training  run  through  four 
years  each.  There  is  also  a  printing  office  in  full  operation  with  a 
two  years’  course  in  type  setting  and  printing,  and  a  class  of  twelve 
girls  are  setting  type  and  publishing  “The  Owlet,”  the  Institute 
Journal.  Outside  orders  for  both  wood  work  and  job  printing  are 
taken,  and  filled  by  the  students. 

The  following  is  the  programme  of  the  Mechanical  and  Industrial 
courses,  which  are  under  direction  of  J.  M.  Canty,  Jr.,  Professor  of 
Mechanics,  who  has  also  charge  of  the  military  training  of  the 
students. 

MANUAL  TRAINING. 

Course  in  Carpentry. 

FIRST  YEAR.  MACHINE  WORK. 

[Term  7  Weeks.] 

First  Term. — Name,  proper  care  and  use  of  tools  and  machinery.  Adjustment 
of  tools  and  machinery. 

Second  Term.—  First  term’s  work  continued.  Wood  turning  and  machine  boring, 
circular  sawing,  work  on  emery  wheel,  jig  sawing. 

Third  Term. — Proper  care  and  use  of  tools,  and  wood  turning  continued,  planing, 
sharpening  planer  bits  and  knives  on  emery  wheel  and  grindstone,  filing  and  setting 
saws,  belt  cutting  and  lacing,  band  sawing,  work  on  shaper. 

Fourth  Term. — Planing  lumber  and  wood.  Turning  continued.  Band  sawing. 
Scroll  work  on  jig  and  band  saw.  Mortising.  Work  on  shaper. 

Fifth  Term. — Scroll  work  on  jig  and  band  saw  continued.  Planing.  Tongue 
and  grooving.  Beading  work  on  “universal  wood  worker,”  getting  out  molding 
and  picture  framing,  etc.  Belt  cutting  and  lacing,  mounting  and  speeding 
machinery.  Machine  carving.  Lecture  on  year’s  work. 

SECOND  YEAR— BENCH  WORK. 

[Term  7  Weeks.] 

First  Term. — Proper  care  and  use  of  tools,  planing,  joining,  squaring,  boring, 
dovetailing. 

Second  Term. — Miscellaneous. — Plumbing,  proper  care  of  boiler  and  engine,  pack¬ 
ing  steam  and  hand  pumps. 

Third  Term. — Miscellaneous. — Mixing  paints,  painting,  making  and  using  putty, 
making  and  using  glue,  preventing  and  warping  lumber,  preventing  cracking  of 
ends  of  lumber  in  kilns  and  dry  houses. 


704 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Fourth  Term. — Bench  Work  Rent med. — Pattern  making  for  scroll  work,  picture 
framing,  construction  from  sketch,  repair  work,  cabinet  work,  cutting  miters  with 
and  without  miter  box. 

Fifth  Term. — General  review  of  and  lectures  on  the  year’s  work,  awarding  prizes 
for  the  best  original  designs  of  scroll  work  and  framing  for  pictures  aud  machine 
carving,  outside  work. 

THIRD  YEAR. 

First  Term. — Outside  work  and  repairing,  cabinet  work,  picture  framing,  hand 
bead  and  reading.  Hand  molding  for  pictures,  frames,  etc. 

Second  Term. — First  term’s  work  continued.  Wood  work  for  wagons,  wheel¬ 
barrow  making. 

Third  Term. — Work  of  first  and  second  terms.  Buggy  and  cart  building. 

Fourth  Term. — This  term  will  be  given  wholly  to  wagon,  buggy  anti  cabinet  work. 

Fifth  Term. — Work  of  fourth  term  continued.  Review  of  the  year’s  work, 
strengthening  defective  points,  lectures. 

FOURTH  YEAR. 

First  Term. — Cabinet,  wagon,  and  buggy  work  continued  from  third  year,  hand 
carving. 

Second  Term. — Review  of  mounting  and  speeding  machinery  and  adjustment  of 
pulleys,  increasing  the  capacity  of  machines,  by  original  attachments,  to  do  other 
work  than  that  for  which  they  were  intended,  hand  carving. 

Third  Term. — Work  from  drawings,  outside  work,  cabinet  work,  repairing  fur¬ 
niture,  house  framing  from  drawings,  house  building,  estimates,  hand  carving. 

Fourth  Term. — House  building  and  framing  continued,  estimates,  hand  carving 
for  furniture. 

Fifth  Term. — Review  of  fourth  term’s  work.  Prizes  awarded  for  best  hand 
carving,  house  designs  and  estimates.  In  this  term  the  Senior  class  as  a  whole 
will  do  a  piece  of  work  as  a  representative  of  their  mechanical  skill,  lectures  on 
the  year’s  work. 

Course  in  Blacksmithing. 

FIRST  YEAR. 

[Term  7  Weeks.] 

First  Term. — Name,  proper  care  and  use  of  tools.  Instruction  in  setting  tune 
irons,  striking  and  building  fires  for  different  forging. 

Second  Term. — Proper  care  and  use  of  tools  continued,  regulating  the  blast  for 
iron  and  steel  welding,  etc. 

Third  Term. — Filing,  drilling,  emery  grinding,  use  of  cold  chisels,  proper  care  and 
use  of  tools,  properties  and  nature  of  metals. 

Fourth  Term.—  Third  term’s  work  continued,  thread  cutting,  grinding  on  emory 
wheel  drills,  chisels,  brick  punches  etc.,  etc. 

Fifth  Term. — Repetition  of  fourth  term’s  work,  use  of  anvil  tools  without  helper, 
lecture  covering  the  year’s  work. 


SECOND  YEAR. 

[Term  7  Weeks.] 

First  Term. — Use  of  anvil  tools  with  helper,  work*  from  wood  models,  dressing 
and  tempering  anvil  tools  etc.,  etc. 

Second  Term. — Work  of  first  term  continued,  dressing  and  tempering  drills, 
simple  repair  work,  welding  iron. 


WEST  VIRGINIA  STATE  COLORED  INSTITUTE. 


705 


Third  Term. — Making  drills,  cold  chisels,  punches,  callipers,  screw  drivers,  “S  ” 
wrenches,  etc.,  etc.,  simple  repairing,  welding  iron  and  steel. 

Fourth  Term. — Work  from  drawings,  welding  iron  and  steel,  jumps,  “V”  and 
scarf  welds,  setting  irons  to  wood,  putting  work  together. 

Fifth  Term. — Review  of  work  of  fourth  term,  welding  iron  and  steel  tires,  prin¬ 
ciples  of  dishing  wheels  and  setting  tires,  lecture  on  year’s  work. 

THIRD  YEAR. 

First  Term. — Horse  shoeing,  making  anvil  tools,  repairing  wagons  and  buggies, 
formula  for  tempering  solutions,  formula  for  welding  compounds. 

Second  Term. — Horse  shoeing  and  making  anvil  tools  continued,  forging  parts  for 
wagons,  special  attention  to  tempering. 

Third  Term. — Miscellaneous. — Hore  shoeing,  plumbing,  proper  care  of  boiler  and 
engine,  setting  and  speeding  machinery,  packing  hand  steam  pumps,  babbitting 
boxes. 

Fourth  Term. — Horse  shoeing,  wagon  and  buggy  ironing,  forging  anvil  and  bench 
tools,  dressing  mill  picks,  stone  cutter’s  tools,  facing  iron  hammers,  anvil  tools, 
etc.,  with  steel. 

Fifth  Term. — Horse-shoeing,  wagon  and  buggy  ironing,  dressing  mill  picks,  stone 
cutter’s  tools,  etc.,  continued  from  fourth  term.  Lectures  on  and  review  of  the 
year’s  work. 

FOURTH  YEAR. 

First  Term. — Making  mill  picks,  stone  cuttei-’s  tools,  mattocks,  hoes,  clajv  ham¬ 
mers,  picks,  wheelbarrow  wheels  (all  iron),  iron  fencing,  etc. 

Second  Term. — First  term’s  work  continued,  making  knives  for  planers,  machine 
bits  for  molding,  and  beading  carver’s  tools  for  hand  and  machine. 

Third  Term. — Review  of  first  and  second  terms’  work :  Forging  parts  for 
machinery,  repairing  machinery,  splicing  iron,  steel  and  cast-irons,  making 
invisible  seams. 

Fourth  Term. — Brazing  band  saws,  etc.,  soldering,  plating  and  review  of  babbit¬ 
ting. 

Fifth  Term. — In  this  term  the  seniors,  as  a  class,  will  construct  a  piece  of  work, 
selected  by  the  Professor  of  Mechanics,  which  will  show  their  mechanical  skill. 

The  senior  class,  individually,  will  do  original  work  of  their  own  selection  and 
design.  A  prize  will  be  awarded  the  students  of  this  class  for  excellence. 

Course  in  Printing. 

FIRST  YEAR. 

Type  setting  and  distribution,  study  and  use  of  treadle  presses,  correcting  proof. 

SECOND  YEAR. 

Type  setting  and  distributing,  making  up  of  forms,  proof  reading,  use  of  presses. 

The  young  ladies  in  this  department  are  already  doing  job  work  and  publish  each 
month  an  excellent  little  journal,  The  Owlet,  devoted  to  the  interests  of  the  Institute. 

Drawing. 

i  ' 

FIRST  YEAR  IN  ACADEMIC  DEPARTMENT. 

[Term  7  Weeks.] 

First  Term. — Drawing  (pencil)  from  plain  geometric  models. 

Second  Term. — Work  of  first  term  continued,  with  models  united  into  other 
forms,  etc. 

ART — VOL  4- 


45 


706  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Third  Term. — Second  term's  work  continued. 

Fourth  Term. — Drawing  from  casts,  sketching  simple  studies  from  nature. 
Fifth  Term. — Work  of  previous  term  continued. 

SECOND  YEAR. 

First  Term. — Previous  term  continued,  mechanical  drawing  in  class  room. 
Work  continued  through  the  year 

THIRD  YEAR. 


Original  designing  for  the  shops. 

Note — The  third  year,  work  in  crayon,  and  pastel  portraiture  may  be  taken  at 
option.;  stump  work  occupying  the  entire  first  term. 

Tuition  is  free,  except  a  matriculation  fee  of  one  dollar  each  term. 

Board  is  not  more  than  seven  dollars  per  month. 

The  list  of  students  shows  an  attendance  of  40,  39  in  the  Prepar¬ 
atory  Department  and  1  in  the  Academic;  24  take  the  “Agricultural 
and  Mechanical”  courses  and  30  the  “Normal  and  Industrial,”  17 
names  being  repeated  as  in  both  divisions.  From  the  list  of  names 
the  sexes  seem  about  equal  in  number,  with  apparently  a  slight  excess 
of  boys,  but  this  is  uncertain  as  some  of  the  first  names  give  no  clue 
to  the  sex  of  their  bearers.  The  teaching  force  numbers  seven;  six 
Professors  and  Instructors  and  one  Practical  Farmer.  J.  Edwin 
Campbell,  ph.  b.,  Principal  and  Professor  of  Mathematics. 


APPENDICES. 


707 


APPENDICES. 


GENERAL  INTRODUCTION. 

The  present  volume  of  this  Report  being  given  to  accounts  of  the 
Institutions  of  Technical  Training  in  the  United  States,  including 
the  Mechanical  and  Technical  Departments  of  the  National  Land 
Grant  Colleges  of  Agriculture  and  the  Mechanic  Arts,  the  Appen¬ 
dices  which  here  follow  are  composed  of  papers  relating  more  or  less 
directly  to  these  several  classes  of  institutions. 

As  each  Appendix,  and  often  each  paper,  is  accompanied  by  a  few 
explanatory  words  of  introduction,  only  a  brief  summary  of  the 
several  appendices  seems  here  desirable. 

These  appendices  begin  with  Appendix  “X, ’’which  is  entitled 
“  Technical  Education  in  the  United  States  with  instances  of  similar 
efforts  in  European  countries ;”  and  comprises,  first :  The  addresses 
delivered  on  the  occasion  of  the  opening,  in  1883,  of  the  high  class 
mechanical  school,  then  known  as  “  The  Terre  Haute  School  of  Indus¬ 
trial  Science,”  later  renamed  “  The  Rose  Polytechnic  Institute,”  which 
is  the  second,  in  date  of  its  opening,  among  such  schools  in  the  United 
States  ;  the  first  having  been  “  The  Worcester  County  Free  Institute 
of  Industrial  Science”  founded  by  John  Boynton,  in  18G5,  and  opened 
in  1868;  now  known  as  “  The  Worcester  Polytechnic  Institute,”  situ¬ 
ated  at  Worcester,  Massachusetts. 

The  Terre  Haute  school — endowed  by  the  single  public  spiidted 
citizen,  Chauncey  Rose,  whose  name  it  now  commemorates — was 
the  direct  outcome  and  result  of  the  success  of  the  Pioneer  school  of 
this  class  in  America,  just  referred  to. 

The  directors  of  the  new  institution  had  wisely  secured  to  launch 
their  new  enterprise,  the  aid  of  the  man  who  had  achieved  distin¬ 
guished  success  in  the  management  of  the  Worcester  school. 

President  Thompson,  took  for  the  subject  of  his  Inaugural  Address 
“The  Modern  Polytechnic  School.”  A  topic  which  he  was  pecu¬ 
liarly  fitted  to  develop  owing  to  his  long  experience  as  Director  of 
the  Worcester  School,  supplemented  by  two  journeys  of  observation 
in  Europe,  undertaken  by  him  for  the  express  purpose  of  investi¬ 
gating  institutions  of  Technical  Education.  This  important  contri¬ 
bution  to  the  literature  of  the  Modern  Educational  Movement  is 
given  in  full.  For  the  account  of  the  Institution  so  admirably 
inaugurated  and  of  the  cutting  short  of  President  Thompson’s  bril¬ 
liant  career,  in  the  very  fullness  of  his  powers,  by  his  sudden  decease 
in  March,  1885,  the  reader  is  referred  to  page  184,  et  seq.,  of  this 
volume. 

Dr.  Thompson,  was  followed  in  the  presidency  of  the  Worcester 
school,  by  Dr.  H.  T.  Fuller,  parts  of  whose  Inaugural  Address,  deliv¬ 
ered  June  28th,  1883,  and  entitled  “  The  Present  Place  and  Work  of 

709 


710  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

Technical  Schools,”  are  given  as  the  final  paper  of  this  Appendix. 
This  address  gives  a  concise  statement  of  the  origin,  progress  and 
present  status  of  Institutions  of  Technical  Industrial  Training  on 
the  Continent  of  Europe. 

The  inter  relations  between  the  Rose  and  Worcester  Polytechnic 
Schools,  have  been  again  illustrated  by  the  calling,  in  1894,  of  Pro¬ 
fessor  Mendenhall — who  followed  the  lamented  President  Thomp¬ 
son,  as  President  of  “The  Rose  Polytechnic,”  and  who  was  called 
from  there  to  Washington  to  preside  over  the  U.  S.  Coast  and  Geo¬ 
detic  Survey — to  assume  the  Presidency  of  The  Worcester  Polytech¬ 
nic  Institute. 

Appendix  “Y”,  consists  of  an  account  of  an  interesting  experi¬ 
ment  of  a  special  technical  school  undertaken  by  the  officials  of  the 
Baltimore  and  Ohio  Railroad  Company  in  connection  with  their 
shops  at  the  Mt.  Clare  station,  near  the  city  of  Baltimore,  Maryland. 

This  school,  owing  to  changes  in  the  directory  of  the  company,  was 
so  soon  abandoned  that  it  would  hardly  have  here  received  more  than 
a  brief  mention  were  it  not  for  the  very  valuable  “Report”  on  the 
whole  subject  of  “Technical  Industrial  Education,”  made  under  the 
direction  of  the  late  Dr.  W.  T.  Barnard,  assistant  to  President  Gar¬ 
rett,  which  is,  in  itself,  a  valuable  contribution  to  the  literature  of 
this  modern  movement  in  education,  and  as  such,  is  here  inserted. 

Appendix  “Z, ”  comprises  “Papers  relating  to  the  U.  S.  Colleges 
of  Agriculture  and  the  Mechanic  Arts.”  These  include,  first:  Copies 
of  the  three  Laws  of  the  United  States  conveying  grants  to  these 
institutions;  popularly  known  as  “The  Morrill  Act  of  1862,”  “The 
Hatch  Act  of  1888,”  and  “The  supplementary  Morrill  Act  of  1890.” 
The  second  paper  consists  of  very  interesting  historical  statements 
showing  the  active  part  taken  by  the  late  Dr.  Amos  Brown,  of  New 
York  State,  and  the  late  Dr.  Evan  Pugh,  of  Pennsylvania,  in  aiding 
the  passage  of  the  first  of  the  just  mentioned  U.  S.  Land  Grant 
Laws  in  favor  of  the  new  education. 

An  interesting  paper  follows,  on  “Agricultural  Education  in 
Bavaria,”  by  Professor  R.  B.  Warder. 

Then  comes  the  address,  giving  a  clear  setting  forth  of  the  char¬ 
acter  and  purpose  of  this  new  movement  in  education,  with  which 
Professor  Hamilton  dignified  the  opening,  in  1886,  of  the  new 
Mechanical  Department  Building  of  the  Pennsylvania  State  College. 

This  Appendix  is  closed  by  the  farewell  address  by  Bishop  Hay- 
good,  delivered  in  1890,  at  the  commencement  of  Claflin  University, 
at  Orangeburg,  South  Carolina.  In  this  address  the  Bishop  opens 
up  the  whole  subject  of  Technical  Industrial  Training  in  its  relation 
to  the  colored  youth  in  the  United  States. 

Appendix  “A. A.,”  comprises  “  Papers  relating  to  Technical  Edu¬ 
cation  in  England  ”  and  consists  of  addresses,  and  articles  from  the 
Press,  which  illustrate  the  active  and  intelligent  interest  taken  by  the 
ruling  authorities  of  Great  Britain,  in  every  phase  of  the  industrial 
development  of  the  people.  These  papers  include  among  others, 
reports  of  addresses  by  President  Dawson,  by  the  Lord  Chancellor 
and  by  the  Prince  of  Wales. 

Appendix  “B.B.,”  comprises  “Papers  Relating  to  Technical  Art 
Training  in  England.”  These  include  a  leader  from  the  Times,  on 
the  address  by  Lord  Hartington;  an  article  from  the  Westminster 
Review,  showing  the  need  of  Technical  Training  in  England,  in  view 
of  the  trade  competition  of  Continental  Europe;  also,  an  address  by 
Professor  Huxley. 


APPENDIX  X 


PAPERS  RELATING  TO  TECHNICAL  EDUCATION  IN  THE  UNITED 
STATES ;  WITH  INSTANCES  OF  SIMILAR  EFFORTS  IN 
EUROPEAN  COUNTRIES. 


I.  Introduction. 

II.  Inaugural  exercises,  with  report  of  various  addresses,  delivered  at  the  formal 
opening  of  Rose  Polytechnic  Institute,  Terre  Haute,  Indiana,  in  1883. 

III.  Inaugural  Address  by  President  C.  O.  Thompson,  entitled  :  “Rose  Polytech¬ 
nic  Institute  and  The  Modern  Polytechnic  School.” 

IV.  Inaugural  Address  by  President  Homer  T.  Fuller,  Ph.  D.,  Worcester  Free 
Institute,  Worcester,  Massachusetts,  in  1883. 


711 


APPENDIX  X. 


TECHNICAL  EDUCATION  IN  THE  UNITED  STATES;  WITH  INSTANCES 
OF  SIMILAR  EFFORTS  IN  EUROPEAN  COUNTRIES. 

I. 

Introduction. 

One  of  the  earliest  established  and  most  important  of  the  new 
Schools  of  Science,  is  that  of  the  Rose  Polytechnic  Institute,  founded 
at  Terre  Haute,  Indiana,  by  the  munificence  of  the  late  Chauncey 
Rose,  who  organized  the  Board  of  Trustees  and  witnessed  the  laying 
the  corner  stone  of  the  edifice ;  but  whose  death  preceded  by  some 
years  the  actual  opening  of  the  Institute,  which  took  place  March 
7th,  1883. 

President  Charles  O.  Thompson,  who  had  for  many  years  success¬ 
fully  presided  over  The  Worcester  Free  Institute  of  Science,  was 
early  selected  as  President  of  the  new  Institution,  and  visited  Europe 
in  its  interest,  to  see  what  were  the  latest  methods  adopted  in  Euro¬ 
pean  schools  of  a  similar  character ;  with  the  purpose  of  securing 
for  the  new  school  of  which  he  was  to  have  charge,  whatever  was 
most  desirable  in  apparatus  or  methods. 

In  the  extracts  from  his  inaugural  address  on  “  The  Modern  Poly¬ 
technic  School,”  it  will  be  observed  that  President  Thompson  begins 
with  a  clear  definition  of  what  Technology  is,  and  with  a  philo¬ 
sophical  statement  of  its  origin  and  its  province. 

In  doing  this  he  happily  discriminates  between,  and  defines,  the 
other  forms  of  artistic  and  mechanical  industrial  education,  gener¬ 
ally  somewhat  confusedly  grouped  under  the  comprehensive  term 
of  “  Technical  Training,” — he  then  gives  a  brief  outline  of  what  a 
School  of  Technology  proper  should  teach,  and,  by  instituting  com¬ 
parisons  between  the  Worcester  methods  and  those  of  the  leading 
European  schools,  makes  a  very  clear  exposition  of  the  principles 
in  accordance  with  which  the  Rose  Polytechnic  Institute  is  to  be 
developed. 

President  Thompson  calls  attention  to  the  impressive  fact  that 
most  of  the  notable  institutions  of  this  class  have  been  founded  by 
private  generosity ;  this,  as  we  have  previously  noted,  has  also  been  the 
case  with  many  of  the  classical  universities  and  colleges. 

When  President  Thompson  left  Worcester,  Dr.  Homer  T.  Fuller, 
was  called  to  succeed  him.  The  following  extracts  from  Dr.  Fuller’s 
inaugural  address,  delivered  June  28th,  1883,  give  a  succinct  history 
of  the  founding  of  technical  schools  abroad;  with  very  interesting 
comparisons  of  their  rapid  development  as  observed  by  him  in  his 
two  visits,  made  three  years  apart. 


713 


714  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


II. 

Addresses  delivered  on  the  occasion  of  the  opening  of 
The  Rose  Polytechnic  Institute*,  March  7th,  1883. 

Tlie  formal  public  opening  of  The  Rose  Polytechnic  Institute,  at 
Terre  Haute,  Indiana,  was  a  notable  event ;  memorable  not  only 
because  it  was  the  inauguration  of  the  second  school  of  its  class  in 
the  United  States,  and  in  thus  receiving  the  approval  of  the  dis¬ 
tinguished  educators  who  had  assembled  to  do  honor  to  the  occasion, 
gave  evidence  that  the  pioneer  school  in  Worcester,  Massachusetts, 
opened  in  1808,  had  demonstrated  the  value  of  the  combination  of  an 
engineering  school  and  a  practical  workshop,  which  is  the  peculiar 
feature  of  this  class  of  educational  institutions ;  but,  also,  because, 
in  his  Inaugural  Address,  President  Thompson,  the  inventor  of  this 
form  of  school,  gave  an  historical  survey  of  the  rise  and  progress 
of  Technological  Education,  with  an  analysis  of  the  methods  adopted 
by  him  in  his  first  experiment,  the  Worcester  School,  and  indicated 
the  modification  of  the  Worcester  plan  which  he  sought  to  introduce 
in  the  Rose  Polytechnic  Institute. 

When  it  is  recalled  that  Dr.  Thompson,  before  he  began  at  Wor¬ 
cester.  had  made  a  careful  personal  investigation  of  the  leading 
schools  of  Science  and  Technology  in  America  and  Europe ;  and, 
again,  subsequent  to  his  years  of  experience  in  Worcester,  had  made 
a  similar  tour  of  inspection  at  home  and  abroad,  in  preparation  for 
the  establishment  of  this  new  Institute  which  he  had  been  called  to 
create,  the  permanent  value  of  such  a  deliberate  exposition  of  these 
methods  of  technical  Training  can  hardly  be  questioned.  The 
address  of  the  late  President  Thompson,  is,  therefore,  here  given  in 
full.  Some  twenty-nine  pages  of  the  memorial  pamphlet  which  con¬ 
tains  this  address,  are  given  to  the  addresses  which  preceded  it, — 
in  which,  touching  tributes  are  paid  to  the  late  Chauncey  Rose,  the 
Founder  of  the  Institute,  and  a  cordial  and  appreciative  welcome 
is  extended  to  President  Thompson.  Extracts  from  these  addresses 
are  given.  The  account  of  the  Institute  itself  will  be  found  on  pages 
194-201  of  this  volume. 

Inaugural  Exercises. 

Arrangements  for  the  inauguration  were  made  by  Gen.  Charles  Cruft  and  Messrs. 
William  Mack  and  Robert  8.  Cox,  a  committee  appointed  for  the  purpose.  On 
Wednesday,  March  7tli,  1883,  at  10  o'clock  A.  M.,  the  ceremonies  were  held,  in  the 
chapel  of  the  Institute,  in  the  presence  of  one  of  the  largest  audiences  ever  assem¬ 
bled  in  the  city  of  Terre  Haute.  The  stage  and  auditorium  of  the  chapel  were 
crowded  to  overflowing,  and  a  multitude  filled  the  halls  and  corridors  of  the 
academic  building.  The  stage  and  the  speakers’  stand  were  beautifully  decorated 
with  flowers  and  potted  plants,  contributed  by  Mrs.  Sarah  A.  Heminway,  a  cousin 
of  Mr.  Rose,  and.  for  many  of  the  declining  years  of  his  life,  the  head  of  his  family. 
On  the  President’s  table  an  exquisite  floral  ornament  represented  the  taste  and 
liberality  of  Mr.  Firmin  Nippert,  and  at  the  extreme  right  of  the  platform,  a  fine 
India  ink  portrait  of  Mr.  Rose,  executed  by  Brady,  of  New  York,  was  wreathed  with 
garlands  of  smilax. 

The  stage  was  occupied  by  the  Board  of  Managers,  the  Faculty  of  the  Institute, 
the  speakers  of  the  day,  a  number  of  the  leading  educators  of  the  State,  and  many 


*  Rose  Polytechnic  Institute.  Addresses  of  Inauguration  and  Dedication,  with 
memorial  notices,  a  historical  introduction,  and  First  Annual  Catalogue.  Terre 
Haute,  Ind :  G.  W.  Broun,  Printer  and  binder,  1883,  Pp.  84. 


INAUGURAL  EXERCISES:  ROSE  POLYTECHNIC  INSTITUTE.  715 


prominent  citizens  of  Indiana  and  other  States.  Among  them  were  Hon.  R.  W. 
Thompson,  LL.D.,  and  Gen.  John  Eaton,  United  States  Commissioner  of  Educa¬ 
tion,  who  were  the  invited  speakers;  Prof.  John  M.  Bloss,  Superintendent  of  Public 
Instruction  ;  Hons.  George  I.  Reed,  Murray  Briggs.  Joseph  Gilbert,  and  Barnabas 
C.  Hobbs,  LL.D.,  of  the  State  Normal  School  Board President  Lemuel  Moss,  of 
the  State  University;  President  Emerson  E.  White,  of  Purdue  University;  Mayor 
Jas.  B.  Lyne,  of, Terre  Haute;  Hon.  John  E.  Lamb,  M.  C. ;  Monsieur  Louis  Genis, 
Ing.  Civ.,  and  Eleve  of  the  Royal  Polytechnic  School  of  Belgium  ;  John  R.  Elder, 
of  Indianapolis,  formerly  one  of  the  Normal  Trustees ;  President  George  P.  Brown 
and  Prof.  E.  F.  Brown,  of  the  Normal  Faculty;  Superintendent  Wiley,  Prof. 
Byers  and  Prof.  Donaldson,  of  the  city  school  staff ;  R.  A.  Morris  and  J.  W.  Lan¬ 
drum.  City  School  Trustees;  John  F.  Roedel,  John  DeBaun,  and  John  Wilson, 
County  Commissioners ;  Hon.  W.  R.  McKeen,  and  Prof.  J.  H.  Cooper,  Superintend¬ 
ent  of  the  Evansville  Public  Schools. 

Promptly  at  the  appointed  hour,  President  Josephus  Collett,  of  the  Board  of  Mana¬ 
gers,  who  presided  on  the  occasion,  called  the  assemblage  to  order,  and  the  exercises 
began  with  music  by  Prof.  Breinig’s  orchestra,  after  which  prayer  was  offered  by 
Rev.  C.  Pitman  Croft,  Pastor  of  the  First  Congregational  Church  : 

******* 

Address  by  IIon.  R.  W.  Thompson. 

The  President  then  introduced  Hon.  R.  W.  Thompson,  who  delivered  the  follow¬ 
ing  address ; 

****** 

This  institution  is  destined  to  fill  a  place  hitherto  unoccupied  in  this  State  and  in 
the  West.  It  should  be  viewed,  therefore,  with  especial  favor  and  pride  by  the  citi¬ 
zens  of  this  city,  not  only  because  it  will  become  the  central  point  from  which  valuable 
educational  influences  are  expected  to  radiate,  but  because  it  had  its  origin  in  the 
mind  of  one  of  our  most  eminent  citizens,  and  is  so  endowed  by  his  magnificent  lib¬ 
erality  as  to  insure  its  complete  success.  We  can  not  do  too  much  honor  to  the 
memory  of  a  man  who,  with  unsurpassed  liberality,  rounded  off  a  long  life  of 
assiduous  industry  by  devoting  his  wealth  to  this  and  other  benevolent  enterprises, 
calculated  to  benefit  society,  alleviate  suffering,  and  give  fresh  impulse  to  ennobling 
thoughts. 

******* 

There  is,  therefore,  no  antagonism  or  room  for  it,  between  existing  educational 
institutions  and  a  polytechnic  school  like  this.  They  belong  to  the  same  family, 
draw  inspiration  from  the  same  fountain,  and  should  dwell  together  in  concord 
around  the  same  altar.  They  are  twin  sisters.  Technology  does  not  repudiate  the 
abstract  sciences.  On  the  contrary,  it  recognizes  their  demonstrations  and  applies 
their  truths.  It  takes  them  up  at  the  point  where  they  have  reached  their  highest 
theoretical  development,  and  causes  them  to  serve  practical  and  indispensable 
uses — to  the  production  of  results  which  would  otherwise  remain  unknown.  It  is 
such  an  auxiliary  as  the  abstract  sciences  should  seek  after,  so  that,  neither  repel¬ 
ling  the  other,  the  two  should  constitute  a  harmonious  whole.  And  it  is  because 
this  feature  in  our  system  of  education  will  be  exhibited  in  the  progress  of  this 
institution,  that  it  commends  itself,  in  an  eminent  degree,  to  the  public  approbation. 
The  public  need  the  existence  of  such  a  school,  and  are  to  be  congratulated  upon  its 
establishment  under  existing  auspices.  In  view  of  its  origin,  its  location,  the  char¬ 
acter  of  our  people,  the  sagacity  of  its  managei's,  and  the  eminent  fitness  of  its 
faculty,  I  may  be  allowed  to  say,  as  we  sometimes  do  of  individuals,  that  it  is  the 
right  school  in  the  right  place. 

WHAT  POLYTECHNIC  SCHOOLS  HAVE  EFFECTED  IN  EUROPE. 

Why  may  we  not  assure  to  ourselves  the  advantages  which  others  have  enjoyed 
from  technological  teaching  in  polytechnic  schools?  France,  under  whose  national 
auspices  they  were  first  established,  less  than  a  century  ago,  with  a  view  chiefly  to  the 
education  of  civil  and  military  engineers,  has  been  greatly  benefitted  by  them.  They 
have  enabled  her  engineers  to  occupy  positions  in  the  front  rank  among  the  most 
distinguished  in  the  world.  These,  by  thorough  explorations,  have  succeeded  in 
mapping  out  with  great  particularity,  all  her  material  and  natural  resources.  By 
this  means,  and  by  the  scientific  classification  of  her  soils,  and  her  mineral  and 
vegetable  products,  she  has  been  enabled  to  imderstand  the  nature  and  extent  of 
her  own  resources,  and  to  shape  her  policies  and  industries  so  as  to  develop  them  to 
the  utmost.  Her  wonderful  success  in  this  is  seen  in  the  facts  that  wealth  and  the 
means  of  subsistence  are  more  equally  distributed  in  France  than  in  any  other  Euro- 


716 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


pean  state,  and  that  almost  every  foot  of  earth  is  made  to  contribute  to  the  prosper¬ 
ity  of  a  people  to  whom  emigration  is  not  necessary,  as  in  neighboring  nations,  in 
order  to  better  their  material  condition. 

Our  natural  resources  are  many  hundred  fold  in  excess  of  those  of  France.  One 
only  of  our  states,  out  of  thirty-eight,  contains  70,000  square  miles  more  of  territory, 
and  our  whole  area  is  more  than  seventeen  times  greater.  There  is  not  a  single  nat¬ 
ural  product  to  be  found  within  the  degrees  of  latitude  that  mark  our  extent  which 
we  do  not  possess.  They  are  scattered  about  in  every  direction  in  rich  profusion — 
here,  there,  and  everywhere.  Already  has  their  development  astonished  the  world, 
and  ourselves  also ;  and  what  we  shall  need  in  the  future  is  to  see  that  nothing  shall 
occur  to  arrest  or  check  it,  but,  on  the  contrary,  that  everything  shall  be  done  to 
accelerate  its  progress. 

We  have  occupations  enough  for  all — fields  of  adventure  and  enterprise  widening 
out  every  day — inducements  for  the  employment  of  our  best  energies  and  our  most 
ennobling  faculties.  Our  whole  population  is  thirsting  for  knowedge,  in  all  the 
varieties  of  its  forms.  They  read  more  books,  and  magazines,  and  newspapers,  than 
any  other  people.  These  great  educators  are  tireless  in  the  work  of  enlightenment, 
and  he  who  does  not  learn  someting  every  day  may  well  exclaim,  like  the  Roman 
Emperor,  “ perdidi  diem — ”  I  have  lost  a  day  !  Our  young  men  are  standing  ready, 
with  the  courage  of  veteran  soldiers,  panting  to  leap  to  the  front  whensoever  any 
adversary  to  our  progress,  material  or  intellectual,  shall  appear.  They  have  the 
right  to  demand  that  those  of  us  who  are  passing  away,  and  whose  places  they  will 
soon  fill,  that  we  shall  not  withhold  from  them  the  proper  weapons  with  which  to 
carry  on  the  battle  of  life — a  battle  that  will  require  all  the  courage  and  fortitude 
they  can  command. 

Among  the  weapons  for  this  conflict  none  are  so  effective  in  the  production  of  good 
results  as  enlightened  intelligence,  which  enables  its  possessor  to  appreciate  the 
character  and  importance  of  passing  events,  and  to  derive  wisdom  from  their 
teachings. 

It  was  thus  that  the  founder  of  this  institution  reasoned  in  his  lifetime.  He  was 
anxious  that  the  young  men  of  this  state,  and  especially  those  of  this  vicinity, 
should  not  fall  behind  in  any  sphere  of  duty  to  which  they  might  be  called.  And, 
desiring  them  to  perform  their  share  in  the  great  work  of  the  future,  he  established 
this  school  as  the  means  of  enabling  them  to  do  it  manfully  and  well.  It  is  a  gift 
to  the  country,  and  a  legacy  to  them,  worth  more  than  gold.  It  is  a  priceless  inher¬ 
itance.  Who  can  measure  the  extent  of  the  good  it  is  destined  to  accomplish  ?  Who 
can  tell  what  shall  be  the  extent  of  its  contributions  towards  such  a  material  devel¬ 
opment  of  this  country  as  shall  compare  with  that  produced,  by  like  means,  in 
France?  We  know  now  that  its  first  steps  are  well  taken,  and  in  the  right  dix-ection 
towards  complete  success  ;  and  the  character  and  qualities  of  those  who  manage  its 
affairs,  give  the  best  assurance  that  this  success  will  be  won.  Then,  if  it  shall  be 
allowed  by  Providence  that  the  spirit  of  its  generous  founder  shall  look  back  upon 
the  scenes  of  this  life,  his  immortal  soul  will  exult  at  the  thought  that  his  methods 
of  diffusing  beneficent  influences  amongst  men  were  well  conceived,  and  have  been 
faithfully  executed. 


Memorial  Notice  of  Chauncey  Rose. 

It  is  appropriate  to  this  occasion  that  I  add  a  few  words  with  special  inference  to 
Chauncey  Rose,  without  whose  generous-hearted  liberality  these  ceremonies  could 
not  have  transpired.  Like  a  few  others  in  this  audience,  my  personal  intercourse 
with  him  embraced  a  period  of  more  than  the  third  of  a  century.  During  this 
time  I  had  many  opportunities  to  observe  his  leading  characteristics,  and  to  become 
familiar  with  the  structure  of  his  mind  and  the  tendency  of  his  thoughts.  He  was 
emphatically  self-made,  and  owed  nothing  to  the  mere  adventitious  circumstances 
of  life.  Having  commenced  life  without  the  favors  of  fortune,  one  of  the  first 
lessons  he  learned  was  self-reliance,  from  which  grew  that  indomitable  courage 
which  constituted  one  of  the  most  conspicuous  elements  of  his  character.  His 
character,  therefore,  was  his  own  creation,  and  was  well  and  symmetrically  built 
up.  It  was  moulded  in  an  important  degree  by  the  incidents  of  a  frontier  life  with 
which  he  participated.  He  became  a  citizen  of  this  country  about  two  years  after 
the  state  constitution  was  formed,  and  the  year  in  which  this  city  was  selected  as 
the  county  seat.  The  population,  at  that  time,  was  very  small,  and  I  know  of  but 
two  now  living  in  Teri'e  Haute  who  were  then  here.  The  fact  that  he  sought  the 
adventure  of  a  country  entirely  new,  and  was  willing  to  contend  against  its  hard¬ 
ships,  which  were  numerous  and  scarcely  conceived  of  by  the  present  population,  was 
proof  that  he  was  courageous.  He  had  many  occasions,  in  the  course  of  a  long 
life,  to  exhibit  this  quality,  and  I  am  quite  sure  that,  upon  none  of  them,  was  he 
ever  known  to  fall  below  its  requirements.  I  do  not  mean  mere  animal  courage, 


ADDRESS  BY  HON.  R.  W.  THOMPSON. 


717 


but  that  of  a  higher  and  nobler  type — such  as  is  the  product  of  honest  and  intelli¬ 
gent  convictions.  This  may  be  justly  said  to  have  been  the  base  upon  which  the 
whole  structure  of  his  character  was  built,  and  it  enabled  him,  upon  all  occasions 
of  business  or  social  intercourse,  to  impress  his  thoughts  and  opinions  upon  others. 
It  was  impossible  not  to  see  that  he  believed  and  meant  what  he  said,  and  that  his 
whole  conduct  was  the  result  of  honest  conviction.  This  was,  undoubtedly,  the 
case  with  him,  so  conspicuously  and  to  such  a  degree,  that  even  those  who  did  not 
agree  with  him,  were  ready  to  concede  that  whatsoever  opinions  he  expressed  were 
honestly  entertained.  And  thus  it  was  that  he  acquired  a  reputation  for  integrity 
upon  which  no  aspersions  were  ever  cast. 

In  his  business  transactions  he  always  displayed  great  sagacity,  and  was  scrupu¬ 
lously  exact.  His  mind  was  well  balanced,  and  his  judgment  generally  accurate, 
both  as  regarded  men  and  things.  He  read  a  good  deal,  and  was  a  careful  observer 
of  passing  events,  which  he  analyzed  with  great  thoroughness.  He  was,  therefore, 
among  the  earliest  of  those  who  foresaw  the  growth  and  prosperity  of  this  city  and 
county,  and,  indeed,  of  the  state. 

******* 

He  acquired  the  reputation  of  being  what  is  popularly  called  a  “  railroad  king,” 
and  if  to  have  been  one  of  the  foremost  and  most  conspicuous  among  the  pioneer 
advocates  of  that  kind  of  improvement  entitled  him  to  be  so  known,  the  title  was 
properly  given  him. 

*  *  *  *  *  *  * 

He  took  deep  interest  in  the  cause  of  education  generally.  But  that  kind  of 
education  most  suitable  for  young  men  of  genius,  talents  and  enterprise,  and  which 
should  fit  them  for  the  highest  spheres  of  practical  life,  was,  with  him,  a  favorite 
topic  of  thought  and  conversation.  His  leading  idea  was  that  a  system  should  be 
provided  that  would  blend  the  industrial  sciences  with  the  branches  of  knowledge 
usually  taught  in  the  schools  and  colleges,  so  that  the  pupils  should  not  only  become 
scholars  in  the  ordinary  sense,  but  should  be  enabled  to  follow  the  various  mechan¬ 
ical,  professional,  and  industrial  pursuits  with  intelligence  and  skill.  He  desired  to 
build  up  a  class  of  educated  and  scientific  mechanics  and  laboring  men,  so  that, 
in  the  pursuit  of  their  various  vocations,  they  should  be  able  to  give  full  scope  to  their 
inventive  and  constructive  talents.  In  furtherance  of  his  general  purpose  he  gave, 
from  time  to  time,  liberal  contributions  to  Wabash  College,  at  Crawfordsville.  He 
also  furnished  the  means  of  adding  essentially  to  the  library  of  the  State  Normal 
School,  in  this  city  ;  and  paid  the  expenses  of  a  considerable  number  of  young 
ladies  while  fitting  themselves  at  that  school  to  become  teachers.  And  at  last,  his 
leading  and  long  cherished  thought  with  reference  to  education,  culminated  in  the 
grand  and  noble  bequest  which  has  caused  the  erection  of  this  building  and  the 
establishment  of  this  polytechnic  school.  His  various  gifts  in  this  vicinity  and 
State,  for  these  philanthropic  purposes,  exceed  a  million  of  dollars. 

Few  men  have  left  so  many  evidences  of  a  humane  and  philanthropic  spirit,  or 
have  bestowed  their  charities  more  wisely.  There  is  an  entire  absence  of  anything 
like  selfishness  in  each  one  of  them,  and  so  quietly  were  many  of  them  dispensed 
that  the  public  knew  nothing  of  them  until  their  fruits  were  observed.  As  his  own 
conscience  guided  him,  and  he  needed  nothing  more  than  its  approval,  he  did  not 
seek  after  notoriety,  or  what  the  world  calls  fame.  As  it  was  impossible  to  shake 
his  purpose  when  it  became  fixed,  so  it  was  always  executed  without  regard  to 
mere  applause.  As  he  deliberated  well  and  intelligently  before  acting,  and  followed 
the  counsel  of  his  own  convictions,  so  he  left  his  acts  to  speak  for  themselves,  as 
they  now  do  with  eloquence  which  no  words  can  imitate. 

The  many  who  have  already  been  relieved  by  his  benevolence  will  unite  in  the 
bestowal  of  blessings  upon  his  memory.  Hundreds  of  others  yet  to  come,  who  shall 
share  the  benefactions  he  has  so  bountifully  provided,  will  repeat  his  name  with 
sincere  and  heartfelt  praises.  But  there  will  be  none  louder  or  more  earnest  in  this 
than  the  recipients  of  the  blessings  which  shall  flow  from  this  school,  whose  foun¬ 
dations  he  has  laid  with  so  much  wisdom  and  foresight,  and  around  which  his  affec¬ 
tions  clustered  with  the  most  intense  ardor  of  his  nature. 

*  *  *  *  *  *  * 

Remarks  by  General  John  Eaton,  U.  S.  Commissioner  of  Education. 

General  John  Eaton,  United  States  Commissioner  of  Education, 
having  been  presented  to  the  audience  by  the  President,  spoke  as 
follows: 

This  occasion  is  a  striking  illustration  of  the  characteristics  of  American  freedom 
and  civilization.  How  often,  in  other  forms  of  government,  imperial  or  monar¬ 
chical,  only  members  of  the  royal  or  aristocratic  families  are  expected  to  make 


718  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


benefactions  for  the  welfare  of  the  people.  Tyndall,  even,  has  expressed  a  fear 
that  America  would  come  short  in  the  race  of  scientific  research  because  of  lack  of 
royal  patronage. 

An  intelligent  European  traveling  among  us  was  so  struck  with  the  great  endow¬ 
ments  of  which  he  learned,  and  the  magnificent  buildings  erected  by  private  persons 
for  educational  purposes,  that  he  gathered  the  best  information  and  illustrations  of 
some  of  the  most  conspicuous  instances,  and  arranged  them  for  the  benefit  of  his 
friends  in  his  store  in  the  old  city  of  Prague,  that  those  seeing  them  might  not  wait 
for  royalty,  but  go  themselves  and  do  likewise. 

Mr.  Rose  was  a  man  of  the  people ;  he  gained  Ins  wealth  by  those  methods  of 
honest  toil,  by  that  self-denying,  persistent  application  which  it  is  the  peculiar  distinc¬ 
tion  of  our  free  institutions  to  warmly  encourage  and  generously  reward.  Gaining 
wealth,  he  did  not  coin  his  soul  into  money.  He  preserved  bis  humanity;  he  was 
touched  by  the  condition  of  bis  fellows.  Visiting  among  strangers  in  New  York 
City  an  institution  for  ruptured  and  crippled  children,  he  felt  their  needs,  and  gave 
in  all  for  then-  benefit  one  hundred  thousand  dollars.  He  won  his  way  by  toil.  His 
penetration  saw  the  relation  of  thought  to  action,  of  science  to  labor,  of  culture  to 
human  welfare.  He  may  n  ot  have  been  able  to  state  all  the  postulates  that  unfold 
the  effect  of  education  upon  handicraft,  but  he  so  far  apprehended  their  meaning 
that  be  gave  funds  for  this  institute  of  technology,  that  the  honest  life  efforts  of  the 
young  who  come  here  may  not  be  burdened  and  crippled  and  circumscribed  by 
ignorance.  He  would  offer  them  here  opportunities  to  gain  a  power  more  subtle 
and  effective  than  that  of  Aladdin,  with  which  to  master  difficulties  and  make  nature 
contribute  to  their  progress,  usefulness,  comfort  and  pleasure. 

Those  intrusted  with  the  execution  of  his  purpose  have  sought  to  adopt  the  wisest 
means  to  find  out  the  right  way.  They  have  made  haste  slowly.  The  problems 
upon  whose  solution  his  great  purpose  depends  for  success  are  not  all  solved.  The 
two  great  worlds  of  capital  and  labor,  so  often  in  danger  of  arraying  themselves  in 
conflict,  are  bringing  all  the  forces  at  command  for  their  solution.  These  considerate 
officers  have  sought  to  take  advantage  of  what  has  been  done.  They  have  selected 
for  President  one  well  known  for  his  capacity,  alike  for  broad  and  precise  scholar¬ 
ship  and  successful  administration,  who  has  brought  a  similar  institution  from  its 
first  planting  to  a  high  degree  of  merited  success,  and  before  putting  Ms  hand  to 
the  work  here  has  taken  time  to  visit  and  study  again  the  conditions  of  educational 
progress,  general  and  special,  in  its  great  centres  and  most  instructive  aspects  in 
Great  Britain  and  on  the  continent  of  Europe. 

******* 

Iu  the  United  States  a  large  portion  of  our  people  have  been  engaged  in  the  strug¬ 
gles  of  pioneer  life.  The  church  and  the  school  house  have  been  conspicuous  side 
by  side  in  their  settlements.  The  school  master  has  been  abroad  in  the  common 
school.  The  increase  of  books  and  newspapers  has  been  marvelous.  The  discharge 
of  the  duty  of  citizenship  and  of  the  manifold  voluntary  associations  promotive  of 
social  and  individual  welfare  in  addition  to  the  efforts  for  self-support,  have  had  a 
marked  and  healthful  educating  influence. 

The  chances  for  wealth  have  been  rewarded  with  remarkable  success,  and  have 
been  sought  by  the  citizens  of  every  civilized  nation.  Among  these  newcomers  to 
our  shores  are  many  who  have  received  the  training  of  schools  of  technology  and 
of  the  arts  and  trades.  These  scientists  and  experts  have  contributed  enormously 
to  the  development  of  our  mterests  and  the  advance  of  American  scholarship  and 
literature. 

Some  years  srnce,  in  connection  with  an  effort  to  overthrow  the  high  school  in 
one  of  our  largest  manufacturing  cities,  an  inquiry  revealed  the  fact  that  the  fore¬ 
man  in  each  of  the  large  manufacturing  establishments  had  enjoyed  the  advantage 
of  skilled  training  in  a  foreign  land. 

The  conditions  which  have  led  to  the  establishment  of  special  schools  in  oilier 
lands  are  becoming  apparent  in  our  own. 

Educators  and  benefactors  have  united  in  their  establishment  and  efficient  con¬ 
duct.  The  old  colleges  have  admitted  scientific  departments.  Harvard,  the  Law¬ 
rence  Scientific  School;  Yale,  the  Sheffield;  Dartmouth,  the  Chandler.  The  natural 
sciences  have  been  given  larger  space  in  tlie  curriculum  of  all  colleges.  General 
culture  has  been  brought  into  closer  relations  with  the  struggles  of  life;  but  more 
has  been  demanded. 

THE  U.  S.  LAND  GRANT  LAWS. 

In  1862  the  Congress  of  the  United  States  made  a  grant  of  lands  from  the  public 
domain  for  the  establishment  of  colleges  of  agriculture  and  the  mechanic  arts,  and 
these  institutions  have  been  accordingly  established  in  all  the  states,  except  one,  and 
are  now  doing  good  work.  Often  and  often  they  have  been  declared  failures  by 
those  who  did  not  know  the  facts. 


ADDRESS  BY  U.  S.  COMMISSIONER  OF  EDUCATION. 


719 


It  should  be  observed  that  there  were  no  institutions  established  to  tit  young  per¬ 
sons  to  enter  these  colleges  of  agriculture  and  mechanic  arts.  All  fitting  schools 
aimed  to  prepare  their  students  for  classical  courses.  Moreover,  our  farmers  had 
not  in  sufficient  numbers  come  to  appreciate  the  application  of  scientific  informa¬ 
tion  and  training  to  then-  great  industry,  and  were  not  ready  to  compensate  suffi¬ 
ciently  the  graduates  of  these  institutions  to  warrant  them  in  devoting  their  lives 
to  the  tilling  of  the  soil.  Our  educated  youth  cannot  be  blamed  for  turning  their 
efforts  in  the  direction  of  the  greatest  success.  But  changes  have  come  rapidly. 
In  addition  to  these  institutions,  in  which  more  attention  is  expected  to  be  given  to 
technology,  science  and  industry,  many  others  have  been  established  and  sustained 
by  private  endowments,  and  these  have  been  adding  their  graduates,  specially  quali¬ 
fied  in  the  various  departments  of  engineering  and  mechanic  arts.  Already  a  larger 
number  trained  in  these  state  and  private  institutions  are  demanded  by  those  who 
wish  to  apply  science  to  agriculture.  They  are  called  for  as  foremen  in  the  mani¬ 
fold  manufacturing  establishments;  they  are  directing  the  enormous  capital  invested 
in  mining ;  they  are  surveying  our  rivers  and  harbors,  our  coasts,  our  undeveloped 
lands,  and  marking  out  the  ways  for  our  great  railroad  enterprises.  It  is  gratify¬ 
ing  to  know  that  the  demand  is  greater  than  the  supply.  The  Polytechnic  school 
has  its  own  work  to  do  in  this  community  and  this  state.  We  have  passed  the  time 
of  frontier  life,  rude,  vigorous  and  poor.  We  have  a  great  population,  a  various 
industry,  enormous  natural  resources  to  use  wisely  and  provide  for  shrewdly. 
The  loneliness,  the  privations,  the  dangers  of  early  times,  are  gone  with  the  free 
land,  the  forest,  the  deer  and  the  panther ;  the  frontiers  of  our  speech  and  our 
civilization  are  now  at  the  Rio  Grande  and  the  Athabasca.  The  work  of  four  gen¬ 
erations  has  made  the  Ohio  valley  and  the  Lake  region  more  populous,  more  accessible, 
more  rich  than  all  the  thirteen  colonies  that  fringed  the  Atlantic  coast  a  century  ago. 

THE  NEW  DEMANDS  MADE  BY  THE  PRESENT  AGE. 

Our  wants,  our  tastes,  our  objects  have  changed  as  much  as  the  circumstances 
of  our  life.  We  wish  for  comfort  as  well  as  shelter,  for  tasteful  as  much  as  warm 
apparel,  for  various  as  well  as  sufficient  food,  for  mental  as  much  as  bodily  nutriment. 
The  defective,  dependent  and  delinquent  classes  of  our  population  are  better  fed, 
lodged,  clothed  and  instructed  than  the  pioneers  of  the  old  time.  The  soil  must 
produce  more  and  better  food,  without  losing  fertility;  the  earth  must  yield  its 
coal,  iron,  lead  and  copper  for  the  arts  of  peace  and  the  uses  of  war.  The  waters 
must  bear  craft  of  which  our  forefathers  never  dreamed,  and  must  be  curbed  so 
that  the  fields  and  homes  of  our  people  shall  not  be  submerged ;  the  electric  fluid 
must  carry,  not  only  the  verbal,  but  the  oral  messages  of  our  intercourse.  The 
waste,  the  ignorance,  the  carelessness  of  the  past  are  doomed.  The  problem  for 
the  new  age  is  to  perfect  every  appliance  for  man’s  progress  over  land  and  wave, 
his  comfort  as  well  as  liis  necessities,  his  enjoyment  as  well  as  his  life. 

The  common  advance  in  economy,  precision  and  importance  which  improve¬ 
ments  in  machine  construction  have  made  manifest  in  that  branch  of  industry, 
must  be  sought  for  in  other  branches  of  work  and  life.  Our  trades,  our  farm  work, 
our  buildings,  our  vehicles,  our  vessels,  must  be  equally  developed  and  perfected ; 
and  our  tastes,  our  minds,  our  bodies  and  our  souls  must  not  be  neglected.  The 
graces  of  life,  the  amenities  of  manner,  the  beauties  of  art  and  nature  must  be 
cultivated  as  sedulously  as  corn,  and  bred  more  carefully  than  sheep  and  horses. 
Not  men  only  are  required  for  this  work.  Already  women  have  had  a  share  in  the 
increase  of  opportunities.  The  normal  schools,  especially,  have  opened  to  them 
new  careers  as  successful  teachers,  and  biological,  chemical  and  scientific  labora¬ 
tories  are  offering  to  them  the  same  opportunities  for  excellence  as  to  men. 

THE  ROSE  POLYTECHNIC  IS  TO  BE  A  MODERN  SCHOOL  OF  TECHNOLOGY. 

The  Rose  Polytechnic  Institute  to-day  takes  its  place  in  this  array  of  great  schools 
of  science,  technology  and  industry.  It  has  wrapped  up  in  its  plans  untold  bless¬ 
ings  for  the  community  in  which  it  is  established.  It  is  one  of  a  trio  of  somewhat 
similar  institutions,  Purdue  University  and  the  University  of  Illinois,  which  together 
with  itself  may  be  said  to  stand  at  the  angles  of  a  limited  triangle  whose  lines  may 
draw  them  into  a  proximity  calculated  to  awaken  the  sensitiveness  of  some  minds, 
but  each  of  these  institutions  in  its  local  approaches  can  only  create  a  healthy  emu¬ 
lation.  Each  and  all  are  under  national  demands  to  do  their  utmost,  not  alone  to 
learning,  to  science,  to  the  arts  and  trades,  and  citizenship,  but  to  general  educa¬ 
tion.  I  have  alluded  to  the  effect  of  establishing  the  Kensington  museum  and  tech¬ 
nical  and  industrial  schools  upon  elementary  education  hi  England.  Our  educators 
are  recognizing  a  similar  necessity  in  this  country.  Teachers  are  needed  who  under- 


720  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


stand  more  of  arts  and  trades.  The  intelligent  public  mind  in  America  is  strug¬ 
gling  with  this  problem  of  how  to  adapt  the  common  school  education  to  the 
changing  needs  of  industry  and  society. 

******* 

If  I  thought  to  add  another  remark,  I  wish  I  could  convey  to  you  some  idea  of  the 
activity  manifest  to  one  in  the  Bureau  of  Education  at  Washington,  that  national 
clearing  house  of  educational  information  upon  the  instruction  to  be  imparted  in 
these  institutions.  Germany,  with  all  its  previous  attempts  in  this  direction,  has 
just  had  a  special  commission  traveling  to  gain  information  on  this  subject.  There 
is  enormous  activity  in  France ;  even  Spain  and  Russia  are  bringing  institutions  of 
this  class  to  the  very  forefront  of  excellence.  England  has  had  a  learned  commis¬ 
sion  thoroughly  investigating  the  subject  upon  the  Continent ;  her  colonies  in  North 
America  and  in  distant  seas  have  been  making  the  same  inquiry. 

The  many  demands  at  Washington  have  prompted  the  Senate  to  call  for  a  special 
report  on  industrial  education  in  the  United  States.  The  Bureau  of  Education 
seeking  according  to  the  measure  of  its  means  to  answer  these  demands,  has  printed 
the  preliminary  report  of  the  English  commission  and  has  issued  a  small  circular  on 
instruction  in  the  minor  arts,  for  which  a  single  mail  brought  requests  for  over  six 
thousand  copies.  Another  extended  report  is  in  progress  on  drawing  and  instruc¬ 
tion  in  art. 

The  persons  among  us  who  are  making  this  subject  a  special  study  are  as  yet 
unnumbered.  Every  philanthropic  and  patriotic  impulse  of  our  natures  prompts 
us  as  Americans  to  desire  that  the  problems  committed  to  this  and  all  other  institu¬ 
tions  of  learning  in  our  land  may  be  solved  without  the  necessity  of  blows  and  vio¬ 
lence. 

THE  LESSON  OF  THE  GERMAN  HELMET  IN  THE  FRENCH  MUSEUM. 

You  may  remember  the  story  that  Prof.  Roscoe  told  of  a  visit  to  a  technological 
school  in  the  French  city  of  Rouen,  where  he  was  shown  a  museum  of  natural 
objects.  The  Englishman  saw  among  the  articles  a  German  helmet,  and  asked, 
“Do  you  call  that  a  natural  object?”  “No,”  said  the  French  director,  “but  it 
plays  a  very  important  part  in  our  teaching.  When  our  young  men  seem  lax  and 
indifferent  I  put  this  helmet  on  the  table  before  them  and  say,  ‘  Gentlemen,  look  at 
that  helmet ;  you  know  how  it  came  here  ;  you  know  that  the  wearers  of  those  hel¬ 
mets  stripped  France  of  her  fairest  provinces  from  the  Alps  to  the  British  channel, 
and  humiliated  us  in  our  city  of  Rouen.  ■  You  know  also  that  they  were  able  to  do 
these  things  because  they  were  more  intelligent  than  we  Frenchmen  were.  Do  you 
wish  them  to  do  it  again?’  Nothing  quickens  the  industry  of  my  students  as  that 
helmet  does.” 

Friends  of  Rose  Institute,  may  you  never  need  to  remember  any  victory  in  your 
own  territory  over  yourselves — whether  in  arts  or  in  arms,  gamed  by  others, 
because  of  your  ignorance.  May  your  children  ever  find  the  highest  stimulus  to 
application,  not  in  disgrace,  but  in  the  wisdom  and  success  of  their  fathers. 

*  *  *  *  *  *  * 

Dr.  Lemuel  Moss,  President  of  the  State  University,  was  called  upon  by  President 
Collett  for  an  address,  and  responded  briefly.  Dr.  Moss  not  having  been  able, 
owing  to  the  pressure  of  his  engagements,  to  comply  with  the  request  of  the  Board 
that  he  should  furnish  a  report  of  his  remarks,  it  is  impossible  to  present  them  as 
delivered.  They  were  a  notable  episode  of  the  ceremonies,  and,  in  the  characteris¬ 
tically  eloquent  manner  of  the  distinguished  speaker,  recognized  the  new  institu¬ 
tion  as  an  important  addition  to  the  educational  forces  of  the  state,  extended  the 
heartiest  and  most  cordial  welcome  to  Dr.  Thompson,  President-elect  of  the  Fac¬ 
ulty,  and  paid  a  glorious  tribute  to  the  far-sighted  and  practical  benevolence  of  the 
generous  founder. 

Address  by  President  E.  E.  White  of  Purdue  University. 

The  President  then  introduced  Dr.  Emerson  E.  White,  President  of  Purdue 
University,  who  said : 

******* 

While  I  should  much  have  enjoyed  the  privilege  of  being  a  silent  listener,  the 
occasion  makes  speech  easy,  since  it  affordsme  an  opportunity  to  welcome  to  Indiana 
my  friend,  Dr.  Charles  O.  Thompson,  who  this  day  assumes  the  direction  of  one  of 
the  most  important  educational  enterprises  in  the  West.  He  comes  here  to  try  no 
new  experiment,  but  to  organize  and  direct  an  institution  all  the  elements  of  whose 
success  are  familiar  to  him — he  comes  an  organizer,  who  sees  the  end  from  the 
beginning.  I  join  most  heartily  with  President  Moss  in  welcoming  so  distinguished 
a  representative  of  higher  technical  education  to  this  noble  commonwealth,  whose 


ADDRESS  BY  PRESIDENT  E.  E.  WHITE  OF  PURDUE  UNIVERSITY.  721 


vast  industrial  resources  are  waiting  for  the  touch  of  technical  science  and  skill  to 
turn  them  into  fabulous  wealth.  I  have  watched  the  work  of  Dr.  Thompson  for 
years,  and  his  acceptancy  of  the  presidency  of  this  important  technical  institution, 
is,  to  my  mind,  a  full  assurance  of  its  success.  I  stand  in  this  presence  as  the  rep¬ 
resentative  of  Purdue  University,  an  institution  founded  by  Congress  for  the  benefit 
of  agriculture  and  the  mechanic  arts,  and  I  assume  no  prophetic  forecast  when  I 
express  the  belief  that  there  is  to  be  no  unpleasant  rivalry  between  the  two  institu¬ 
tions.  The  success  of  Rose  Polytechnic  Institute  will  emphasize  the  practical  import¬ 
ance  of  technical  training,  and  it  will  thus  create  a  wider  appreciation  of  the  special 
work  for  which  Purdue  University  was  founded.  It  is  true  that  Purdue  covers  a 
wider  field  of  technical  training,  but,  in  this  case,  whatever  strengthens  a  part  will 
strengthen  the  whole.  The  better  the  technical  training  here  the  better  the  industrial 
work  at  Lafayette.  Purdue  welcomes  her  worthy  co-worker  in  the  field  of  industrial 
education,  and  she  extends  most  hearty  congratulations  that  the  opening  to-day  is 
so  auspicious  and  so  full  of  promise. 

THE  TECHNICAL  SCHOOL  A  PRIME  FACTOR  IN  THE  RETENTION  OF  AMERICAN  POWER. 

The  American  people  are  at  last  awakening  to  the  importance  of  technical  train¬ 
ing,  so  universally  recognized  in  the  older  countries  of  Europe.  Seven  years  ago, 
when  1  went  to  Purdue,  there  was  little  demand  for  agricultural  or  mechanical 
education  in  this  state,  and,  though  the  present  appreciation  of  such  training  is  far 
from  satisfactory,  the  change  wrought  in  these  seven  years  is  full  of  encourage¬ 
ment,  the  most  significant  evidence  of  this  change  being  the  founding  of  this  great 
technical  school  by  private  munificence. 

It  is  becoming  more  and  more  evident  that  the  railroad,  the  steamship  and  the 
telegraph  have  destroyed  our  industrial  isolation,  and  that  the  American  artisan 
must  successfully  compete  with  European  workmen  in  skill  or  retire  from  the  shop 
and  surrender  the  market.  The  day  of  mere  muscle  in  industry  has  passed  and  the 
day  of  mind,  with  skill  of  eye  and  hand,  has  dawned.  It  may  be  well  for  a  time  to 
put  legal  barriers  between  American  industry  and  foreign  competition,  but  in  the 
end  we  must  depend  on  equal  technical  knowledge  and  skill.  What  our  vast 
resources  most  need  is  the  touch  of  science  and  technical  power,  and  hence  the 
technical  school  is  the  prime  factor  in  the  problem  of  American  industry.  This  is 
the  great  industrial  lesson  which  the  people  of  this  country  are  beginning  to  learn — 
and  not  a  day  too  soon.  Thought  in  the  brain  of  the  workmen  has  been  the  source 
of  our  marvelous  material  development.  It  has  been  the  parent  of  invention  which 
has  already  wrought  a  revolution  in  nearly  all  departments  of  human  industry. 

OLD  AND  MODERN  FARMING  TOOLS  COMPARED. 

Forty  years  ago  the  father  and  his  sons,  with  sickle  in  hand,  filed  into  the  wheat 
field  and  handful  by  handful  laid  it  in  sheaves.  A  thoughtful  reaper,  with  aching 
back,  asked  himself  the  question,  “  Why  can  not  I  give  my  fingers  to  my  scythe?” 
The  answer  was  the  invention  of  the  old  square-cornered  cradle,  with  which  the 
harvest  hand  could  cut  two  acres  of  grain  with  less  weariness  than  he  had  cut  a 
half  acre  with  a  sickle.  Another  thinking  workman,  with  aching  arm,  asked  him¬ 
self  the  question,  “  What  is  the  use  of  so  much  timber?”  and  he  rounded  the  corner, 
inventing  the  “muly”  cradle  with  which  the  harvester  could  cut  half  an  acre  of 
grain  more  daily  and  with  less  weariness  than  before. 

But  the  sickle  long  since  disappeared  from  the  harvest  field,  and  is  now  kept  only 
as  a  relic  of  other  days  ;  the  old  square-cornered  cradle  hangs  on  a  dying  peach 
tree  with  a  single  finger  left ;  and  the  “  muly  ”  cradle  is  only  kept  to  pick  up  lodged 
places  and  cut  out  corners.  When  the  harvest  waves  its  goiden  welcome  to  the 
joyous  farmer,  out  from  the  stable  come  fat  horses,  and  attached  to  wondrous 
reaper  and  self-binder,  round  and  round  the  field  they  go,  leaving  the  grain  in  well 
bound  sheaves.  Here  is  progress  in  farming  as  the  industrial  result  of  thought 
power.  Thought  in  the  brain  of  labor  is  the  alchemy  that  is  turning  everything  it 
touches  into  gold. 

Presentation  of  the  Keys  to  the  New  President. 

After  Dr.  White’s  remarks,  President  Collett  presented  the  keys  of  the  Institute 
to  Dr.  Charles  O.  Thompson,  President  of  the  Faculty,  in  the  following  terms  : 

Professor  Thompson :  In  selecting  a  President  of  the  Rose  Polytechnic  Institute 
the  managers  were  impressed  with  the  importance  and  delicacy  of  the  duty  devolv¬ 
ing  upon  them.  The  question  as  to  whether  the  Institute  were  to  be  successful  and 
meet  the  expectations  of  its  founder,  or  prove  a  source  of  disappointment  to  its 
friends,  depended  largely  upon  the  wisdom  of  then-  choice. 

ART — VOL  4 - 40 


722  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


Tilts  matter  was  long  and  carefully  considered,  and  every  effort  made  to  secure 
the  fullest  information  as  to  the  fitness  of  the  persons  suggested  for  the  position. 
Their  unanimous  choice  has  fallen  upon  you,  and  they  deem  themselves  fortunate 
in  having  secured  your  services,  believing  that  the  Institute  will  be  safe  in  your 
hands,  and  its  prosperity  and  usefulness  fully  assured. 

On  behalf  of  the  Board  of  Managers  I  tender  you  the  keys  of  the  Institute. 

On  receiving  the  keys,  Dr.  Thompson,  in  a  few  brief  ex-tempore  sentences, 
thanked  the  Board  of  Managers  for  their  expression  of  confidence  and  pledged  his 
best  efforts  to  secure  the  success  of  the  school.  He  then  proceeded  to  the  delivery 
of  his  inaugural  address. 

HI. 

Dr.  Thompson's  Inaugural  Address. 

The  Rose  Polytechnic  Institute  is  a  school  of  technology.  In  order  to  understand 
the  functions  of  the  school  it  is  necessary  to  take  a  brief  survey  of  the  held  of 
technical  training.  This  phrase  describes  all  those  forms  of  training  youth  which 
deal  with  the  application  of  art  or  of  science  to  the  industrial  arts.  Those  schools 
in  which  designing  for  the  patterns  of  textile,  fabrics,  or  for  the  decoration  of  wood, 
iron,  pottery,  gems,  etc.,  is  the  principal  end,  are  called  art  schools,  or  schools  of 
design,  of  which  the  South  Kensington  system  is  the  most  famous  example ;  all 
those  in  which  the  principles  of  physical  science  are  studied  with  reference  to  their 
application  to  the  solution  of  practical  problems  in  building,  machine  construction, 
and  design,  or  in  civil  engineering,  are  called  polytechnic  or  technological  schools. 
There  is  great  confusion  just  now  in  the  use  of  terms,  technical  education  being 
used  to  describe  all  that  which  aims  at  a  directly  practical  end  as  opposed  to  the 
education  given  at  the  college:  while  that  part  of  it  which  does  not  deal  with  orna¬ 
ment  or  textile  design  is  sometimes  described  by  the  same  term.  The  word  tech¬ 
nology,  which  formerly  signified  the  terms  used  in  the  sciences,  now  means  the 
application  of  the  sciences  to  industrial  ends.  The  term  polytechnic,  originally  used 
to  describe  schools  of  technology,  has  refused  to  yield  to  the  more  desirable  synonym, 
technological,  partly  because  it  is  an  easier  word,  and  partly  because  it  contains  a 
suggestion  of  the  many-sidedness  of  the  subject  which  the  better  word  lacks.  There 
is  no  good  word  corresponding  to  polytechnic  or  technological  to  apply  to  the 
persons  who  practice  the  profession  indicated,  and  so  these  persons  are  called,  now 
as  always,  engineers,  and  the  business  engineering.  A  few  still  cling  to  the  term 
scientific  schools  in  speaking  of  these  institutions.  In  the  present  prevailing  con¬ 
fusion  of  terms  the  best  that  can  he  said  is  that  a  polytechnic  school  teaches  tech¬ 
nology  to  engineers.  Below  the  grade  of  the  polytechnic  there  are  multitudes  of 
schools  and  parts  of  schools  that  teach  the  elements  of  the  mechanic  arts — many 
of  them  of  the  greatest  interest  and  importance — and  around  it  are  many  institu¬ 
tions  that  devote  themselves  to  industrial  art;  but  I  must,  deny  myself  the  pleasure 
of  discussing  any  of  these,  with  the  important  collateral  questions  of  policy  that 
they  present,  and  proceed  at  once  to  the.  school  we  have  in  hand — the  polytechnic. 
We  shall  find  that  all  schools  of  technology,  under  whatever  names,  or  witli  what¬ 
ever  special  aims,  present  a  common  system  of  instruction  complete  in  itself,  with 
strenuous  requisitions,  a  logical  curriculum  and  a  sharply  defined  end.  In  treating 
of  technology,  I  am  happily  absolved  from  the  duty  of  pointing  out  its  importance ; 
that  is  settled  by  the  establishment  of  this  school  and  others  like  it  by  the  men  who 
endowed  them.  They  were  men  whose  sagacity  was  too  strong  to  be  mistaken. 

WHAT  THE  DISCOVERY  OF  THE  LAW  OF  THE  CONSERVATION  OF  ENERGY  HAS 

WROUGHT. 

Technology  is  essentially  a  new  idea ;  it  is  certainly  no  older  in  its  present  aspects 
than  the  discovery  of  the  law  of  the  conservation  of  energy — the  great  idea  of  the 
present  century.  No  discovery  since  that  of  gravitation  has  been  so  stimulating  or 
so  powerful.  Its  influence  is  incalculable.  It  is  seen  in  the  multiplication  of  labor- 
saving  machinery  for  every  form  of  work,  the  great  array  of  useful  inventions,  the 
expansion  of  the  system  of  land  and  ocean  highways,  and  especially  in  the  immense 
increase  of  the  means  for  acquiring  knowledge.  This  demand  for  economy  of  force 
and  material  has  brought  about  great  changes  in  the  industrial  arts ;  the  apprentice 
system  has  disappeared ;  the  necessaries  of  life  being  made  by  machinery,  manual 
trades  are  no  longer  needed  for  that  end,  and  skilled  handicraft  is  a  rare  accom¬ 
plishment.  There  is  and  there  will  always  be  a  demand  for  skilled  labor  in  the  arts 
of  building-construction,  in  pattern-making  and  similar  forms  of  wood-work,  in 
die-sinking  and  kindred  arts  that  deal  with  the  metals,  and  especially  in  assembling 
and  finishing  the  parts  of  structures  as  they  are  delivered  from  machines ;  but  this 


INAUGURAL  ADDRESS  BY  PRESIDENT  THOMPSON. 


723 


is  a  small  demand  compared  with  what  existed  when  shoes,  clothes,  furniture  and 
tools  were  made  by  hand.  The  mechanic  of  the  future  will  be  a  machinist.  To 
such  an  extent  is  this  replacement  of  handicraft  by  machinery  true  that  we  have 
shoemakers  who  cannot  make  a  shoe,  chairmakers  who  cannot  make  a  chair,  and 
generally  artisans  ignorant  of  the  whole  of  any  art.  Mr.  Batchelder,  of  North 
Brookfield,  Mass.,  the  largest  shoe  manfacturer  in  Worcester  county,  said  that  out 
of  his  six  hundred  men  not  more  than  ten  could  make  a  shoe.  I  once  examined  a 
very  interesting  picture  of  some  pieces  of  iron  that  had  been  done  by  boys  in  an 
experimental  forge-shop ;  the  work  seemed  to  be  well  done  and  creditable  to  the 
workmen  ;  but  out  of  some  seventy  pieces  not  more  than  ten  would  ever  be  made 
by  hand  at  all  in  actual  manufacturing. 

Another  result  of  the  economy  of  force  is  that  attention  is  concentrated  now  more 
upon  the  principles  of  phenomena  than  upon  the  phenomena  themselves.  Formerly 
the  only  hope  of  finding  a  better  or  cheaper  way  of  doing  things  lay  in  the  chance 
discoveries  of  ingenious  men — men  looked  at  things  from  the  outside  in  ;  now  it  is 
seen  that  nothing  is  so  fruitful  and  that  nothing  so  advances  human  interests  as  a 
principle — men  look  at  things  from  the  inside  out.  For,  nearly  all  mechanical  ways 
of  doing  things  were  once  regarded  as  out  of  the  ordinary  course  of  human  affairs 
and  to  be  relegated,  if  not  to  the  domain  of  the  supernatural,  at  least  to  that  of  the 
superhuman.  The  feeling  towards  scientific  investigation  as  a  means  to  practical 
ends  partook  of  the  same  quality  that  infested  men's  views  of  disease ;  if  typhoid 
fever  prevailed  in  a  given  district  the  people  did  not  look  to  their  drains  and  wells, 
but  flocked  to  church  and  appointed  a  day  of  fasting.  What  were  regarded  as  the 
pardonable  vagaries  of  Daniel  Treadwell,  Rumford  Professor  in  Harvard  Univer¬ 
sity,  turn  out  now  to  be  the  inventions  upon  which  single-track  railroads,  the 
machinery  for  spinning  cordage-yarn,  the  Armstrong,  Blakely  and  Krupp  cannon 
depend.  I  will  venture,  however,  the  assertion  that  no  person  in  this  audience  ever 
heard  before  of  these  great  inventions  as  Treadwell’s ;  they  came  too  soon  for  the 
world  to  know  them  as  works  of  genius,  yet  they  are  the  first  fruits  of  the  new  era 
in  which  great  problems  are  solved,  not  by  happy  inventions  of  geniuses  real  or 
affected,  but  by  the  sober  and  steady  application  by  laborious  scholars  of  established 
principles  of  physics. 

NEW  INVENTIONS  ARE  NOW  ONLY  SCIENTIFIC  DEDUCTIONS. 

Time  would  fail  me  to  enumerate  the  influential  inventions  that  have  sprung  from 
a  similar  origin.  Who  has  not  heard  of  the  Siemen’s  Furnace,  the  Bessemer  Con¬ 
verter,  dynamite,  compressed  air  and  the  uses  of  electricity?  And  it  must  also  be 
remarked  that  each  of  these  inventions  demands  corresponding  machinery  of  novel 
design ;  for  another  feature  of  the  new  era  is  the  necessity  of  reconstructing  old 
machinery  in  more  economical  forms  and  the  constant  call  for  new  machinery  to 
meet  new  demands.  When  a  new  invention  is  made  nowadays,  machinery  for  it  is 
as  important  as  the  invention  itself.  Perhaps  the  most  striking  illustration  of  the 
change  in  common  things  which  has  been  brought  about  by  technology  is  the  rail 
on  which  railway  traffic  is  conducted  ;  formerly  it  was  an  iron  edge  rail,  supported 
by  chairs  and  having  more  iron  in  its  base  than  the  head  ;  clumsy  as  this  rail  was, 
it  was  claimed  to  be  the  only  form  in  which  the  only  available  metal  could  be  used 
for  the  purpose ;  now  the  rail  is  made  of  steel,  with  well  defined  tread,  web  and 
base,  the  principal  weight  of  metal  in  the  head,  where  it  is  most  needed,  and  every 
line  subjected  to  the  finest  physical  tests.  To  those  who  know  how  much  of  the 
best  knowledge  we  have  of  physics  and  chemistry  has  been  put,  and  is  still  put 
into  a  railroad  rail,  it  seems  one  of  the  most  interesting  of  all  modern  manufactures. 
It  is  not  wide  of  the  mark  to  characterize  the  past  age  as  one  of  invention,  the 
present  as  one  of  engineering.  The  study  and  mastery  of  the  principles  of  physical 
science,  the  ability  to  express  those  principles  in  drawing  and  descriptions  and  to 
apply  them  to  the  solution  of  practical  problems  through  machinery  and  handicraft 
are  the  essential  qualities  of  an  engineer.  So  that  a  polytechnic  school,  by  what¬ 
ever  name  called,  technological,  technical  or  engineering,  teaches  technology  to 
engineers,  i.  e. ,  it  teaches  the  principles  of  physical  science  and  their  application  to 
the  industrial  arts. 

ENGINEERING  A  COMPREHENSIVE  TERM. 

Engineering  is  the  term  that  includes  all  the  arts  of  production  and  construction 
which  arise  from  the  physical  sciences.  Its  object  is  to  bend  the  forces  of  nature 
to  the  service  of  man. 

The  names  applied  to  the  different  branches  of  engineering  are  not  always  appro¬ 
priate,  but  in  general,  a  civil  engineer  constructs  public  works,  such  as  highways, 
railroads,  water  works,  sewers,  etc.;  a  mechanical  engineer  deals  with  machinery, 
from  the  original  design  of  each  part,  through  the  machine  shop  and  into  the  struc- 


724  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


ture  and  to  the  operation  of  the  structure,  i.  e. ,  the  machine ;  the  chemical  engineer 
applies  chemistry  to  the  manifold  products  that  result  from  the  play  of  chemism. 
Then  there  are  numerous  fields  which  the  term  covers :  as  hydraulic,  steam,  gas, 
electrical  engineering.  In  each  and  all,  the  engineer  is  distinct  from  the  artisan  or 
craftsman  by  exactly  the  amount  of  his  knowledge  of  the  scientific  principles  which 
underlie  the  practice  of  his  profession  and  his  resulting  ability  to  apply  those  prin¬ 
ciples  to  the  ready  and  complete  solution  of  real  problems  as  they  arise. 

SCIENCE  APPLIED  TO  PROBLEMS  OF  CONSTRUCTION. 

For  example  :  Mr.  Batterson  had  occasion  to  cut  a  block  of  marble  so  as  to  pro¬ 
duce  a  warped  surface,  for  which  his  workmen  had  no  patterns ;  the  men  had 
great  skill  in  stone  cutting,  but  could  not  cut  that  stone.  A  graduate  of  a  school 
of  technology  happened  to  be  employed  in  the  city  schools  as  teacher  of  drawing ; 
hearing  of  the  case  at  the  marble  yard,  he  tendered  his  services,  applied  the  famil¬ 
iar  principles  of  stereotomy,  made  patterns,  and  the  men  at  once  executed  the  work. 
Last  November  the  Italian  government  made  comparative  tests  of  the  power  of 
different  armor-plates  to  resist  the  shot  of  heavy  ordnance ;  the  plates  that  stood 
the  test  were  made  by  Schneider,  at  the  shops  of  the  French  technological  school  at 
Le  Creusot. 

The  bridge  over  the  Vistula  river,  at  Warschau,  was  built  by  a  graduate  of  Carls- 
ruhe  ;  that  over  the  Volga,  by  English  engineers ;  but  the  latest,  largest  and  most 
costly  bridge  in  Russia — over  the  Neva — was  built  by  graduates  of  the  Imperial 
Technological  school  of  St.  Petersburg,  and  every  piece  of  iron  that  entered  into  it 
was  tested  in  the  laboratories  of  that  school. 

A  few  years  ago  it  became  suddenly  desirable  and  important  to  pump  out  the 
central  shaft  of  the  Hoosac  Tunnel ;  a  suction  pump  was  plainly  inadmissible ;  the 
craftsmen  had  nothing  to  suggest ;  a  young  engineer  built  a  small  raft  on  the  sur¬ 
face  of  the  water  in  the  shaft,  lowered  on  to  it  a  steam  pump,  set  his  boiler  at  the 
shaft  mouth,  had  himself  lowered  to  the  raft,  and  alone  in  the  darkness  worked  his 
pump  twenty-six  hours  without  accident  and  with  great  efficiency  ;  men  then  ten¬ 
dered  their  services  in  abundance,  and  the  problem  was  soon  solved. 

But  the  air  is  full  of  modern  instances  of  the  triumphs  of  engineering  skill  in 
overcoming  great  natural  obstacles ;  the  use  of  the  inclined  plane  in  the  zig-zag 
roads  over  which  horses  trot  in  safety  and  at  ease  from  Alpine  heights  to  the  val¬ 
leys  below  ;  the  application  of  compressed  air  to  the  two  purposes  of  sinking  cais¬ 
sons  and  driving  machines  at  a  great  distance  from  the  source  of  power,  the  use  of 
the  friction  clutch,  the  air-brake,  and  a  thousand  other  examples  of  the  application 
of  the  familiar  principles  of  science  to  the  solution  of  mechanical  problems.  In 
each  case,  however,  it  will  be  noticed  that  one  man  may  understand  physics  thor¬ 
oughly,  as  thousands  of  men  have  understood  the  subject,  and  another  man  may 
understand  the  construction  of  machinery,  but  not  one  of  the  triumphs  of  engi¬ 
neering  above  mentioned  be  achieved.  The  theoretical  knowledge  of  physics  and 
the  practical  command  of  machinery  must  come  together  ;  if  this  happy  conjunc¬ 
tion  occur  in  one  and  the  same  man,  the  best  results  follow.  Then  the  same  affluent 
good  comes  forth  in  the  domain  of  mechanics  that  abounded  in  the  middle  ages, 
where  the  artist  and  artisan  were  one ;  when  Peter  Vischer  and  Quentin  Matsys 
worked  at  blacksmithing,  and  Michael  Angelo  cut  stone,  and  Benvenuto  Cellini 
hammered  silver  and  gold,  each  touching  the  iron,  or  the  stone,  or  the  silver,  with 
a  beauty  and  value  that  all  the  ages  since  have  only  enhanced. 

Here  some  one  will  surely  interpose  the  fact  that  E.  B.  Bigelow,  the  inventor  of 
the  modern  carpet  loom  and  one  of  the  greatest  of  American  inventors,  could  neither 
make  one  of  his  own  machines  nor  the  working  drawings  for  it.  His  head  was  an 
amazing  tangle  of  mechanical  contrivances,  but  the  draftsman  and  mechanic  were 
indispensable  to  the  successful  evolution  of  them.  This  of  course  was  a  tempera¬ 
mental  matter  with  him.  We  cannot  change  the  fact  that  many  inventors  cannot 
express  their  own  ideas  ;  nor  am  I  going  to  claim  that  any  amount  of  technical 
training  or  of  any  other  kind  of  training  is  likely  to  aid  a  so-called  mechanical 
genius  very  much.  Indeed,  Mr.  Bigelow  never  admitted  to  me  at  least,  that  a  course 
in  technology  would  have  aided  him  ;  the  nearest  approach  to  such  a  concession  was 
the  remark,  at  the  close  of  a  busy  forenoon  spent  in  studying  the  Worcester  school : 
“  Well,  I'll  go  home  and  consider  how  all  this  would  have  affected  me  had  I  begun 
here  as  a  boy.”  I  do  not  think  he  would  have  begun  there  or  in  any  other  school, 
for  he  was  a  genius  in  the  best  sense.  A  genius  is  a  law  to  himself,  the  processes 
by  which  the  mass  of  men  must  gain  knowledge  are  strange  and  useless  to  him  ; 
generally  he  is  a  poor  adviser  in  educational  questions.  He  can  never  be  educated 
in  any  sense  in  which  the  word  is  understood  by  ordinary  men.  Still,  by  a  knowl¬ 
edge  of  the  principles  of  mechanism  and  the  methods  of  expressing  and  applying 


INAUGURAL  ADDRESS  BY  PRESIDENT  THOMPSON. 


725 


those  principles,  the  ordinary  inventor  would  secure  to  his  use  the  benefit  of  his 
own  inventions  which  somebody  else  so  often  appropriates,  and  would  save  the 
Patent  Office  much  of  its  costly  and  superfluous  rubbish. 

THE  GRADUATE  IS  BUT  A  BEGINNER. 

No  graduate  of  any  school  is  at  that  time  an  engineer.  The  qualities  of  good 
judgment  and  efficient  reason  grow  only  in  the  atmosphere  of  experience.  Hence 
no  diploma  can  be  regarded  as  meaning  anything  more  than  that  the  possessor  has 
passed  successfully  the  examinations  that  are  set  at  any  particular  school.  Gradu¬ 
ates  should  begin  at  the  bottom  of  their  profession  and  their  school  training  will  tell 
best  and  most  effectively  in  the  rate  of  their  advancement.  They  will  advance  more 
rapidly  than  others  along  the  lines  which  are  determined  by  their  natural  aptitudes. 

The  Almighty  makes  superintendents  and  leaders  of  men— no  school  can  do  this. 
But  the  training  required  for  a  superintendent  must  be  that  of  his  subordinates.  All 
the  best  experience  of  the  world  sanctions  this  rule.  A  superintendent  who  has  not 
had  the  training  of  the  shop  is  as  useless  as  Achilles  without  his  weapons — he  may 
seem  and  assume  to  direct  and  to  lead,  but  he  does  not ;  on  the  other  hand,  the  man 
who  attempts  to  lead  without  natural  leadership,  however  wise,  is  as  useless  as  the 
weapons  without  Achilles. 

The  question  how  men  shall  best  be  trained  for  engineering  was  asked  long  ago 
before  any  practical  result  ensued. 

The  Marquis  of  Worcester,  imprisoned  in  the  Tower  of  London,  1645,  working 
industriously  upon  his  steam  and  water  engines,  cast  eyes  upon  a  lot  which  he 
could  see  from  his  window  and  instructed  his  agent  to  buy  it,  intending,  he  said,  as 
soon  as  he  was  set  at  liberty  to  erect  a  school  wherein  boys  might  learn  something 
of  the  principles  of  the  mechanic  arts.  But  he  never  was  allowed  the  opportunity 
to  carry  out  his  idea. 

There  is  an  interesting  letter  from  President  Leonard  Hoar,  of  Cambridge,  to 
Robert  Boyle,  in  which  the  good  man,  after  acknowledging  some  favors  from  Boyle, 
discloses  to  him  some  darling  projects  of  his  own  about  the  improvement  of  the 
course  at  the  University  and  says  :  “I  would  have  a  large,  well  sheltered  garden 
and  orchard  for  students  addicted  to  planting ;  an  ergasterium  for  mechanic  fancies, 
and  a  laboratory  chemical  for  those  philosophers  that  by  their  senses  would  culti¬ 
vate  their  understanding  ;  for  the  students  to  spend  their  times  of  recreation  at 
them  ;  for  reading  or  notions  are  but  husky  provender.”  Boyle  did  not  encourage 
the  President,  and  his  project  slumbered  for  two  centuries,  but  was  at  last  substan¬ 
tially  realized  in  the  Lawrence  Scientific  School. 

THE  PIONEER  POLYTECHNIC  SCHOOL  OF  THE  WORLD. 

The  first  independent  polytechnic  school  was  the  Ecole  Polytechnique  in  Paris, 
founded  in  1794.  The  Ecole  Centrale  followed,  and  during  the  first  quarter  of  this 
century  similar  schools  were  established  all  over  France,  Switzerland  and  Germany. 

AMERICAN  POLYTECHNIC  SCHOOLS. 

In  this  country,  the  best  appointed  and  on  the  whole,  the  most  worthy  of  study 
as  far  as  methods  go  is  the  Military  Academy  at  West  Point ;  then  we  have  the 
Columbia  School  of  Mines  at  New  York,  the  Sheffield  at  New  Haven,  the  Rensselaer 
at  Troy,  the  Institute  of  Technology  at  Boston,  the  Stevens  Institute  at  Hoboken 
and  many  others.  These  are  examples  of  pure  and  independent  schools  of  Tech¬ 
nology,  each  with  a  special  end  of  its  own,  but  possessing  all  the  generic  features  of 
the  class.  They  all  arose  from  the  demand  for  engineers  in  the  arts  of  peace  and 
of  war.  To  this  list  must  be  added  the  state  colleges  of  agriculture  and  the  mechanic 
arts,  several  of  which  have  made  provision  for  effective  teaching  in  engineering. 
The  polytechnic  school  has  always  offered  to  the  qualified  average  boy  a  good  educa¬ 
tion  based  on  drawing,  the  mathematics,  the  living  languages  and  the  physical 
sciences,  tending  to  qualify  him  for  immediate  entrance  upon  the  duties  of  an 
engineer. 

COURSES  OF  STUDY  IN  POLYTECHNIC  SCHOOLS. 

The  course  of  study  in  a  polytechnic  school  is  determined  by  long  experience 
and  in  all  countries  is  substantially  the  same.  It  includes  : 

Mathematics — Beginning  with  algebra  and  geometry,  and  proceeding  through 
trigonometry,  analytical  and  descriptive  geometry,  the  calculus,  theoretical  and 
applied  mechanics. 

Physics — From  the  elements  to  the  solution  of  problems,  sometimes  with  laboratory 
practice. 

Chemistry — With  laboratory  practice. 


726  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Language— The  elements  of  German  and  French,  (English  replacing  one  of  these 
in  European  schools)  and  the  mother-tongue. 

Drawing — Beginning  with  free  hand  and  including  perspective,  orthographic  and 
isometric  projection,  shades  and  shadows. 

Geology  and  mineralogy  as  far  as  time  permits.  The  other  natural  lhstory  sci¬ 
ences  are  necessarily  omitted,  except  in  special  cases.  In  all  these  schools  the 
instruction  is  given  with  a  strong  practical  bearing,  and  generally  the  students 
learnthe  manipulation  of  the  instruments  used  in  surveying,  and  the  more  impor¬ 
tant  of  those  used  in  physical  researches. 

SCHOOLS  OF  TECHNOLOGY  NOT  SCHOOLS  OF  DESIGN. 

It  is  necessary  to  remark  at  this  point  that  technological  schools  do  not  include 
schools  of  design.  There  is  a  great  interest  in  European  countries  and  in  the  United 
States  at  the  present  time  in  what  is  called  industrial  art,  meaning  the  study  of 
form,  color  and  ornament  to  render  structures  and  manufactured  goods  intrinsically 
more  beautiful,  and  to  increase  their  value  by  this  means.  A  department  of  draw¬ 
ing  and  design  has  a  place  in  a  school  of  technology,  but  engineering  does  not  natu¬ 
rally  include  the  work  of  a  school  of  design. 

But  polytechnic  schools  as  they  were  did  not  meet  all  the  wants  of  the  new  era. 
Practical  men  detected  a  lack  in  engineers  who  had  been  trained  without  actual 
contact  with  a  machine  shop — there  was  a  surplus  of  theoretical  engineers  and  a 
dearth  of  practically  efficient  ones. 

The  principle  of  the  division  of  labor  resulted  in  making  it  next  to  impossible  for 
a  boy  to  find  a  place  in  any  machine  shop  to  learn  the  trade.  The  owner  did  not 
want  him  because  it  could  not  be  in  any  way  conducive  to  his  business  interests  to 
employ  a  person  ignorant  of  his  business ;  and  if  he  employed  him  at  all  he  kept 
him  on  a  single  sort  of  piece-work,  from  motives  of  self-interest.  Trades  Unions 
conspired  to  keep  out  apprentices  from  shops,  and  so  it  came  to  pass  that  a  boy 
could  not  get  a  good  working  knowledge  of  machine-shop  practice  except  by  stealth. 

HOW  THE  WORCESTER  FREE  INSTITUTE  AROSE. 

This  demand  for  mechanical  engineers  with  work -shop  training,  and  the  practical 
impossibility  of  finding  a  place  foi  a  boy  in  any  good  machine  shop,  led  to  the 
establishment  of  a  polytechnic  school  in  which  a  manufacturing  machine  shop  is  a 
prominent  and  thoi'oughly  administered  feature.  This  is  the  school  known  as  the 
Worcester  Free  Institute. 

This  institution  was  organized  under  the  influence  of  a  belief  that,  after  all  that 
has  been  done  in  technology,  there  is  still  need  of  a  system  of  training  boys,  broader 
and  brighter  than  “  learning  a  trade,”  and  more  simple  and  direct  than  the  so-called 
“liberal  education;”  that  while  the  boys  should  be  thoroughly  trained  in  all  the 
essentials  of  a  polytechnic  course,  they  should  also  find  a  work-shop  open  where 
they  could  get  all  the  essentials  of  a  trade  r  so  that  upon  graduating  they  should 
have  sufficient  knowledge  of  machinery  and  handicraft  to  enable  them  to  earn  a 
living  while  pushing  their  way  up  to  the  highest  positions  for  which  nature  and 
their  training  had  qualified  them.  It  was  held  that  not  the  least  important  of  their 
qualifications  for  high  positions  is  a  good  experience  of  the  lower  positions. 

“  It  is  the  undoubting  opinion  of  the  managers  of  the  Institute,  and  of  all  who 
have  watched  its  operation,  that  the  connection  of  academic  culture  and  the  prac¬ 
tical  application  of  science  is  advantageous  to  both,  in  a  school  where  these  objects 
are  started  together  and  carried  on  with  harmony  and  equal  prominence.  The 
academy  inspires  its  intelligence  into  the  work  of  the  shop,  and  the  shop  with  eyes 
open  to  the  improvements  of  productive  industries  prevents  the  monastic  dreams 
and  shortness  of  vision  that  sometimes  paralyze  the  profound  learning  of  the 
college.”* 

UNDERLYING  PRINCIPLES  OF  THE  WORCESTER  SCHOOL. 

This  school  was  opened  in  1868,  with  the  following  fundamental  ideas; 

1.  That  all  mechanical  engineers  will  find  their  account,  in  future,  in  going  through 
a  work  shop  training. 

2.  This  work-shop  instruction  may  precede,  accompany  or  follow  the  intellectual 
training,  but  for  many  reasons  it  preferably  accompanies  it. 

3.  The  work-shop  instruction  is  best  given  in  a  genuine  manufacturing  machine 
shop  where  work  is  done  that  is  to  be  sold  in  open  market  and  in  unprotected  com¬ 
petition  with  the  products  of  other  shops. 


*  Worcester  Catalogue.  P.7. 


INAUGURAL  ADDRESS  BY  PRESIDENT  THOMPSON.  727 


4.  That  in  a  course  of  three  and  a  half  years,  working  800  hours  the  first  half 
year  find  500  hours  a  year  thereafter,  a  boy  beginning  without  any  knowledge  of 
mechanics  can  acquire  skill  enough  to  offer  himself  at  graduation  as  a  journeyman 
and  will  be  found  on  trial  not  inferior  to  those  who  have  spent  the  entire  time  of 
three  and  a  half  years  in  a  regular  machine  shop. 

5.  That  the  work-shop  practice  must  be  a  part  of  every  week’s  work  in  the  insti¬ 
tution  ;  that  it  shall  be  momentarily  supervised  by  skilful  men,  and  that  the  stu¬ 
dent  must  not  expect  or  receive  any  pecuniary  advantage  from  it. 

6.  That  the  question  who  shall  be  a  superintendent  or  foreman  or  engineer 
engaged  in  designing  or  drafting  machinery  cannot  be  settled  in  any  school- — that 
being  a  question  to  be  determined  only  by  actual  trial ;  because  the  discipline  of 
the  judgment  by  actual  practice  into  which  personal  responsibility  enters  is  vitally 
essential  to  a  valid  claim  to  the  post  of  superintendent.  Hence,  it  will  follow  that, 
while  all  receive  the  preliminary  training  requisite  for  engineering,  many  will  not 
attain  to  it,  but  these  will  find  a  full  reward  for  all  then'  time  and  labor  in  superior 
intelligence  as  workmen — in  being  masters  and  not  servants  of  the  machines  which 
they  make  or  run. 

7.  A  seventh  principle  was  announced  when  the  first  class  graduated,  and  has 
been  inculcated  into  all  their  successors,  viz  :  that  the  value  of  the  education  they 
have  received  will  show  itself  in  the  rate  of  their  advancement  and  will  be  easily 
detected  by  their  employers,  and  that  they  should  not  be  so  much  concerned,  in 
seeking  places,  about  great  wages  or  high  positions  as  about  the  chances  ahead  for 
advancement ;  indeed  there  might  be  cases  in  which  they  could  well  afford  to  work 
a  while  for  a  bare  subsistence,  such  would  be  the  value  of  their  experience. 

These  principles  have  now  been  tested  under  as  favorable  conditions  as  could  be 
desired  for  fourteen  years,  and  tins  experience  all  goes  to  confirm  them.  No  valid 
objection  has  been  urged  and  no  adverse  criticism  worth  a  moment’s  attention  has 
been  heard.  The  expense  attending  the  proper  development  of  this  plan  is  the  only 
difficulty  in  the  way  of  its  general  adoption  ;  but,  within  the  brief  period  of  its 
existence,  the  Worcester  School  has  seen  two  great  institutions  founded  on  its 
plan,  the  Miller  School  in  Virginia  and  the  Rose  School  at  Terre  Haute. 

Now  since  the  principles  just  recited  are  to  be  the  regulating  force  in  the  organ¬ 
ization  of  this  school,  some  discussion  of  their  grounds  is  in  place. 

PRACTICAL  KNOWLEDGE  OF  SHOP  WORK  ESSENTIAL. 

No  argument  is  needed  to  prove  that  an  engineer  should  have  practical  acquaint¬ 
ance  with  handicraft  and  with  the  machine  shop  in  general.  The  great  demand 
for  men  who  have  this  qualification  and  the  surplus  of  unemployed  theoretical 
engineers,  otherwise  able  and  competent  men  who  lack  it  shows  that  the  point  is 
well  taken.  The  experience  of  the  older  countries  sustains  this  view.  It  is  found 
in  Austria,  so  the  Baron  Von  Eybesfeld  (Minister  of  Public  Instruction)  told  me, 
that  there  is  a  great  excess  of  graduates  of  the  polytechnic  over  the  demand,  and 
that  he  is  now  engaged  in  organizing  a  new  kind  of  school  in  which  workshop 
instruction  shall  form  part  of  the  course,  so  that  the  country  may  have  some  men 
for  foremen  and  superintendents  of  works  who  are  thoroughly  versed  in  the  prac¬ 
tical  details  of  machine-shop  work.  In  carrying  out  this  new  policy,  the  latest 
phase,  it  will  be  noticed  of  technology,  the  great  Gewerbe  Museum  has  been  organ¬ 
ized  and  put  in  charge  of  Dr.  Exner,  a  strikingly  competent  and  efficient  man. 
He  has  started  two  totally  distinct  sorts  of  schools  :  the  first  is  substantially  a  half¬ 
time  school,  in  which  boys  from  the  higher  common  schools  work  half  the  day 
and  study  the  other  half,  receiving  instruction  according  to  the  polytechnic  plan  as 
far  as  the  time  permits;  the  course  being  two  years,  these  boys  do  not  receive  as 
much  instruction  as  the  polytechnikers,  but  they  have  the  immense  advantage  of 
practical  power  in  the  shop,  which  secures  them  a  living  and  adds  to  their  value. 
Every  stroke  of  work  in  the  shops  is  done  with  reference  to  the  sale  of  the  articles, 
and  no  fact  was  mentioned  oftener,  or  with  more  evident  satisfaction  by  Dr.  Exner 
in  proof  of  the  solid  excellence  of  the  school  than  that  they  sold  in  the  first  year  a 
thousand  gulden  worth  of  their  work.  It  is  intended  to  multiply  these  schools  so 
that  they  shall  provide  a  great  variety  of  mechanical  practice  (the  two  now  in  opera¬ 
tion  being  devoted  wholly  to  wood  working)  and  to  extend  the  course  to  four  years. 
When  this  has  been  done  there  will  be  in  Vienna  two  schools  in  which  all  the  prin¬ 
ciples  of  the  Worcester  Institute  will  be  adopted  and  applied. 

THE  AUSTRIAN  EXPERIMENT  IN  COTTAGE  INDUSTRIES. 

The  second  line  along  which  the  Austrians  are  moving  is  in  cultivating  what  are 
known  as  cottage  industries  ;  this  movement  is  so  interesting  that  I  shall  venture 
to  say  something  about  it,  though  it  is  not  immediately  germane  to  our  purpose. 


728  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


There  is  a  marked  tendency  in  Austria  to  concentrate  population  in  large  cities. 
The  population  of  Vienna  has  grown  from  800,000  to  1,200,000  within  ten  or  twelve 
years  and  other  cities  show  a  great  increase  ;  this  has  occurred  without  a  corre¬ 
sponding  increase  in  the  total  population  ;  the  inference  is  that  the  growth  of  the 
cities  is  depopulating  the  villages — an  unmistakable  and  alarming  fact.  Inquiry 
into  the  causes  of  this  movement  has  brought  out  the  fact  that  the  peasants  of  these 
villages  have  lost  the  market  for  their  baskets  and  other  wares  because  their  Swiss 
and  French  neighbors,  who  have  had  abundant  schools  of  industry,  have  devised 
new  and  more  attractive  forms  for  the  same  wares.  The  peasants  of  Austria  were 
unable  to  compete  because,  through  their  ignorance  of  design,  they  were  confined 
to  the  old  and  unsalable  forms,  and  with  the  fatuous  haste  so  often  seen,  crowd  the 
cities  in  the  vain  hope  of  bettering  their  lot.  Dr.  Exner,  under  the  general  direc¬ 
tion  of  the  wise  and  acute  Minister  of  Public  Instruction,  has  started  schools  for 
basket-weaving — by  far  the  most  important  of  these  household  industries.  Half  of 
the  day  is  devoted  to  learning  new  and  better  ways  of  basket-weaving,  and  half  to 
drawing  and  modeling  in  clay  ;  the  result  being  that  the  pupils  learn  how  to  do  the 
things  that  are  now  in  demand  and  are  clothed  with  power  to  design  whatever 
forms  the  future  may  suggest.  Anybody  may  attend  these  schools  who  chooses  to 
come  to  Vienna ;  for  there  only  can  a  museum  of  examples  be  gathered  sufficiently 
ample  to  enable  the  minister  to  multiply  the  schools  so  as  to  provide  for  other  indus¬ 
tries  as  well  as  basket-weaving.  The  hope  is  that  the  more  intelligent  young  peas¬ 
ants  will  attend  these  schools  and  carry  back  to  their  villages  the  new  ideas  ;  this 
being  done,  a  check  will  be  put  upon  the  tendency  of  people  to  leave  the  villages, 
because  they  can  again  be  prosperous  and  happy  where  they  are. 

SUMMARY  OF  REASONS  FOR  COMBINING  SHOP  WORK  WITH  SCHOOL  WORK. 

Upon  the  question  whether  workshop  instruction  should  precede,  accompany  or 
follow  the  school  training  opinions  differ,  and  a  full  discussion  of  the  subject  is 
impossible  within  the  limits  of  this  address.  This  subject  occupied  the  attention 
of  the  American  Institute  of  mining  engineers  through  two  prolonged  and  intensely 
active  sessions  in  1876,  and  the  results  are  embodied  in  a  valuable  pamphlet  which 
presents  the  views  of  the  ablest  engineers  in  the  country.  I  will  briefly  summarize 
the  facts  and  motives  which  seem  to  leave  us  practically  no  alternative  but  to  incor¬ 
porate  the  shop  practice  witli  the  school-work.  Boys  fitting  for  a  polytechnic 
school  cannot  leave  the  preparatory  school  younger  than  sixteen  ;  if  they  are  to  get 
their  shop-training  before  the  polytechnic,  they  must  spend  three  years  at  it  and  at 
the  end  of  the  time  they  will  be  rather  too  old  to  get  the  best  advantage  of  the  school, 
and  miss  the  all  important  opportunity  of  applying  then-  theoretical  knowledge  as 
they  go  along. 

If,  on  the  other  hand,  boys  defer  the  shop  till  after  graduating,  they  will  find 
many  excuses  for  slighting  it  or  for  not  doing  it  at  all.  At  the  age  of  twenty,  with 
a  good  knowledge  of  drafting  and  well  disciplined  faculties,  American  boys  would 
be  far  more  likely  to  turn  into  draughtsmen  or  to  take  their  chances  in  business  than 
to  submit  to  the  dull  routine  of  elementary  shop-practice.  Theoretically  there  is 
much  to  be  said  in  favor  of  this  plan,  for  it  brings  to  the  work-shop  the  trained 
powers  of  the  school  and  makes  the  practice  continuous.  It  is  the  plan  of  the  Rus¬ 
sians,  in  the  Imperial  Institute  of  Technology  at  St.  Petersburg,  certainly  one  of  the 
best  technological  schools  in  the  world,  where  the  students,  after  a  four  years 
course  in  pure  technology  with  the  usual  holidays  and  vacations,  return  on  the  first 
day  of  September  and  work  in  the  machine  shops  till  the  first  day  of  the  following 
September,  ten  hours  a  day  without  vacations,  and  the  results  are  very  satisfactory. 
But  the  Russians  can  carry  out  such  a  system  because  the  government  controls  the 
positions  to  which  the  students  aspire  and  without  which  they  must  starve,  and 
makes  the  fifth  year  of  practice  compulsory.  Very  few  who  have  had  much  expe¬ 
rience  in  teaching  American  boys  believe  that  such  a  plan  could  be  successfully 
adopted  here. 

There  are  many  solid,  positive  reasons  in  favor  of  incorporating  tlie  shop- 
practice  with  the  intellectual  discipline.  The  period  of  a  boy's  life  between  sixteen 
and  twenty-one  is  the  period  of  sharp  acquisition  ;  ideas  taken  then  remain  in  a 
special  sense  a  part  of  the  mental  furniture  forever.  Probably  no  one,  whose 
course  of  education  is  uninterrupted,  acquires  as  much  as  between  the  ages  men¬ 
tioned,  or  retains  what  he  acquires  as  long.  It  is  an  interesting  fact  that  the  enthu¬ 
siasm  which  an  American  boy  cherishes  for  his  college,  an  English  boy  feels  for 
his  school,  where  the  training  lie  most  values  was  received.  The  American  hur¬ 
rahs  for  Yale  or  Harvard — the  English  for  Eton  or  Rugby.  The  same  would  be 
true  here  were  all  our  boys  fitted  for  college  at  a  few  large  schools  and  fitted  as 
well.  This  being  true,  shop  practice  has  an  advantage  it  would  otherwise  lose  in 
coming  into  this  period. 


INAUGURAL  ADDRESS  BY  PRESIDENT  THOMPSON.  729 


ADVANTAGES  OF  A  SCHOOL  WORK  SHOP. 

Again,  a  man  whose  matured  and  furnished  mind  has  laid  hold  of  the  strong 
problems  of  theoretical  mathematics  in  school,  and  who  finds  himself  on  the  threshold 
of  manhood  does  not  bend  himself  with  just  the  same  ease  as  an  undergraduate  to 
the  elements  of  machine-shop  practice.  There  is  some  advantage,  too,  in  beginning 
shop-life  in  periods  of  five  hours  semi-weekly  over  ten  hours  a  day ;  for  less  time 
proportionally  is  wasted.  And  finally,  a  great  economy  of  the  precious  time  of  the 
students  is  secured  because  shop-work  serves  the  double  purpose  of  practice  and  of 
exercise. 

Why  the  school  workshop  should  not  be  a  shop  in  a  complete  sense  and  not  a 
mechanical  laboratory  or  some  other  device  for  escaping  the  hard  but  necessary  dis¬ 
cipline  of  a  shop,  has  not  yet  been  stated.  There  is  a  difficulty  in  meeting  the  first 
cost  and  inevitable  annual  deficit,  but  if  any  other  valid  objection  has  been  made  to 
the  plan  it  has  escaped  my  attention.  It  offers  every  advantage  of  every  other  form 
of  school-shop,  with  immense  additions. 

The  advantages  of  a  shop  in  which  actual  construction  is  made  to  aid  in  instruc¬ 
tion  are  numerous  ;  a  few  only  can  be  mentioned.  These  boys  are  all  hoping  to  be 
engineers,  at  least  they  may  expect  to  become  skilled  workmen  or  draughtsmen.  In 
any  event  the  more  the  faculty  of  judgment  is  cultivated,  and  the  more  the  boys 
realize  the  nature  and  extent  of  the  difficulties  that  actual  practice  presents,  of 
which  the  best  theoretical  knowledge  gives  no  hint,  the  nearer  they  are  to  attaining 
the  end  they  seek.  We  have  seen  that  no  graduate  of  a  school  is  an  engineer,  but 
is  in  the  best  way  to  become  one.  Why  not  advance  him  as  far  as  possible?  If  now 
the  student’s  comprehension  of  the  principles  of  engineering  is  clear  and  his  weekly 
practice  enables  him  to  see  those  principles  in  action  under  conditions  as  like  as  possi¬ 
ble  to  those  which  he  will  meet  in  real  life,  his  entrance  upon  the  life  of  an  engineer 
will  be  an  expansion  of  his  school-life,  and  not  an  abrupt  transition  from  it  to  a  new 
mode  of  life.  The  more  his  work  is  subjected  to  the  inexorable  tests  of  business, 
and  the  more  he  feels  in  the  use  of  his  materials  just  the  same  responsibility  that 
rests  upon  an  actual  workman,  the  better  he  is.  He  must  make  the  things  that 
are  to  be  used  and  not  those  contrived  to  suit  the  peculiarities  of  his  temperament, 
the  exigencies  of  his  situation  or  the  mere  purpose  of  instruction.  There  is  nothing 
that  a  student  needs  to  make  in  a  school  workshop  from  which  he  cannot  gain 
something  if  he  puts  the  article  into  its  final  serviceable  form. 

Applying  the  stern  test  of  serviceableness  is  the  only  way  to  kuow  whether  the 
things  that  have  been  made  were  worth  the  making  or  not,  and  is  the  only  way  to 
correct  any  tendency  to  visionary  structure  that  is  so  apt,  to  infect  a  school  work¬ 
shop,  and  to  prevent  that  sublimation  of  common  sense  which  is  apt  to  ensue  when 
responsibility  for  the  correct  use  of  costly  materials  is  removed. 

There  is  no  merit  or  charm  in  work,  considered  merely  as  work  ;  to  work  to  pro¬ 
duce  something  that  some  one  else  wants  and  cannot  make  for  himself  and  is  able  to 
pay  for  is  the  stimulus  of  industry.  All  work  in  school-shops  or  any  other  will 
ultimately  obey  this  law  or  else  it  will  evaporate  into  exercise  or  sport. 

Workshops  into  which  the  principle  of  construction  does  not  enter  are  liable  to 
exalt  the  importance  of  the  purely  literary  aspect  of  mechanical  knowledge.  It  is 
possible  to  know  the  five  hundred  and  seven  mechanical  movements,  to  know  the 
best  cutting  angles  of  saws,  files  and  edge  tools  and  not  be  a  mechanic  or  be  in  the 
way  of  becoming  one.  This  kind  of  knowledge  is  useful  and  attractive  and  desir¬ 
able  when  it  is  not  offered  as  a  substitute  for  the  dexterity  that  can  be  obtained  only 
by  the  use  of  the  tools.  It  will  not  do  to  regard  our  ancestors,  the  skilled  mechanics, 
as  fools.  There  is  still  but  one  way  to  learn  to  file  and  that  is  to  file.  The  most 
expert  filer  I  ever  saw  could  not  write  his  name.  I  do  not  think  he  could  have  filed 
any  better  had  this  simple  accomplishment  been  added  to  his  merits ;  he  would 
have  been  a  better  and  a  happier  and  more  useful  man  with  more  knowledge,  but 
lie  did  that  one  thing  as  well  as  it  could  be  done  at  that  time. 

MACHINERY  RAPIDLY  SUPERSEDING  HANDICRAFT. 

But  this  thought  instantly  suggests  another  of  the  greatest  importance,  viz : 
handicraft  occupies  a  constantly  narrowing  place  in  the  mechanic  arts  ;  machinery 
a  constantly  widening  one.  Every  year  adds  to  the  number  of  trades  from  which 
the  machinist  has  driven  the  craftsman.  It  is  clear  then  that  no  training  of  boys 
for  the  life  of  mechanics  is  complete  which  does  not  make  them  familiar  with 
machinery  and  machine-construction. 

There  is  one  demand  sometimes  made  upon  the  school-shop  which  is  unjust, 
namely,  that  it  should  pay  its  way.  How  can  it  pay  its  way  when  so  large  a  part 
of  its  force  is  spent  in  teaching  boys?  If  so  many  machine  shops  in  this  country, 
fitted  up  and  managed  with  especial  reference  to  money-making  fail  in  business,  or 


730  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


only  make  the  ends  meet  by  the  most  painful  efforts,  how  can  a  shop  one-half  of 
whose  effective  force  is  spent  in  teaching  boys,  who  cannot  for  the  first  half  of  their 
time  produce  anything  salable,  hope  to  pay  its  way?  Teaching  in  school-shops  costs 
as  teaching  elsewhere  costs. 

THE  SCHOOL  AT  MOSCOW,  RUSSIA. 

Many  difficulties  have  been  met  and  overcome,  and  many  more- which  wore  a 
threatening  aspect  ceased  to  be  difficulties  at  all  when  the  time  came  to  deal  with 
them.  It  is  idle  to  spend  time,  therefore,  in  enumerating  and  discussing  these  dif¬ 
ficulties.  Those  that  remain  are  of  trifling  magnitude.  It  is  better  and  more 
interesting  t.o  turn  attention  for  a  moment  to  another  solution  of  this  problem  of 
technological  education  in  the  school  at  Moscow,  in  Russia,  which  was  opened 
almost  exactly  at  the  same  time  as  the  Worcester  school,  and  is  now  administered  on 
the  same  general  plan.  I  visited  the  school  last  October  and  will  record  a  few  obser¬ 
vations  upon  it.  The  first  room,  into  which  I  was  shown  by  the  superintendent  of 
the  shops,  half  the  size  of  this  chapel,  was  devoted  to  conferences  with  purchasers 
of  machinery  and  would-be  purchasers,  who  needed  the  aid  of  an  engineer  to  design 
and  draught  machinery  for  special  purposes ;  all  the  machinery  thus  designed  is 
made  in  the  school-shops.  This  room  was  filled  with  large  drawing  tables,  on 
which  lay  working-drawings  of  machinery  in  various  stages.  The  second  room  I 
saw  was  the  engine  room,  where  a  twenty-horse  engine  was  doing  its  best  to  drive 
the  machinery  of  the  shops,  and  later  I  saw  a  duplicate  of  this  engine,  every  part 
of  which  had  been  cast  and  finished  in  the  school-shops.  The  third  rooms  were 
the  machine-shops,  smithy  and  foundry,  where  a  hundred  workmen  are  employed 
in  the  double  duty  of  manufacturing,  and  instructing  the  students  how  to  manu¬ 
facture  ;  mingled  with  the  workmen  on  that  day  were  about  sixty  students.  The 
fourth  room  was  a  store  house  in  which  was  exhibited  60,000  roubles  worth  ($30, 000) 
of  machinery  and  machine  tools,  being  the  result  of  one  year's  work,  and  just 
brought  back  from  the  annual  exhibition  of  the  Industries  of  Central  Russia.  An 
equal  amount  made  during  the  previous  year  has  been  sold.  The  fifth  rooms  were 
a  series  of  smaller  apartments  in  which,  for  convenience,  the  students  begin  their 
practice.  The  method  of  teaching  them  is  this :  each  year  about  eighty  boys  are 
received  at  an  average  age  of  seventeen  and  a  half  years ;  the  course  of  study  is  six 
years,  of  thirty-two  weeks  in  each  year  ;  for  the  first,  second  and  third  years,  the 
boys  all  work  in  the  shops  fourteen  hours  a  week,  or  448  hours  annually  ;  for  the 
fourth,  fifth  and  sixth  years,  ten  and  a  half  hours  a  week,  or  336  hours  annually, 
so  that  they  work  an  aggregate  of  1344  hours  in  the  first  three  years  and  1008  the 
second  three  ;  the  rest  of  their  time  is  occupied  with  the  ordinary  curriculum  of  a 
polytechnic  school.  The  practice  for  the  first  three  years,  or  rather  more  than  half 
of  the  whole  is  spent  in  preparing  for  that  of  the  second  three;  i.e.for  the  first 
half  they  do  not  attempt  any  manufacturing,  and  for  the  second  half  do  not  do 
anything  else.*  In  these  rooms  the  boys  were  filing,  forging,  sawing,  turning, 
etc.,  each  as  fast  and  well  as  he  could,  all  the  boys  in  any  one  room  being  respon¬ 
sible  to  the  foreman  of  that  room,  whose  duty  it  is  to  provide  work  for  each  boy 
and  decide  upon  its  quality.  Each  boy  is  pushed  as  far  as  possible  in  the  time 
allotted  to  each  room  regardless  of  his  mates.  The  work  done  in  these  rooms  is 
mainly  thrown  away,  though  some  is  saved  for  models. 

THE  MOSCOW  SCHOOL  SHOPS  A  MANUFACTURING  ESTABLISHMENT. 

But  the  boys  are  just  as  much  in  need  of  direction  and  efficient  skill  when  they 
emerge  from  the  elementary  shops  as  they  were  before,  and  it  never  occurs  to  the 
faculty  that  one  of  these  boys  is  fit  for  any  shop  but  their  own  until  his  course  is 
completed,  any  more  than  an  ordinary  college  faculty  regard  sophomores  as  ready 
to  study  theology.  The  boys  in  the  elementary  shops  have  free  access  to  the  manu¬ 
facturing  shops,  see  where  every  piece  they  are  making  fits  and  how  it  is  used — 
they  do  everything  in  a  manufacturing  atmosphere,  and  every  boy  who  passes  the 
requisite  examinations,  with  very  few  exceptions,  passes  into  the  manufacturing 
shops.  The  Moscow  school-shop  is  a  great  manufacturing  establishment  and,  if  the 
manufacturing  element  were  removed,  the  school  would  be  either  revolutionized  or 
extinguished.  The  elementary  shops  are  a  convenient,  and  for  that  school,  serv¬ 
iceable  and  economical  device  for  doing  what  all  school  work-shops  must  do,  sepa¬ 
rating  unsalable  work  from  salable,  and  keeping  apprentices  at  work  by  themselves 
though  in  full  view  of  and  in  full  co-operation  with  the  manufacturing  shops  till 


*  The  Superintendent  said  that  if  one  of  the  boys  in  the  preparatory  room  made 
anything  salable  they  did  not  hesitate  to  sell  it. 


INAUGURAL  ADDRESS  BY  PRESIDENT  THOMPSON. 


731 


they  have  skill  enough  to  begin  to  do  salable  work.  My  conviction  is,  however, 
that  the  results  are  uot  what  might  be  expected ;  for  the  work  done  by  these  boys 
at  the  end  of  their  first  half  year  course,  or  after  1344  hours  practice,  does  not  com¬ 
pare  favorably  in  excellence  with  that  done  by  the  boys  at  Worcester  after  their 
first  half  year,  or  800  hours,  and  candor  compels  me  also  to  say  that  the  work  of 
the  graduates  at  Moscow  is  at  least  not  at  all  superior  to  that  of  the  Worcester  men.* 
The  graduates  of  this  school  and  of  that  at  St.  Petersburg  compete  for  the  same 
prizes  and  all  obtain  good  positions  in  manufacturing  establishments. 

Some  statistics  will  show  the  thoroughness  of  the  discipline  of  the  school  and  the 
importance  attached  to  it  by  the  government.  The  government  appropriates 
250,000  roubles,  or  $125,000,  annually  to  this  school  (and  the  same  to  St.  Petersburg). 
The  number  of  Professors  is  fifteen,  of  Lectors  ten,  all  others  three.  The  tuition 
is  150  roubles,  or  $75.00,  a  year.  The  floor  space  at  Moscow  is  not  less  than  400,000 
square  feet — that  of  Worcester  is  50,000. 

A  set  of  plans  of  the  building  will  soon  be  found  in  our  library. 

It  adds  great  force  to  Russian  examples  and  precedents  to  know  why  we  find 
their  polytechnic  schools  of  such  rare  and  unsurpassed  excellence. 

ADMIRABLE  EQUIPMENT  OF  THE  POLYTECHNIC  SCHOOLS  OF  RUSSIA. 

The  popular  impression  of  Russia  does  her  great  injustice.  The  educated  Russians 
are  a  highly  educated  and  accomplished  people.  Part  of  this  intelligence  is  due  to 
the  intermixture  of  the  German  population,  which  began  soon  after  the  death  of 
Catharine  and  has  continued  to  the  present  time.  Now,  when  the  Russians  began, 
about  fifty  years  ago,  to  attend  to  the  development  of  their  internal  resources  in  a 
scientific  maimer,  they  started  in  the  most  sensible  way,  by  sending  commissioners 
to  study  the  systems  of  technological  education  of  Western  Europe.  These  men 
winnowed  Europe  for  ideas.  These  ideas  they  carried  to  Russia  and  expanded  into 
schools  which  surpass  in  completeness  of  equipment  and  affluence  of  resources  all 
others  in  Europe,  with  the  possible  exception  of  the  Ecole  Poly  technique,  in  Paris. 
They  had  the  money  to  give  German  ideas  of  education  and  expansion  and  devel¬ 
opment  of  which  the  Germans,  in  their  poverty,  never  dreamed.  Russia  is  the  lee 
shore  upon  which  the  choicest  educational  pebbles  may  be  gathered.  In  studying 
Russia  one  sees  all  European  technological  education  epitomized. 

And  since  the  notice  of  these  inauguration  exercises  was  printed  I  have  news 
that  the  Imperial  Institute  of  St.  Petersburg  has  stretched  her  hand  across  the  wide 
waters  to  give  us  a  welcome  into  the  fraternity.  Notice  has  come  that  a  box  of 
examples  of  the  work  done  there  and  a  collection  of  drawings  has  been  shipped  as 
a  present  from  one  of  the  oldest  to  this,  the  youngest  of  the  polytechnic  schools. 

SUCCESS  OF  THE  SYSTEM  AT  WORCESTER. 

But  I  must  hasten  to  complete  this  exposition,  of  principles.  The  fourth  funda¬ 
mental  at  Worcester  is  that  in  a  course  of  three  and  one-lialf  years  a  boy,  by  work¬ 
ing  800  hours  the  first  half  year  and  500  hours  a  year  thereafter,  can  gain  as  much 
dexterity  and  be  as  fit  to  offer  his  services  as  a  journeyman  as  he  would  be  had  he 
worked  three  and  one-lialf  years  steadily  in  a  modern  machine-shop.  The  experi¬ 
ence  of  two  hundred  graduates  of  the  Worcester  school,  and  the  opinions  of  the 
manufacturers  in  whose  shops  they  have  found  employment,  establish  the  fact. 
Some  of  the  reasons  for  this  somewhat  paradoxical  result  are  that  in  an  ordinary 
macliine  shop  a  boy  must  spend  his  time  in  his  employer’s  interest  and  not  in  his 
own,  and  only  a  small  portion  of  that  time  is  devoted  to  teaching  him  manipula¬ 
tion  ;  in  the  school-shop  the  time  is  wholly  used  in  teaching.  Again,  the  student- 
apprentice  is  under  daily  training  in  school  and  comes  to  his  work  with  alert  fac¬ 
ulties  and  acquisitive  powers  constantly  growing  stronger.  This  is  especially  true 
with  reference  to  his  weekly  practice  in  free  drawing,  a  study  which  tends  to 
develop  and  train  the  sense  of  form  and  proportion,  the  very  training  that  a 
mechanic  most  needs.  And,  again,  the  work  of  the  student  is  done  under  the  eye 
and  with  the  ready  assistance  of  a  skilled  workman  whose  duty  it  is  to  teach  him, 
by  precept  and  example,  all  he  can  learn.  Meantime,  while  he  has  been  getting  his 
manual  dexterity,  our  student-mechanic  has  obtained  a  good  education.  The 
remaining  principles  require  no  further  explanation. 


*  The  work  done  by  the  graduate-mechanics  of  St.  Petersburg  is  especially  inter¬ 
esting  because  it  is  evidence  of  the  advantage  of  well-disciplined  faculties  in  acquir¬ 
ing  skill  in  handicraft. 


732  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


LIFE  WORK  OF  WORCESTER  GRADUATES. 

It  will  now  be  asked  what  may  the  graduates  of  this  school  be  expected  to  do. 
To  this  I  reply  by  reciting  what  the  graduates  of  the  Worcester  school  have  done  : 


Occupations  of  graduates — 

Partners  in  business  firms .  23 

*  Superintendents .  16 

Chief  Engineers .  3 

Division  Engineers .  ...  5 

Assistant  Engineers .  16 

Civil  Engineers .  20 

Draughtsmen .  49 

*  Mechanical  Engineers .  10 

*  Machinists .  13 

Foremen . 8 

Teachers .  17 

Chemists .  12 

Advanced  Students .  4 

Designers . 5 

Others,  mostly  engaged  in  manufactures .  45 

246 

Deceased .  9 

Total .  255 


More  than  ninety-five  per  cent,  of  the  graduates  are  engaged  in  occupations  for 
which  their  training  at  the  Institute  specially  prepared  them. 

MODIFICATION  OF  WORCESTER  PLANS  PROPOSED  AT  ROSE  POLYTECHNIC. 

In  the  Rose  school  the  following  modifications  of  the  Worcester  plan  will  be 
attempted : 

1.  The  course  of  study  will  be  four  years  instead  of  tlu-ee  and  a  half. 

2.  The  practice  will  be  concentrated  in  the  first  year  and  diminished  in  the  fourth, 
so  as  to  allow  time  for  more  instruction  in  machine-design. 

3.  While  the  same  subjects  will  be  taught,  perhaps  more  attention  will  be  given 
to  the  humanities. 

4.  A  different  view  will  be  taken  here  of  the  profession  of  civil  engineering  from 
the  one  usually  held.  The  young  men  who  propose  to  be  civil  engineers  will  spend 
a  part  of  their  practice  time  in  the  machine-shop. 

Civil  engineering  cannot  easily  be  separated  from  mechanical,  because  the  most 
important  business  of  a  civil  engineer  nowadays  is  not  surveying  and  mapping 
but  bridge  and  building  construction,  the  setting  of  water  -  wheels  and  other 
engines,  and  sucli  like  undertakings  which  involve  a  knowledge  of  mechanics  ;  so 
that  two  or  three  of  the  best  so-called  civil  engineers  in  the  country  have  given  it 
as  their  judgment  that  a  course  in  mechanics  including  workshop  instruction,  is 
the  best  way  to  prepare  for  the  practice  of  civil  engineering. 

But  on  the  other  hand,  the  building  of  new  highways  and  railroads  still  goes  on 
and  calls  for  a  certain  number  of  young  men  who  are  expert  in  the  use  of  the  tran¬ 
sit  and  level  (especially  in  railroad  problems)  who  know  how  to  draw  and  who 
understand  mensuration  ;  hence,  training  for  this  sort  of  employment  cannot  be 
neglected  in  a  polytechnic  school.  It  would  conduce  to  clearness  to  call  such  work 
Topographical  engineering. 

An  added  consideration  of  some  weight  in  favor  of  retaining  a  distinct  depart¬ 
ment  of  Topographical  engineering  is  that  many  of  the  young  men  who  frequent 
technological  schools  have  no  taste  or  aptitude  for  mechanical  work,  and  some 
have  not  the  requisite  physical  vigor  for  it,  whose  fitness  for  success  in  field-work 
or  in  mapping  is  unquestionable.  But  it  will  be  clearly  advantageous  to  all  to  have 
some  workshop  practice.  No  changes  will  be  made  except  such  as  reason  and  a 
large  experience  show  to  be  desirable  and  advantageous  to  the  student. 

But  a  healthy  child  wants  food.  An  .adequate  beginning  must  be  sustained  by 
continual  contributions  in  order  to  good  progress.  We  want  the  sympathy  and 
patient  consideration  of  the  community.  We  want  books,  apparatus  and  models 
constantly  in  excess  of  the  resources  of  our  funds.  The  example  of  our  founder  is 
worthy  of  attention  and  imitation. 


*  Many  of  these  are  “  Master  Mechanics.” 


INAUGURAL  ADDRESS  BY  PRESIDENT  THOMPSON.  733 


The  machine-shop  is  ready ;  a  reference  library  will  soon  be  on  the  shelves ;  a 
cabinet  of  minerals  is  on  hand  ;  ample  models  are  ready  for  the  proper  equipment 
of  rooms  for  drawing  and  design  ;  the  bricks  for  a  new  building  for  a  chemical 
laboratory  are  now  lying  in  the  yard ;  apparatus  for  chemistry,  physics  and  field 
work  is  in  the  building  or  provided  for ;  commodious  recitation  and  lecture  rooms 
are  ready  when  wanted. 

I  hope  also,  in  course  of  time,  to  collect  models  and  examples  of  the  best  mechani¬ 
cal  devices,  and  also  of  leading  manufactures.  These  collections  of  models  play  a 
very  important  part  in  European  technological  schools,  and  for  obvious  reasons. 
Indeed,  the  outlay  in  some  cases  is  enormous  and  would  be  insupportable  did  not 
manufacturers  find  their  account  in  placing  here  examples  of  their  best  work.  At 
Chemnitz  I  saw  two  good  examples  of  this  class:  one  a  perfect  working  model  of 
the  Hartman  locomotive,  which  cost  $3,000,  and  the  other  a  large  working  model 
of  the  Merkel  stationary  engine,  worth  $250 — each  presented  by  the  manufacturer. 

In  order  to  any  effective  use  of  these  resources  two  things  are  vitally  requisite : 
good  teaching  before  the  students  enter  the  Institute  and  good  teaching  afterward. 
It  is  on  the  whole,  a  mistake  to  suppose  that  fitting  for  the  polytechnic  is  essentially 
different  from  fitting  for  any  other  form  of  manly  labor  in  this  world  which  depends 
upon  a  sound,  instructed  brain.  Technically,  boys  will  be  examined  for  the  pres¬ 
ent  hi  English  grammar,  geography,  United  States  history,  arithmetic,  and  algebra 
as  far  as  quadratic  equations  ;  but  these  are  the  essentials  of  any  success  at  all  in 
the  polytechnic  ;  the  more  a  boy  knows  before  he  comes  the  broader  and  deeper  his 
success  will  be.  The  polytechnic  is  a  professional  school  and  must  concentrate 
itself  upon  its  own  special  work  ;  but  the  broader  the  base  on  which  it  builds,  the 
more  massive  the  structure  that  can  be  reared.  Whether  the  polytechnic  course 
shall  rear  an  obelisk  or  a  pyramid  depends  on  the  preparation  of  its  students. 

Men  are  born  as  ignorant  as  they  ever  were  and  the  same  steps  from  ignorance 
to  the  elements  of  all  knowledge  must  be  taken  by  every  one.  This  work  usually 
occupies  the  first  fifteen  or  sixteen  years  of  every  human  life. 

It  is  very  desirable  that  every  boy  that  presents  himself  for  admission  here  should 
have  at  least  a  full  high  school  course  ;  if  he  cannot  get  that,  let  him  make  the 
closest  possible  approach  to  it.  Youth  once  passed,  the  opportunity  for  acquiring 
the  rudiments  of  knowledge  is  usually  gone  forever.  An  eye  hath  not  seen  nor  ear 
heard  a  sadder  thing  than  the  lament  of  a  man  who,  amid  the  emergencies  of  life, 
suddenly  confronts  his  need  of  some  simple  knowledge  which  he  might  have  got 
for  the  asking  in  his  youth. 

QUALITY  OF  THE  INTELLECTUAL  TRAINING  AT  WORCESTER  AND  AT  ROSE 

POLYTECHNIC. 

The  greatest  solicitude  will  be  ever  cherished  here  about  the  quality  of  the  teaching. 
It  is  not  intended  that  students  shall  find  more  assiduous  or  competent  teaching  in 
the  various  branches  of  the  course  than  will  be  constantly  found  in  this  institute. 

But  there  is  one  peril  and  annoyance  to  which  the  new  polytechnic  is  subject : 
handicraft  in  school  never  having  been  used  before  except  for  reformatory  pur¬ 
poses,  the  impression  gets  abroad  that  the  institution  must  lower  its  intellectual 
standing  to  raise  the  handicraft.  I  do  not  know  an  institution  in  this  country 
except  West  Point  where  boys  achieve  as  much  good  work  or  are  better  prepared 
intellectually  for  effective  service  as  engineers  than  they  are  at  Worcester.  We 
propose  to  give  the  same  training  here. 

If  what  has  now  been  said  seems  to  have  a  too  exclusive  bearing  upon  the  study 
and  practice  of  mechanics  it  is  because  this  is  the  leading  department,  and  presents 
the  only  novel  and  difficult  features  of  our  enterprise  ;  but  there  will  be  depart¬ 
ments  of  civil  engineering,  physics,  chemistry,  and  design  organized  on  the  same 
general  plan  ;  the  studies  will  be  the  same  in  all  departments — the  practice  different 
according  to  the  purpose  for  which  it  is  intended.  These  departments  naturally 
group  themselves  ;  for  chemistry,  physics,  and  drawing  must  be  taught  to  mechan¬ 
ics,  and  the  additional  expense  required  to  give  practice  in  each  of  these  departments 
to  those  who  prefer  it  to  mechanical  practice  is  very  small.  The  outlay  required 
for  civil  engineering  practice  is  justified  by  the  demand. 

Later  in  our  enterprise  a  department  of  Mining  Engineering  may  be  organized  ; 
and  in  the  department  of  physics  special  attention  will  be  given  to  electrical  engineer¬ 
ing.  All  this  will  come  about  in  due  time.  It  will  be  observed  however  that  only 
one  kind  of  practice  can  be  profitably  taken  by  any  student,  during  the  course. 
Full  particulars  in  regard  to  all  these  matters  will  be  seasonably  given. 

THE  POLYTECHNIC  SCHOOL  HAS  COME  TO  STAY. 

If  this  account  of  the  origin  and  method  of  the  technological  school  be  correct,  it 
is  obvious  that  it  is  no  longer  an  experiment,  that  it  fills  a  gap,  that  it  is  a  natural, 
inevitable,  every  way  desirable  and  welcome  concomitant  of  modern  civilization. 


734  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


It  does  for  the  industrial  arts  what  the  colleges  have  so  well  done  for  the  learned 
professions  by  fitting  men  in  a  carefully  planned  course  of  study  for  the  intelligent 
discharge  of  their  duties. 

The  polytechnic  seeks  to  work  as  an  ally  of  the  old  classical  college,  and  hopes 
that  her  old  friend  may  find  something  to  her  advantage  in  studying  the  economy 
of  force  which  prevails  in  the  methods  and  results  of  the  newcomer.  The  poly¬ 
technic  does  not  sustain  any  organic  relation  to  the  college  such  as  the  academy  has 
on  the  one  hand  and  the  professional  school  on  the  other ;  yet  in  a  deeper  sense  it 
sustains  a  very  important  relation  to  it.  Whatever  tends  to  increase  or  foster  the 
desire  for  knowledge  tends  at  once  to  foster  all  institutions  whose  object  is  to  pro¬ 
mote  knowledge.  Every  new  institution  tends  to  increase  the  interest  in  the  old — 
provided  the  old  are  worthy.  Of  course,  I  do  not  mean  by  “new  institutions” 
repetitions  of  old  types,  such  as  the  multiplication  of  small  colleges,  for  this  is  gen¬ 
erally  an  evil  rather  than  a  good  (except  in  new  States),  but  I  mean  new  institu¬ 
tions,  like  polytechnic  schools,  that  strike  their  roots  into  new  soils  and  make  what 
was  once  a  desert  blossom  as  the  rose. 

Technical  schools  have  not  affected  the  colleges  unfavorably  in  the  matter  of 
attendance  ;  for  in  spite  of  the  crowds  that  have  flocked  to  their  doors,  the  classes 
in  the  colleges  have  steadily  increased.  More  new  colleges  have  been  founded  dur¬ 
ing  the  period  of  the  rise  of  polytechnic  schools  in  this  country  than  in  any  similar 
period  before ;  the  old  colleges  have  received  munificent  increase  of  their  resources 
and  have  more  than  held  their  own  in  the  matter  of  attendance,  and  all  the  students 
attending  the  state  universities  in  the  course  of  Liberal  Arts  may  be  reckoned  as  a 
solid  addition  to  the  ranks  of  the  college. 

For  obvious  reasons  the  polytechnic  school  flourishes  best  when  separate  and 
distinct  from  the  college  ;  but  the  more  it  flourishes  the  more  it  will  directly  benefit 
the  college  by  providing  for  the  instruction  of  the  youth  who  demand  the  so-called 
“  practical  courses”  and  thus  leave  the  college  free  to  pursue  her  own  legitimate 
work.  Towards  all  forms  of  knowledge  teclinology  is  hospitable,  and  towards  all 
who  know,  engineers  are  affectionate.  The  study  of  science  in  a  teachable  and 
reverent  spirit  does  not  beget  intolerance  or  bigotry.  Science  inculcates  hatred  of 
pretense,  and  is  intolerant  of  dogmatism ;  but  mindful  of  the  counsel  of  her  greatest 
disciple,  she  utters  the  solemn  words  of  Bacon  : 

“  This  also  we  humbly  beg  that  human  beings  may  not  prejudice  such  as  are 
divine,  neither  that  from  the  unlocking  of  the  gates  of  sense,  and  the  kindling  of  a 
greater  light,  anything  of  incredulity  or  intellectual  night  may  arise  in  our  mind 
toward  Divine  mysteries.” 

The  day  has  forever  passed  when  the  old  idea  that  the  study  of  Latin,  Greek  and 
the  humanities  is  the  only  education.  The  definition  of  an  educated  man  will  bear 
still  more  expansion,  but  it  has  broadened  rapidly,  during  the  last  quarter  century. 
*  “  The  vulgar  argument  that  a  study  of  the  classics  is  necessary  to  make  a  gentle¬ 
man  is  beneath  contempt.  Honor  and  gentleness  are  not  a  dye  or  a  lacquer,  but 
warp  and  woof.  It  is  tine  that  a  certain  social  consideration  attaches  to  persons 
who  are  supposed  to  know  Latin  and  Greek,  whether  they  are  gentlemen  or  not ;  ” 
but  society  is  rapidly  adapting  itself  to  the  new  era  in  which  men  and  women  are 
to  be  taken  for  what  they  are  and  not  what  they  are  said  to  be. 

It  is  an  unique  and  interesting  fact  that  most  of  the  polytechnic  schools  have 
been  founded  and  endowTed  by  private  benefactors.  The  colleges,  seminaries  and 
academies  have  depended  at  times  upon  legislative  fostering.  Hardly  a  session  of 
a  State  legislature  passed  prior  to  1873  without  considering  some  bill  in  aid  of  an 
educational  institution.  But  the  strong  point  about  polytechnic  schools  is  that  the 
enormous  expense  of  founding  and  administering  them  has  been  provided  in  most 
cases  by  individual  citizens  who  knew  their  value.  The  Ecole  Centrale  in  Paris, 
next  to  the  Poly  technique  the  best  in  France,  was  the  joint  product  of  the  brains 
of  Dumas,  Pictet  and  Ollivier  and  the  pocket  of  their  friend  Lavallee,  who  paid  all 
the  expense  of  starting  and  running  the  school  for  five  years,  and  at  the  end  of  that 
tune  presented  it  to  the  government.  In  this  country  Lawrence  at  Cambridge,  Van 
Rensselaer  at  Troy,  Sheffield  at  New  Haven,  Stevens  at  Hoboken,  Boynton,  Wash¬ 
burn  and  Salisbury  at  Worcester,  Rose  at  Terre  Haute,  Case  at  Cleveland  and  many 
others  have  said  in  tones  which  many  generations  will  hear  what  they  think  of  the 
value  and  importance  of  technical  education,  and  have  made  the  State  the  recipient 
and  not  the  nurse  of  their  bounty. 

In  the  city  of  Glasgow,  nothing  impresses  a  traveler  more  amid  all  its  teeming 
industries  than  two  monuments,  one  of  great  height  and  majesty  to  John  Knox, 
the  other  a  simple  tablet  in  the  wall  of  the  cathedral  to  the  memory  of  George 
Bailey  who  founded  unsectarian  schools  and  libraries  for  the  operative  classes. 


*  President  Eliot. 


TRIBUTE  TO  CHAUNCEY  ROSE  BY  DR.  HOBBS. 


735 


The  city  of  Terre  Haute  will  cherish  none  of  her  treasures  longer  than  the  memory 
of  her  princely  benefactor  ;  but  her  choicest  heritage  is  the  inalienable  right  to  put 
upon  his  monument  with  a  change  of  name  the  inscription  which  can  be  read  at 
the  grave  of  Copernicus  in  Warschau  : 

To  Chauncey  Rose,  our  Fellow  Citizen. 

President  Thompson’s  inaugural  being  concluded,  President  Collett  called  upon 
Dr.  Barnabas  C.  Hobbs,  a  former  member  of  the  Board  of  Managers,  and  now  a 
trustee  of  the  State  Normal  School,  who  thus  responded  : 

Dr.  Hobbs’s  Remarks. 

About  eight  years  ago  I  became  personally  acquainted  with  Chauncey  Rose  by 
accepting  an  invitation  to  make  his  house  my  home,  while  attending  a  State  Edu¬ 
cational  Association.  During  a  breakfast  conversation  my  bachelor  host  stated  that 
his  friends  had  been  advising  him  to  get  a  wife,  and  turning  to  me  said,  jocosely, 
“What  do  you  think  about  it?  ”  I  answered  that  “  Men  sometimes  had  an  unwrit¬ 
ten  history,  and  until  I  knew  his  I  did  not  think  it  well  to  give  him  any  advice.” 
He  thoughtfully  remarked,  “  You  are  right,  sir,  I  have  an  unwritten  history.'’ 

I  saw  from  his  manner  he  had  sympathies  the  world  knew  not  of,  and  that  he  was 
not  an  enemy  to  woman.  Sometime  after  this  on  the  occasion  of  another  visit,  he 
told  me  how  anxious  he  was  to  use  the  means  at  his  disposal  in  a  way  that  would 
do  the  most  good.  He  had  been  a  successful  business  man,  and  everything  he  had 
undertaken  seemed  to  have  been  a  success.  He  asked  me  what  I  thought  he  had 
best  do.  I  told  him  that  I  thought  no  investment  would  pay  better  than  one  paying 
the  expenses  of  deserving  young  women  in  the  Normal  School.  Women  had  a  hard 
time  in  finding  profitable  employments,  and  teaching  was  exactly  suited  to  their 
condition  in  life.  He  was  pleased  with  the  suggestion  and  authorized  me  to  select 
one  dozen,  then  fourteen,  then  he  increased  the  number  to  twenty.  William  A. 
Jones,  President  of  the  State  Normal  School,  was  my  aid.  We  chose,  chiefly,  such 
as  promised  well  but  were  not  able  to  complete  the  course  without  aid. 

In  time  I  suggested  to  him  the  desirability  of  securing  a  building  for  a  boarding 
house,  which  with  furnishing  would  not  cost  more  than  $20,000,  and  giving  an 
endowment  of  $100,000,  in  aid  of  deserving  young  ladies  who  could  not  pay  their 
way.  He  acceded  to  the  proposition  on  condition  that  the  State  should  pay  one- 
half  the  cost  of  the  building,  and  authorized  the  Board  of  Trustees  to  say  that 
much  to  the  Governor  and  State  Legislature  in  their  next  report.*  It  tinned  out 
that  no  official  notice  was  taken  of  this  proposition,  unless  it  was  a  paragraph  in 
the  Governor’s  message.  He  became  disgusted  with  their  lack  of  appreciation  and 
his  mind  underwent  a  change. 

When  I  next  saw  him  he  told  me  he  had  lost  faith  in  public  officers  and  politicians. 
Changes  in  parties  imperiled  finances  and  he  did  not  want  to  leave  his  money  in 
the  control  of  State  authorities  or  trustees.  He  preferred  private  incorporations 
who  are  empowered  with  self -perpetuity.  He  had  been  thinking  much  about  busi¬ 
ness  men  who  are  good  workmen,  but  can  not  prepare  their  estimates,  drawings 
and  specifications  and  have  to  be  running  to  lawyers  and  architects.  If  he  could 
do  something  for  them  he  would  like  to  do  so.  1  informed  him  what  he  wanted 
was  a  polytechnic  school.  I  had  visited  several  in  the  East,  and  especially  one  at 
Worcester,  Mass.,  which  gave  a  full  and  complete  scientific  training  ,o  boys,  prac¬ 
tically  fitting  them  for  business  men  ;  and  if  he  desired  me  I  would  write  to  Prof. 
Thompson  for  some  reports  which  would  give  him  a  correct  idea  of  the  purpose 
and  working  of  such  an  institution.  After  examination  of  these  his  mind  fully 
settled  on  the  endowment  of  a  polytechnic  school  and  on  the  erection  of  a  build¬ 
ing.  His  will  was  then  made,  specifying  his  bequest,  which  he  read  to  me.  I  think 
very  likely  Josephus  Collett,  the  presiding  officer  of  the  Board,  whose  head  is  ever 
full  of  practical  ideas,  had  also  a  leading  part  in  formulating  his  thoughts  and 
purposes. 

A  Board  of  Trustees  was  chosen,  a  Constitution  and  By-Laws  drawn  up,  an 
organization  completed  and  a  seal  approved  and  ordered  to  be  made,  Chauncey 
Rose  being  President  of  the  Board.  An  occurrence  created  no  little  amusement 
when  it  was  discovered  that  nearly  all  the  Board  were  bachelors.  We  must  not, 
however,  reflect  on  them.  I  well  remember  finding  a  very  worthy  old  gentleman 
in  England,  who  had  never  been  married,  in  a  good  comfortable  home  with  a  hired 
housekeeper.  I  deprecated  his  lot  in  a  conversation  with  an  estimable  lady.  “  Oh,” 
she  said,  “  I  presume  he  is  not  to  blame  for  it.”  Our  fortunes  are  not  all  alike  in 
life.  The  poet  Whittier  tells  us  of  the  sweet  little  girl  who  hated  to  go  above  him 
in  the  spelling  class  at  school,  over  whose  beautiful  form  the  grass  has  been  grow¬ 
ing  for  more  than  forty  years.  No,  do  not  reflect  upon  bachelors.  How  do  we 


736  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


know  but  that  more  of  them  are  preparing  to  make  further  endowment  bequests 
to  polytechnic  schools. 

At  the  suggestion  of  Cliauncey  Rose,  while  I  was  in  New  England,  I  was  requested 
to  inquire  of  Prof.  Thompson  for  some  talented  student  who  had  passed  under  his 
training  and  who  had  skill  and  fitness  for  such  a  place.  When  that  result  was 
almost  achieved  there  was  a  suspension  of  operations  by  the  death  of  Chauncey 
Rose. 

When  an  advance  movement  was  resumed,  I  was  agreeably  surprised  to  find 
that,  like  Miles  Standish’s  courtship,  the  Board  instead  of  taking  the  man  President 
Thompson  had  recommended  took  the  President  himself,  and  it  now  so  turns  out 
that  we  have  for  the  Rose  Polytechnic  Institute  the  leading  educator  in  technical 
science  in  America  to  give  it  rank  among  the  best  in  the  world. 

I  desire  before  I  close  to  say  that  we  ought  not  to  stop  in  this  enterprise  where 
we  are.  The  girls  need  polytechnic  schools  as  well  as  the  boys.  They  need  to  know 
how  to  cook  scientifically.  There  is  scientific  taste  and  method  in  good  ventilation, 
neatness.  Health  and  science  are  co-ordinates  of  a  system.  Every  girl  should 
know  how  to  cut  and  make  her  own  dresses.  Indeed,  I  question  whether  a  young 
lady  should  be  allowed  to  marry  if  she  could  not  stand  a  successful  examination  on 
these  subjects. 

You  may  have  seen  a  notice  of  some  French  ladies  who  had  lately  been  inspect¬ 
ing  schools  in  America,  and  had  been  at  Vassar  and  inquired  of  the  young  ladies 
what  attention  they  gave  to  cooking,  and  housekeeping,  and  cutting  and  making. 
“  None,”  was  their  answer,  “  We  have  domestics  to  do  such  things.”  The  visitors 
laughed  outright  at  the  absurdity  of  young  housewives  superintending  cooking, 
housekeeping  and  seamstresses  when  they  are  unacquainted  with  the  work  they  are 
doing. 

Let  us  hope  and  look  for  the  day  when  our  girls  will  be  able  wisely  and  intelli¬ 
gently  to  attend  to  the  kitchen  and  household  interests  and  to  cut  and  make  their 
own  dresses.  We  need  professional  scientific  schools  for  girls  as  well  as  for  the 
boys  for  the  completeness  of  an  educational  system. 

After  music  by  the  orchestra,  Rev.  Mr.  Oroft  pronounced  the  benediction  and  the 
audience  dispersed. 


IV. 

Inaugural  Address  by  President  Homer  T.  Fuller,  Ph.  D. 

“The  Present  Place  and  Work  of  Technical  Schools.* 

The  technical  school,  as  we  now  know  it,  is  the  outgrowth  of  modern  civilization, 
especially  of  modern  invention  and  wide-spread  competition.  Let  us  briefly  note 
the  beginnings  and  the  progress  of  its  work.  Up  to  the  present  century,  except  for 
military  purposes,  in  no  civilized  country  has  there  been  special,  systematic  public 
training  for  business  or  the  arts.  Great  public  works  involving  stern  conflict  with 
the  forces  of  nature  were  not  attempted.  The  first  military  school,  the  famous 
Ecole  Polytechnique  at  Paris,  was  established  in  1795.  It  embraced  in  its  plan 
something  of  civic  construction.  Napoleon  said  it  was  the  hen  that  laid  him  golden 
eggs.  The  engineers  it  trained  have  few  laurels  from  the  common  historian,  but 
they  bridged  for  their  sire  many  a  mighty  river,  and  robbed  the  Alps  of  their  ter¬ 
ror  for  soldier  and  civilian. 

TECHNICAL  SCHOOLS  IN  FRANCE. 

Schools  of  arts  and  trades  in  France  were  founded  but  a  little  later — at  Chalons 
in  1803,  at  Angers  in  1811,  and  a  third  at  Aix  in  1843.  These  train  foremen  and 
skillful  workmen,  master-finishers,  founders,  blacksmiths  and  machinists.  Pupils 
are  admitted  at  16  years,  after  a  common  school  education.  They  work  seven  and 
a  half  hours  in  the  shop,  and  five  and  a  half  hours  daily  in  classes  and  in  drawing. 
“  The  chief  advantage  of  these  schools  is  not  their  direct  influence  on  labor,  but 
they  serve  as  standards  of  comparison.  They  supply  good  overseers,  but  the  theo¬ 
retical  studies  are  not  sufficient  to  form  skillful  engineers.”  Hence,  in  1829,  was 
established  the  celebrated  Ecole  Centrale,  or  higher  technical  school  in  Paris  which 
educates  engineers  and  superintendents  of  machine  shops  and  manufactories.  It 
has  courses  on  mechanics,  civil  engineering,  chemistry,  metallurgy  and  architec¬ 
ture,  covering  three  years,  and  its  requisites  for  admission  include  the  elements  of 


*An  Inaugural  Address  by  Homer  T.  Fuller,  Ph.  D.,  Principal  of  the  Worcester 
Free  Institute.  June  28, 1883.  Worcester,  Mass.  E.  C.  Stone,  printer  and  publisher, 
1883,  pp.  17. 


INAUGURAL  ADDRESS  BY  PRESIDENT  FULLER. 


737 


physical  science,  and  mathematics  through  descriptive  and  analytical  geometry. 
Other  technical  and  many  apprentice  schools,  with  shops  for  wood  and  iron  work, 
exist  in  Paris,  and  other  cities  of  France,  and  there  is  an  increasing  demand  for 
them.  Paris  alone  has  one  hundred  art  schools  free  to  both  residents  and  foreigners. 

TECHNICAL  SCHOOLS  IN  GERMANY. 

Germany  has  eight  polytechnic  schools  of  the  high  grade  of  the  Ecole  Centrale. 
The  courses  are  four  years  in  length,  and  the  preparation,  Greek  being  omitted, 
corresponds  very  nearly  with  the  attainments  made  in  our  better  American  colleges 
at  the  end  of  the  sophomore  year.  Austria  has  seven  such  schools,  Switzerland  one, 
and  Italy  three,  each  of  them  instructing  from  six  hundred  to  one  thousand  stu¬ 
dents.  ■*’  At  Berlin  will  be  opened  in  October  next  a  new  building  for  the  Polytechnic 
of  that  city,  which  is  the  largest  and  finest  single  school  edifice  in  the  world.  It 
will  easily  accommodate  four  thousand  students,  and  has  a  separate  chemical  lab¬ 
oratory  where  four  hundred  and  twenty  can  practice  at  once.  These  buildings, 
with  furnishings,  will  cost  two  millions  of  dollars. 

The  oldest  technical  school  in  Germany  was  founded  at  Augsburg  about  1806,  and 
the  Bavarian  system  of  which  it  forms  a  part  is  regarded  as  more  symmetrical  and 
complete  than  that  of  any  other  European  nation,  unless  we  except  Italy,  which  has 
adopted  substantially  the  Bavarian  method.  It  provides  technical  instruction  in 
two  grades  of  schools.  After  a  preparatory  course,  which  includes  Latin,  French 
and  English,  and  mathematics  through  a  part  of  analytical  geometry,  the  young 
man  enters  an  industrial  school,  where  he  has  higher  mathematics,  physical  sci¬ 
ence,  with  practice  in  laboratory,  English  and  French,  drawing  and  designing  for 
two  years.  If  he  chooses  the  mechanical  department,  he  has  shop  practice  at  the 
vise  and  bench,  and  a  limited  amount  of  machine  work  nine  hours  weekly.  There 
are  four  such  industrial  schools  in  that  small  kingdom,  and  the  graduate  from  them 
can  then  enter  the  Polytechnic  at  Munich,  and  pursue  for  four  years  longer,  theo¬ 
retically  and  experimentally,  the  studies  of  the  department  he  has  chosen. 

INDUSTRIAL  SCHOOLS  IN  EUROPE. 

Industrial  and  scientific  schools  of  a  lower  grade  are  in  all  the  central  states  of 
Europe,  numerous  and  varied  in  character.  Germany  has  three  mining  schools, 
four  of  forestry,  others  for  general  agriculture,  for  grape  culture,  for  weaving  and 
dyeing,  and  for  theoretical  instruction  in  almost  every  kind  of  trade  and  business. 
These  are  mainly  supported  by  the  state  or  city,  and  are  open  to  citizens  and 
strangers  upon  payment  of  merely  nominal  fees.  Besides  those  schools  which 
provide  regular  and  continuous  courses  of  study  for  the  young,  there  are  opened 
from  November  to  March  winter  schools  for  laborers  and  other  persons.  These  are 
sometimes  day  schools,  sometimes  evening  schools,  according  to  the  occupations  of 
the  people  and  the  time  they  can  devote  to  study.  In  some  regions  there  are  many 
distinct  and  separate  industrial  schools,  as  in  the  vicinity  of  Frankfort-on-the-Main, 
where,  within  a  radius  of  thirty  miles,  may  be  counted  nearly  a  score  of  them.  In 
large  commercial  cities  instruction  in  a  great  variety  of  subjects  is  given  under  the 
same  roof.  Hamburg,  for  example,  has  a  scientific  and  trade  school,  whose  rooms 
are  occupied  constantly  from  8  o’clock  a.  m.  ,  till  10  p.  m.  Eighty  teachers  give 
instruction  to  several  thousand  pupils  of  all  ages  from  twelve  to  sixty  years.  No 
one  there  thinks  himself  too  old  tostudy.  Nobody  is  too  proud  to  confess  ignorance 
and  avow  thirst  for  knowledge. 

INCREASE  OF  TECHNICAL  SCHOOLS  IN  GERMANY. 

Without  being  able  to  give  exact  statistics,  I  am  quite  sure  that  the  provision  for 
instruction  and  for  appliances  in  technical  work  has  increased  in  Germany  more 
than  twofold  in  the  last  fifteen  years.  What  has  been  the  result  of  this  scheme  of 
almost  universal  industrial  training?  Chiefly,  the  direct  and  enormous  development 
of  manufactures.  Fifteen  years  ago  England  manufactured  cotton,  woolen  and 
other  goods  very  largely  for  German  trade ;  to-day  Germany  imports  cotton  from 
the  United  States,  and  sells  the  product  at  a  profit  in  the  streets  of  Birmingham  and 
Manchester,  of  New  York  and  Worcester.  Fifteen  years  ago  Nottingham,  England, 
made  cotton  gloves,  hosiery  and  coarse  laces  for  the  world ;  within  five  years,  so  I 
am  told,  twelve  of  the  largest  firms  of  Nottingham  have  moved  their  machinery  and 
fixtures  to  Chemnitz  in  Saxony,  and  have  found  that  the  skilled,  educated  labor  of 
that  inland,  mountain  city  was  much  more  profitable  to  them  than  any  they  could 
employ  in  sea-girt  England,  even  though  the  multitudes  of  the  latter  were  almost 
starving  for  lack  of  work.  This  same  Chemnitz  exports  larger  valuqg  to  this  country 
annually  than  any  other  European  city,  with,  perhaps,  four  or  five  exceptions.  It 
has  a  population  not  greatly  above  that  of  our  own  city,  but  in  it,  with  the  best 
provision  for  general  education,  are  three  distinct  higher  technical  schools,  and  two 

ART — YOL  4 - 47 


738  EDUCATION-  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


trade  schools,  all  of  such  efficiency  and  celebrity  as  to  attract  the  attention  of  tech¬ 
nologists  throughout  the  world. 

INDUSTRIAL  SCHOOLS  IN  RUSSIA. 

Other  states  of  Europe  have  been  following  the  example  of  those  already  men¬ 
tioned.  Russia  has  had  for  years  two  great  mechanical  schools,  one  of  them  at 
Moscow,  an  immense  establishment,  conducted  on  the  plan  of  our  own  school,  and 
she  is  now  organizing  apprentice  schools,  and  other  technical  schools  of  an  inter¬ 
mediate  grade.  Sweden,  Denmark,  Holland  and  Belgium  have  schools  scarcely 
inferior,  nay,  in  some  regards  superior,  to  those  of  Germany  and  France,  while 
Spain  and  Portugal,  though  far  behind,  have  entered  the  list  to  contest  the  prizes  of 
civic  industry. 

CAUSES  WHICH  LED  TO  THE  BRITISH  SCIENTIFIC  AND  TECHNICAL  COMMISSIONS. 

There  is  no  doubt  that  recent  international  expositions  by  the  opportunities 
afforded  of  the  comparison  of  fabrics  have  had  a  considerable  influence  in  impress¬ 
ing,  if  not  determining,  the  value  of  special  education  for  industrial  pursuits.  Prof. 
Rouleaux  of  Berlin  went  home  from  Sydney  to  report  that  certain  German  fabrics 
were  often  inferior  in  quality.  His  people  needed  better  machinery,  and  more  skill 
and  care  in  manufacture,  and,  beginning  at  home,  he  insisted  on  practice  as  an 
important  element  of  instruction  in  mechanical  engineering.  At  Paris,  in  1878,  the 
English  commissioners  found  that  even  in  woolen  and  worsted  work  the  English 
had  failed  to  maintain  their  former  superiority,  and  when  they  discovered,  a  little 
later,  that  their  own  pig-iron  was  taken  over  to  Belgium  and  wrought  into  steel  and 
machinery  more  satisfactorily  than  it  could  be  done  at  home,  parliament  moved  for 
a  royal  technical  commission  to  inquire  into  the  causes  and  remedies.  This  com¬ 
mission  entered  upon  its  work  in  August,  1881.  They  have  visited  most  of  the  best 
technical  schools  on  the  continent,  and  have  reported  that  in  largely  increased  and 
improved  facilities  for  technical  education  alone  lay  hope  of  resuscitating  the  wan¬ 
ing  industrial  fortunes  of  the  kingdom.  Meanwhile,  private  enterprise  did  not  wait 
for  the  tardy  action  of  great  official  bodies.  Since  five  years  ago,  a  single  individual 
has  founded  and  partly  endowed  the  Mason  Science  College  at  Birmingham,  at  a 
cost  of  nearly  half  a  million  dollars.  A  new  technical  school  at  Bradford  has 
been  built  by  subscription.  Older  schools  at  Manchester,  Bristol,  Sheffield  and  Leeds 
have  been  put  on  better  footing.  University  and  King’s  Colleges  in  London,  with 
laboratories  and  workshops,  are  giving  their  attention  largely  to  scientific  and  tech¬ 
nical  work.  Nottingham  is  converting  its  university  into  a  place  for  similar  train¬ 
ing,  and  even  old  and  aristocratic  Eton,  heretofore  intensely  classical  and  more  the 
school  of  the  nobility  than  almost  any  other  in  England,  has  created  a  scientific 
course  of  study  and  built  workshops  where  its  students  may  learn  and  practice  a 
variety  of  trades.  In  London  during  the  last  twelve  months  two  technical  schools, 
one  quite  new,  have  erected  commodious  buildings,  and  the  trade  companies  of  the 
city  have  in  addition  subscribed  $100,000  for  the  current  annual  expenses  of  these 
and  other  provincial  schools.  These  facts  show  the  trend  of  the  times  abroad.  Did 
time  permit  I  might  mention  others  which  I  have  known  or  verified  by  personal 
observation.  In  the  interval  of  three  years  between  my  two  visits,  and  careful 
studies  of  European  schools  of  almost  every  grade,  there  has  been  very  marked 
progress  in  technical  and  industrial  training.  England  has  doubled  its  outlay  for 
this  purpose  within  that  brief  time,  and  no  one  who  has  not  been  on  the  ground  has 
any  adequate  conception  of  the  intense  interest  now  taken  there  in  this  form  of 
education . 

It  is  no  exaggeration  to  say  that  this  subject  is  just  now  the  foremost  educational 
topic  of  the  world,  and  that  those  states  or  communities  that  fifteen,  or  ten,  or  even 
five  years  ago  did  the  best  work  then  demanded,  and  rested  there,  have  seen,  or  will 
soon  see,  other  nations  and  cities  outstripping  them  if  they  do  not  keep  pace  with 
the  advance.* 

******  * 


*How  much  in  our  own  country  has  been  done  since  this  Institute  began  its 
work  may  be  seen  from  the  dates  of  organization  of  the  following  schools,  and  the 
amount  of  funds  contributed  to  each  by  private  liberality. 


Stevens  Institute  of  Technology,  Hoboken,  N.  J . 1871,  $650,000 

Miller  School,  Batesville,  Va .  . 1878,  1 , 000, 000 

Towne  Scientific  School,  Philadelphia . 1872,  1,000,000 

Pardee  Scientific  Department,  Lafayette  Coll.,  Easton,  Pa . 1873,  500,000 

John  C.  Green’s  School  of  Science,  Princeton,  N.  J  . 1873,  over  400,000 

Case  School  of  Applied  Science,  Cleveland,  O . 1881,  1,250, 000 

Rose  Polytechnic  Institute,  Terre  Haute,  Ind . 1883,  over  500, 000 


These  are  only  a  few  of  the  whole  number  that  might  be  mentioned. 


PRESIDENT  FULLER  AT  WORCESTER  FREE  INSTITUTE.  739 


THE  DEMAND  FOR  HIGH  CLASS  TECHNICAL  TRAINING. 

2.  The  second  consideration  worthy  of  special  note  is  that  technical  schools  are 
coming  more  and  more  to  be  relied  on  to  meet  the  demand  for  intelligent  and  skilled 
labor  arid  superintendence.  It  is  true  both  in  Europe  and  this  country.  The  busi¬ 
ness  men  of  this  land  long  ago  fomid  it  to  their  advantage  to  employ  in  manufac¬ 
tures,  mining,  engineering  and  allied  pursuits  men  who  were  trained  in  the 
principles  of  these  sciences.  And  since  ourown  schools  failed  to  meetthe  demands, 
we  have  imported  men  or  sent  our  sons  abroad  to  be  educated.  For  some  of  our 
finest  public  works  we  are  indebted  to  the  training  of  foreign  technical  schools. 
Mr.  Ellet,  who  built  the  first  wire  suspension  bridge  in  this  country,  over  the  Schuyl¬ 
kill  at  Philadelphia,  and  who  first  spanned  Niagara,  studied  in  Paris,  and  the  elder 
Roebling,  the  architect  of  the  Niagara  railway  bridge,  and  designer  of  the  stupen¬ 
dous  structure,  just  completed,  which  swings  multitudes  high  over  the  masts  and 
sails  of  crowded  shipping  between  Brooklyn  and  New  York,  was  a  graduate  of  the 
Berlin  Polytechnic.  In  September  last  the  head  of  the  Teclmical  School  in  Brad¬ 
ford,  England,  said  to  me,  “I  have  just  lost  my  most  valuable  assistant.  He  has 
been  enticed  away  to  a  mill  in  Philadelphia.”  Indeed,  in  a  single  manufactory  in 
this  city  of  Worcester,  there  are  employed,  in  important  work  requiring  great  skill, 
four  men  who  are  graduates  of  foreign  technical  schools.  The  same  is  true  of 
chemists  and  engineers,  and  experts  in  many  others  of  our  manufacturing  centres. 

AMERICA  MUST  SUPPLY  THE  AMERICAN  DEMAND. 

What,  my  friends,  is  the  logic  of  these  facts  ?  Our  corporations  and  private  firms 
find  this  technical  training  valuable,  yes,  indispensable.  Not  even  now  do  our  own 
schools,  for  all  forms  of  work,  and  especially  for  the  higher  grades,  nearly  meet 
the  demand.  Shall  we  continue  to  draw  from  the  schools  of  Europe?  We  can  not 
many  of  us  send  our  sons  thither  to  be  educated.  If  we  could,  it  were  still  doubt¬ 
ful  policy.  Shall  we  let  our  children  grow  up  idle  and  unintelligent,  and  hire 
aliens  to  do  our  best  work?  Then  we  invite  supplanters.  For  those  who  do  most 
skillful  work  will  sooner  or  later  own  the  capital.  The  most  of  us  hereabouts 
believe  in  the  protection  of  American  industry.  But  that  phrase,  “American 
industry,”  is  susceptible  of  more  than  one  interpretation.  Does  it  mean  a  simple 
advantage  to  the  capital  invested  in  our  industries?  But,  what  if  a  fortune  be 
accumulated  in  one  generation,  only  to  be  squandered  in  the  next  ?  What  avails 
it  if  our  children  have  money,  and  fail  to  learn  its  value  and  its  best  use?  Or,  does 
the  protection  of  American  industry  mean  special  advantage  to  the  present  genera¬ 
tion  of  laborers?  But  what  is  the  advantage  in  the  end,  if  children  are  not  trained 
to  habits  of  industry,  are  not  fitted  to  succeed  the  fathers  ?  If  our  own  sons  are 
not  as  well  equipped  as  those  of  foreign  birth  and  culture,  they  will  eventually  lose 
in  the  race,  and  be  despoiled  of  their  rightful  heritage.  It  is  but  simple  justice  to 
our  own  that  we  give  them  the  best  possible  preparation  for  the  work  of  the  future. 
The  interests  of  capital  and  labor  in  the  long  run  are  not  separable.  Protection  to 
one  is  protection  to  the  other.  But  protection  in  the  broadest  sense  should  mean 
protection  to  the  American  boy,  and  we  should  be  ashamed  to  confess  that  he  can¬ 
not  be  educated  in  most  of  the  principles  and  applications  of  modern  science,  as 
well  at  home  as  anywhere  else  in  the  world. 

We  in  this  country  cannot  slavishly  imitate  foreign  systems  of  education.  We 
must  create  or  adapt  our  systems  to  our  people  and  to  the  industries  we  would  fos¬ 
ter.  We  need  a  variety  of  schools  to  suit  the  widely  varying  demands  of  business, 
the  diverse  interests  of  different  sections  of  the  country,  and  the  tastes  and  capaci¬ 
ties  of  those  who  must  receive  instruction.  But  we  greatly  mistake,  if  we  think 
we  are  well  enough  off  as  we  are,  if  we  suppose  that  our  smartness  is  sufficient  for 
all  things,  if  we  imagine  that  nothing  is  to  be  learned  from  those  who  for  scores  of 
years  have  been  doing  substantially  what  we  have  just  begun  to  do. 

******* 

GENERAL  CULTURE  AN  ESSENTIAL  OF  HIGH  CLASS  TECHNICAL  EDUCATION. 

Finally,  we  do  not  forget  that  the  work  of  a  school  like  this  must  seek  to  unite 
with  special  training  the  utmost  possible  general  culture.  We  cannot  in  this  land, 
in  harmony  with  republican  principles  or  consistently  with  the  attainment  of  the 
purpose  of  technical  training,  divorce  general  culture  and  practical  skill.  Either 
alone  tends  to  narrowness.  The  one  ends  in  mechanical  repetition;  the  other,  in 
vapid  talk  or  empty  speculation.  The  testimony,  not  only  of  educators,  but  also  of 
engineers,  is  emphatic  on  this  point.  Says  Dr.  R.  W.  Raymond,  editor  of  the 
Engineering  and  Mining  Journal,  “the  more  one  observes  of  the  careers  of  men 
about  him  and  the  more  one  wrestles  with  the  difficulties  of  one’s  own,  the  more 


740  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


profound  becomes  the  conviction  that  a  young  man  makes  a  great  mistake  who, 
because  he  is  going  to  take  a  technical  education  in  engineering,  deliberately  decides 
that  he  will  not  have  any  general  culture  to  begin  on/’  and  in  a  recent  address 
before  the  American  Institute  of  Mining  Engineers,  President  Holley  had  this, 
utterance  :  “  It  is  useless  to  disguise  the  fact  that  the  want,  not  of  high  scholarship, 
but  of  liberal  and  general  education,  is  to-day  the  greatest  of  all  embarrassments  . 
which  the  majority  of  engineering  experts  and  managers  encounter.” 

How  much  of  this  culture  shall  precede  the  technical  course,  or  just  how  much 
shall  be  incorporated  in  it,  is  a  question  which  must  from  time  to  time  require  a 
varying  answer.  We  must  have  enough  in  the  course,  or  before  it,  to  make  the 
most  of  the  man,  certainly  enough  in  the  course  to  secure  a  steady  and  healthy 
intellectual  and  moral  growth.  The  atmosphere  of  these  rooms  should  be  one,  not 
of  content,  but  of  aspiration,  and  the  impulse  to  broad  and  generous  thinking,  to 
high  attainments  in  science  and  the  arts,  and,  above  all,  to  a  pure  and  noble  Chris¬ 
tian  living,  be  so  strong  that  it  shall  abide  to  the  end  of  the  days  of  every  one  who 
graduates  from  these  halls. 


AJPEEXEIX  Y. 


TECHNICAL  TRAINING  IN  INDUSTRIAL  PURSUITS. 


I.  Introduction. 

II.  Report  on  Technical  Industrial  Education  with  accompanying  papers,  made 
by  Dr.  W.  T.  Barnard,  Assistant  to  the  President,  to  Mr.  Robert  Garrett, 
President  of  the  Baltimore  and  Ohio  Railroad  Company. 


741 


APPENDIX  Y. 

ON  TECHNICAL  TRAINING  IN  INDUSTRIAL  PURSUITS. 

I. 

Introduction. 

This  Appendix  comprises  a  large  part  of  the  important  and  com¬ 
prehensive  report,  made  in  1886,  by  the  late  Dr.  W.  T.  Barnard, 
recently  deceased,  (1895),  to  President  Garrett,  of  the  B.  &  O.  R.  R. 
Company.  Dr.  Barnard,  was,  at  that  time,  connected  with  this 
company  as  “  Assistant  to  the  President,”  and  it  was  primarily  with 
the  purpose  of  inducing  the  establishment  of  a  Technical  School,  at 
Mt.  Clare,  near  Baltimore,  Maryland,  in  connection  with  the  works 
of  the  company  there  situated,  in  which  a  corps  of  intelligent  and 
skilled  Railway  mechanics, engineers,  and  employees,  could  be  trained, 
that  the  preparation  of  this  admirable  paper,  with  the  accompany¬ 
ing  “  Exhibits,”  showing  the  value  of  definite  technical  training  in 
all  industrial  pursuits,  was  undertaken.  Unfortunately,  owing  to 
changes  in  the  personnel  of  the  officials  of  the  B.  and  O.  Company, 
with  the  retirement  of  Mr.  Garrett  from  the  Presidency,  this  exper¬ 
imental  school,  begun  under  such  favoring  conditions,  had  but  a 
brief  existence,  comprising  only  two  short  years  of  active  operation. 

,  The  account  of  the  origin  and  work  of  this  pioneer  school  is  to  be 
found  in  Chapter  Y.  of  the  present  volume  of  this  Report.  (See  ante 
pages  129-170.)  A  concise  statement  concerning  the  labor  expended 
in  the  preparation  of  Dr.  Barnard’s  report  is  there  given.  As  the 
outcome  of  careful  study,  by  competent  authorities,  of  European 
and  American  institutions  and  experiments  in  the  direction  of  Tech¬ 
nical  Industrial  Education  and  Training,  this  report  will  be  found 
of  value  to  those  interested  in  investigating  the  industrial  and  edu¬ 
cational  tendencies  of  the  present  age. 

The  few  words  prefaced  to  the  report  by  Dr.  Barnard,  show  that 
he  looked  upon  it  as  relating  to  the  whole  subject  of  Technical 
Education  in  all  Industrial  Pursuits;  and  by  no  means  as  limited 
merely  to  Railway  interests.  It  is  because  of  this  wide  embracing 
survey  of  Technological  Educational  activity,  that  so  much  of  this 
very  interesting  and  valuable  report  finds  place  here. 

At  the  possible  risk  of  some  little  repetition,  the  notices  of  a  few 
European  institutions,  which  may  have  found  place  in  other  papers 
in  some  of  the  various  Appendices  to  this  Report ;  as  well  as  the 
concise  statements  of  a  few  leading  Technological  Schools,  as  given 
in  the  text,  or  “Exhibits,”  of  Dr.  Barnard’s  report,  are  retained. 
The  number  of  similar  high  grade  polytechnic  institutions  in  the 
United  States  is  not  as  yet  so  large  as  to  render  us  indifferent  to  what 
other  countries,  our  industrial  competitors,  may  be  doing  in  the  mat¬ 
ter  of  providing  for  the  higher  technical  training  of  their  people. 
Accounts  of  a  number  of  European  Industrial  Art  Training  Schools 
are  included  in  the  Appendices  to  Part  III.  of  this  Report. 


743 


744  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

The  view  taken  by  Dr.  Barnard,  of  the  relation  which  the  Johns 
Hopkins  University  might,  and  as  he  contends  should,  bear  to  the 
free  public  schools  of  the  City ; — namely:  to  be  the  head  and  crown 
of  the  City’s  system  of  free  public  education, — and  the  direct  influ¬ 
ence  this  institution  of  higher  learning  could,  if  it  should  so  elect, 
so  happily  exert  upon  the  industrial  training  of  the  people,  is  some¬ 
what  novel  as  well  as  most  suggestive. 

In  showing  that  the  great  fortune  of  Johns  Hopkins  was  invested 
in  the  B.  &  O.  R.  R.  Co.  and  that  so  large  a  portion  of  the  income 
of  the  University  comes  from  that  company,  he  traces  a  connection 
between  the  University  and  the  B.  &  O.  R.  R.  company,  which,  in 
his  opinion,  justifies  his  remarks :  and  is,  he  thinks,  sufficient  to 
amply  justify  the  authorities  of  the  University  in  initiating  practical 
elementary  technological  training  for  the  graduates  of  the  public 
schools  of  Baltimore,  on  a  large  scale.* 

If  this  university  should  enter  on  this  field  and  undertake  this 
great  work,  without  in  any  degree  lessening  its  present  activity  in 
the  higher  work  of  original  research  and  initiation,  in  which  lies  the 
peculiar  province  of  a  University  as  differenced  from  other  educa¬ 
tional  institutions,— it  would  do  more,  than  in  any  other  possible 
way,  for  popularizing  higher  education;  by  awakening  the  interest 
of  the  people,  as  a  whole,  in  an  institution,  whose  beneficence  was 
not  limited  to  a  narrow  and  special  class  ;  but  which,  like  a  life-giving 
Sun,  shed  its  light  and  warmth  on  a  world  of  workers. 

In  his  comments  upon  contemporary  conditions  in  the  City  of 
Baltimore,  and  on  the  rapid  loss  of  certain  of  the  former  industries 
and  sources  of  prosperity  of  the  City,  and  in  his  illustrations  showing 
how  some  other  communities  have  succeeded  in  retaining  and  improv¬ 
ing  old,  or  in  creating  new  sources  of  industrial  prosperity  there  is, 
in  Dr.  Barnard’s  method  of  marshalling  his  statistics,  much  of  sig-' 
nificance.  One  of  the  most  striking  points  made  is  the  showing  of 
the  very  small  number  of  persons,  as  compared  with  the  entire  popula¬ 
tion  of  the  city  of  Baltimore,  who  can  possibly  be  trained,  annually, 
in  any  practical  industrial  and  technological  knowledge;  even  if  all 
the  facilities  of  the  City  Manual  Training  School,  The  Day  and  Night 
classes  of  The  Maryland  Institute,  The  McDonough  School,  and  the 
present  facilities  for  higher  technical  training  in  the  Laboratories 
and  lecture  rooms  of  the  Johns  Hopkins  University,  should  be  availed 
of  to  their  utmost  capacity.  This  feature  of  his  references  to  local  mat¬ 
ters  in  Baltimore  has  led  me,  contrary  to  my  first  intention,  to  retain 
this  part  of  the  report  because,  it  is  only  by  the  study  of  such  com¬ 
parative  statistics  as  applied  to  the  population  in  our  American  towns 
and  cities,  that  we  can  come  to  any  realizing  comprehension  of  the 
appalling  lack  of  opportunities  existing  in  the  United  States,  for 
the  thorough  training  of  American  youth  in  any  form  of  technical, 
or  artistic,  industries.  Such  facts  emphasize  the  importance  of 
introducing  in  all  our  public  schools,  so  much  of  elementary  train¬ 
ing  in  Drawing,  and  Industries,  as  may  be  found  possible. 

As  is  somewhat  unusual  with  theoretical  writers  on  educational 
topics,  Dr.  Barnard,  and  his  co-adjutors,  were  brought  in  immediate 
contact  with  a  large  population,  whose  working  members  were 


*The  subsequent  transferring  of  the  funds  of  the  University  from  the  B.  &  O. 
R.  R.  securities  to  other  forms  of  investment,  renders  these  particular  arguments 
irrelevant,  but  in  nowise  diminishes  the  force  of  his  suggestions  as  to  the  desir¬ 
able  relations  of  the  University  to  the  City  school  system. 


FACILITIES  FOR  INDUSTRIAL  TRAINING  INADEQUATE.  745 

engaged  in  a  special  industry  ;  and  thus  were  made  aware,  by  per-, 
sonal  observation,  of  their  educational  deficiencies  and  needs.  The 
account  as  given  of  the  low  estimate  in  which  even  the  most  elemen¬ 
tary  education  was  held  among  these  settlements  of  B.  &  O.  R.  R. 
employees,  and  of  the  causes  of  this  indifference,  is  very  striking. 
(See  ante,  Chapter  V.) 

This  experience  gave  to  Dr.  Barnard  a  fuller  realization,  than  is 
possessed  by  many  even  of  the  professional  advocates  of  Manual 
Training,  of  the  pressing  need  that  exists  for  the  immediate  extension 
of  elementary  industrial  and  technical  training  among  the  children 
of  the  people.  He  writes  with  the  earnestness  of  enthusiasm,  the 
soberness  of  conviction,  and  the  confidence  of  knowledge. 

The  importance  of  the  detailed  statements  of  the  advantages  that 
would  accrue  to  the  Rail  Roads,  if  they  could  command  the  aid  of 
educated  and  skilled  workers  in  every  department  of  their  service, 
which  were  indeed  especially  suited  to  the  purpose  of  this  particular 
report, — designed  to  convince  the  President  and  Directors  of  a  great 
Rail  Road  corporation,  of  the  wisdom  and  expediency  of  establishing 
a  technical  training  school  for  the  Apprentices  of  the  Road, — is  not 
confined  to  any  single  Corporation  or  Industry  :  Mutatis  mutandis, 
the  arguments  are  equally  valid  when  applied  to  any  industries  or 
undertakings  where  skill  is  needed  ;  to  any  employers  of  workmen  in 
factories;  or  to  any  town  or  city  corporation,  which  has  public  build¬ 
ings,  bridges,  and  highways,  to  provide  and  care  for.  The  doctrine 
of  the  conservation  of  force  is  all-embracing  in  its  application,  and 
the  resources  and  energies  of  a  corporation,  or  a  community,  are 
to  he  husbanded  as  carefully  and  expended  as  judiciously,  as  those 
of  an  individual;  and  this  can  only  be  done  by  men  of  trained  and 
skilled  experience. 

Although  these  words  about  Dr.  Barnard's  report  are  written  in 
June,  1895, — nine  years  later  than  the  publication  of  that  report, 
still  it  is  believed  that  the  ratio  of  the  number  of  Institutions  afford¬ 
ing  opportunities  for  technical  industrial  training,  to  the  whole  pop¬ 
ulation  of  the  country,  remains,  owing  to  the  increase  of  population, 
about  as  it  was  when  Dr.  Barnard  Avrote  ;  and,  therefore,  his  lessons, 
comments,  and  suggestions,  are  as  applicable  to  present  conditions 
and  as  worthy  of  consideration  by  all  interested  in  the  educational 
prosperity  of  the  people,  as  when  first  published. 

However,  the  natural  inference  from  the  above  statement,  namely  : 
that  there  had  been  no  progress  in  the  development  and  extension  of 
opportunities  for  Technical  Industrial  Training,  or  in  the  interest 
taken  by  the  public  in  such  educational  methods,  would  be  mislead¬ 
ing  ;  for  there  has  undoubtedly  been  in  many  communities,  since  that 
report  was  written,  a  steady  growth  of  that  public  opinion  which 
demands  the  putting  of  Manual  Training,  and  Training  in  Domestic 
Industries,  in  the  higher  grades;  while  there  is  a  very  general  demand, 
growing  with  each  year,  that  “  Drawing,  as  a  required  study,” 
shall  be  taught,  in  some  of  its  forms,  in  each  and  all  grades  of  the 
Public  Schools. 

Nor  would  it  be  proper  in  even  the  most  cursory  account  of  the 
present  condition  of  Technical  Industrial  Education  in  the  United 
States,  to  omit  to  state  that,  during  the  nine  years  that  have  elapsed 
since  the  publication  of  this  report  by  Dr.  Barnard,  three  admirable 
and  fully  equipped  Industrial  and  Technical  Institutions  of  high 
grade,  founded  by  liberal  individual  Philanthropists  in  different 


746 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


cities,  have  been  opened  to  the  public.  These  are:  The  Pratt  Insti¬ 
tute,  of  Brooklyn,  opened  in  1887 ;  The  Drexel  Institute,  of  Phila¬ 
delphia,  opened  in  December,  1891,  and  The  Armour  Institute,  of 
Chicago,  opened  in  1894.* 

Valuable  as  are  these  institutions,  regarded  as  an  addition  to  the 
educational  facilities  of  the  people,  and  desirable  as  has  been  the 
growing  public  interest  in  the  introduction  of  elementary  industrial 
and  artistic  training  in  the  public  schools,  it  would  be  a  grave  mis¬ 
take  to  conclude  that,  since  so  much  has  been  accomplished,  there  is 
no  further  need  for  anxiety. — “  Eternal  vigilance  is  the  price,”  not 
only  of  “Liberty”  but  also  of  Progress;  and,  with  our  ever  increas¬ 
ing  population  and  annual  swarms  of  untaught  children  besieging 
the  school  room  doors,  the  need  for  that  form  of  training  for  which 
Dr.  Barnard  pleads,  is  as  pressing  to  day  as  when  he  wrote. — In  fact, 
with  each  passing  year,  it  becomes  ever  more  pressing;  because 
Inventions  and  Scientific  Discoveries  advance  with  such  rapid  strides 
that  occupations  become  useless  almost  before  they  can  be  acquired. 
Dr.  Barnard,  has  called  attention  to  the  fact  that  in  the  shops  of  the 
older  R.  R.  companies,  the  old  patterns  and  models,  so  rapidly  become 
obsolete  that  this  item  alone,  is  a  source  of  expense  and  a  cause  of 
inferiority.  This  is  equally  true  in  many  other  manufacturing  and 
mechanical  Industries. 

The  marvellous  developments  of  the  myriad  applications  of  elec¬ 
tricity  create  ever  new  demands  for  skill ;  while  the  many  new 
industries,  evoked  by  discoveries  in  science,  make  like  demands. 
The  only  hope  for  the  coming  race  of  workers  lies  in  the  prevalence 
of  more  thorough  scientific  and  technical  training,  to  give  to  mens 
minds,  such  breadth  and  quickness  of  comprehension ;  and  to  their 
hands,  such  skill  of  manipulation;  as  will  suffice  to  enable  them 
readily  to  adapt  themselves  to  the  new  and  ever  changing  conditions. 
To  compose  machines  from  their  scattered  machine-made  members 
and  parts,  and  to  manage  and  direct  the  operations  of  machines, 
instead  of  the  making  of  tools,  or  objects,  by  hand  ;  would  seem  to 
be  the  coming  employment  of  the  majority  of  skilled  workers  in 
the  near  future.  For  such  duties,  a  higher  degree  of  skill,  a  greater 
grasp  of  mind  is  requisite,  than  when,  as  not  long  since,  the  whole 
working  life  of  many  an  artizan  was  passed  in  making,  or  polishing, 
the  same  single  unrelated  part  of  a  machine,  or  the  portion  of  a 
tool;  such,  for  example,  as  the  oft  quoted  instance  of  the  employ¬ 
ment  of  numbers  of  workers  in  the  grinding  of  the  point  of  a  needle. 
In  this  day  of  electric  motors  and  of  bicycles, — an  era  as  pregnant 
with  change  as  was  that  of  the  introduction  of  steam,  and  which  like 
that,  will  compel  many  and  far-reaching  changes  in  industries,  and 
the  creating  of  numberless  new  mechanical  contrivances; — the  fol¬ 
lowing  arguments  urged  by  Dr.  Barnard,  both  for  the  elementary 
and  advanced  technical  training  of  the  people,  appeal  with  added 
force. 


*  The  two  first  will  be  found  fully  described  in  the  preceding  volume  of  this 
Report.  (See  Pai't  III.,  pages  448-609.)  The  “Armour  Institute ”  was  founded  too 
recently  to  find  place  in  the  body  of  either  Part  III  or  IV.  of  this  Report ;  since  the 
pages  are  stereotyped  as  soon  as  proof  read.  A  concise  account  of  this  new  insti¬ 
tution  is,  however,  given  in  the  final  Appendix  to  Part  III.  As  the  authorship  and 
compilation  of  the  material  of  these  volumes,  and  the  author’s  proof  reading,  is 
wholly  the  work  of  a  single  person,  there  is,  of  necessity,  a  considerable  lapse  of 
time  between  the  first  page  of  Chapter  I.  and  the  final  page  of  the  Index  of  the  large 
volumes  winch  makeup  this  Report. — I.  E.  C. 


■REPORT  ON  TECHNICAL  AND  INDUSTRIAL  EDUCATION.  747 


BALTIMORE  AND  OHIO  RAILROAD  COMPANY. 

Service  Report  on  Technical  Education,  with  Special  Reference  to 
Baltimore  &  Ohio  R.  R.  Service.  * 


By  Dr.  W.  T.  Barnard,  Assistant  to  the  President. 

Baltimore,  October  1st,  1886. 

Mr.  Robert  Garrett, 

President  Baltimore  &  Ohio  Railroad  Company. 

Sir:  June  7th,  1881,  the  General  Counsel  of  the  Baltimore  &  Ohio  Railroad  Com¬ 
pany  invited  your  attention  to  a  scholarly  and  thoughtful  address  on  technical 
education,  delivered  before  the  Maryland  Institute,  June  4th,  by  Hon.  S.  Teackle 
Wallis,  and,  referring  especially  to  so  much  thereof  as  related  to  the  establishment 
in  Baltimore  of  a  technical  school  for  scientific  and  mechanical  instruction,  Mr. 
Cowen  said : 

I  have  always  thought  that  the  Baltimore  &.  Ohio  Railroad  Company  did  not  have  enough  of  edu¬ 
cated  talent  in  its  service,  and  that,  among  its  artisans  and  mechanics,  there  should  he  more  scientific 
knowledge  than  can  now  be  found  in  our  various  departments. 

It  strikes  me  that  there  is  no  one  in  the  city  so  much  interested  in  the  establishment  of  such  a  school 
as  Mr.  Wallis  indicates  in  connection  with  the  Maryland  Institute  as  the  Baltimore  &  Ohio  Railroad 
Company. 

I  presume  you  have  a  hundred  or  more  apprentices  at  Mount  Clare,  and  have  thousands  of  artisans 
along  your  entire  road,  who  should  have  received  a  first-class  education  at  some  technological  school, 
who  have  nuverreceived  any  such  education  at  any  place  of  instruction,  and  have  simply  an  empirical 
knowledge  gained  from  practical  work. 

As  Mr.  Wallis  justly  says,  the  “practical  man,"  so  called,  has  had  his  day,  and  is  fast  going  to  the 
wall  under  the  law  of  the  “survival  of  the  fittest.’’ 

On  all  mechanical  subjects  there  is  an  amount  of  learning  which  can  be  obtained  from  schools,  and 
cannot  be  obtained  in  any  other  way,  and  beyond  question  the  Railroad  Company  should  endeavor  to 
avail  itself  of  the  class  of  men  who  have  had  this  early  training. 

There  is  no  way  in  which  this  could  be  so  well  done  as  by  having  a  competent  technological  school 
in  the  city,  the  students  of  which  could  be  taken  into  our  service  from  time  to  time,  and  would  cer¬ 
tainly  elevate  it  very  much  by  the  application  of  the  learning  derived  from  skilled  instructors. 

I  wish  you  would  look  at  t  he  subject,  both  as  an  officer  and  a  citizen,  and  see  whether  thero  is  any 
way  in  which  you  can  aid  in  the  establishment  of  such  a  place  of  instruction  for  the  deserving  arti¬ 
sans  and  mechanics  of  the  city. 


NO  RECORD  OF  EARLIER  CONSIDERATION  OF  TECHNICAL  EDUCATION  FOR  B.  &  O. 

EMPLOYES. 

A  careful  search  amongst  the  voluminous  records  of  this  Company  fails  to  show 
that  the  necessity  for  a' higher  standard  of  qualifications  for  its  operatives  had, 
before  this  communication,  found  official  expression,  even  if  it  had  engaged  the 
attention  of  the  Company’s  officers.  Indeed,  technical  education  in  mechanic  arts 
had  then  but  slightly  attracted  public  attention  in  this  country,  except  locally  and 
as  the  result  of  endowed  institutions  for  combined  scientific  and  manual  training, 
such  as  the  schools  at  Worcester,  Troy,  Boston,  Hoboken,  et  al.;  this  notwithstand¬ 
ing  the  fact  that,  as  early  as  July  2d,  1862,  Congress — contemplating  especially  the 
promotion  of  practical  education  of  the  producing  classes — had  made  liberal  grants 
of  land  to  the  several  States  in  aid  of  the  establishment  of  schools  for  scientific 
instruction  in  agriculture  and  mechanical  pursuits. 


*This  pamphlet  report  was  printed  with  the  following  preface. 

PREFACE. 

The  solicitations  of  several  prominent  citizens  of  Baltimore,  earnestly  interested  in  its  welfare,  and 
of  other  friends  specially  concerned  in  the  development  of  our  American  railroad  system,  who,  after 
examining  the  manuscript  of  this  report,  believed  that  the  data  therein  contained  would  materially 
and  beneficially  affect  the  educational  work  of  Baltimore  and  of  our  railways  generally,  have  deter¬ 
mined  me  to  give  these  pages  a  wider  circulation  than  merely  among  the  officials  of  the  Baltimore  and 
Ohio  Railroad  Company,  for  whose  information  they  were  primarily  written. 

In  doing  this  I  should  much  prefer  re-arranging  this  data,  so  that  the  publication  might  show  no 
relation  whatever  to  the  Baltimore  and  Ohio  Railroad  Company,  but  other  demands  upon  my  time 
prevent  this  revision.  Though,  for  this  reason,  material  collected  for  my  own  purposes  and  deduc¬ 
tions  therefrom  are  embodied  in  an  official  report,  it  is  to  be  distinctly  understood  that  no  one  but  the 
writer  stands  committed  to  the  statements  or  views  therein  contained;  the  responsibility  for  which 
lie,  as  a  private  citizen,  solely  accepts. 


W.  T.  Barnard. 


748  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


VICE-PRESIDENT  GARRETT  CALLS  FOR  SPECIAL  INVESTIGATION  AND  REPORT  UPON 
THE  PRACTICABILITY  OF  TECHNICALLY  EDUCATING  R.  R.  EMPLOYES. 

Some  time  subsequently  you  requested  me  to  make  this  subject — thus  forcibly 
brought  to  your  notice— one  of  special  investigation  and  recommendation.  My 
time  being  then  wholly  occupied  in  organizing  the  Relief  Association,  I  was  not 
able,  at  the  moment,  to  give  it  more  than  cursory  and  casual  consideration,  except 
as  to  some  special  points  upon  which  reports  were,  from  time  to  time,  rendered — e.  g. , 
upon  the  necessity  for  a  laboratory  for  testing  raw  and  manufactured  materials 
used  in  construction,  and  for  experimental  work  in  engineering  and  in  mechanical 
physics — resulting  in  the  establishment  of  the  chemical  and  physical  laboratory  at 
Mt.  Clare.  Meanwhile  our  present  Vice-President,  Mr.  Samuel  Spencer,  having 
been  assigned  to  the  direction  of  the  physical  operations  of  the  service,  was  enabled 
to  correct  many  (and  to  favorably  influence  other)  practices  which  were  operating 
detrimentally  to  the  Company’s  interests ;  so  that  there  seemed  to  be  no  special 
urgency  for  this  report. 

Since  retiring  from  the  executive  management  of  the  Relief  Association  I  have, 
as  press  of  other  engagements  permitted,  given  the  subject  of  technical  education 
in  its  relation  to  railway  service  “  the  special  investigation  and  study'"  you 
requested,  and  herewith  submit,  as  briefly  as  its  importance  permits,  the  results  of 
my  labors. 

ESTABLISHMENT  OF  TECHNICAL  CLASS  INSTRUCTION  OF  APPRENTICES  AT  MT.  CLARE. 

Also,  at  an  earlier  date,  taking  advantage  of  the  erection  of  a  new  passenger-car 
shop  at  Mt.  Clare,  I  recommended  that  sufficient  space  be  included  in  its  outbuild¬ 
ings  to  serve  temporarily  as  class-rooms  for  the  theoretical  instruction  of  appren 
tices,  and,  having  been  so  provided,  those  rooms  are  now  utilized  for  the  Employes’ 
Circulating  Library,  and  for  instructing  classes  of  apprentices  in  accordance  with 
the  program  announced  in  your  Executive  Order  No.  6,  of  January  15th,  1885, 
hereto  appended  [Exhibit  A],  which  was  designed  to  be  initiatory  of  the  plan  of 
instruction  recommended  in  this  report. 

REVOLUTION  IN  TRADE  RELATIONS  CAUSED  BY  TECHNOLOGICAL  EDUCATION. 

At  the  threshold  of  an  inquiry  into  the  status  of  technical  education  at  the  pres¬ 
ent  day,  the  investigator  will  be  astonished  no  less  at  the  magnitude  of  the  subject 
than  at  the  revolution  it  has  caused  in  the  trade  relations  between  competing  sec¬ 
tions  of  the  same,  and  between  different,  countries  ;  always  in  favor  of  those  util¬ 
izing  its  efficient  aid. 

INTEREST  TAKEN  IN  IT  IN  ENGLAND,  GERMANY,  ETC. 

One  has  only  to  peruse,  in  the  leading  English  and  Continental  newspapers  and 
periodicals,  the  legislative  debates,  governmental,  municipal  and  trade  reports 
and  editorials  on  this  subject,  constantly  published,  to  realize  the  overshadowing 
importance  which,  in  Europe,  is  now  attached  to  technical  instruction,  not  only  by 
manufacturing  and  commercial  interests  directly  affected  by  it,  but  perhaps  to  a 
greater  degree  by  the  foremost  statesmen  and  political  economists  of  the  day  ;  as 
witness  the  writings  of  such  noted  authorities  as  Professors  Huxley,  Ayrton,  Siemens, 
Kennedy,  Solly,  et  at.,  the  debates  in  Parliament,  and  the  attempts  of  Prince  Bis¬ 
marck,  of  Germany,  of  Lord  Salisbury  and  other  English  treasury  officials, to  solve, 
through  its  agency,  the  great  social  problems  affecting  the  masses  of  their  densely 
populated  countries. 

CHARACTER  OF  INVESTIGATION  INTO  STATUS  OF  TECHNICAL  INSTRUCTION. 

In  order  to  acquire  such  thorough  knowledge  of  what  has  been,  and  is  being,  done 
in  this  field  as  would  enable  me  to  make  intelligently  the  recommendations  called 
for,  it  became  necessary  to  study  an  extensive  literature,  and  also,  by  inspection  of 
home  and  foreign  schools,  by  personal  investigation  among  the  principals  and  work¬ 
men  of  those  accessible  corporations  and  firms  enforcing  technical  instruction  of  a 
practical  character,  and  by  witnessing  their  methods  of  applying  it,  to  determine 
its  economic  results.  In  this  work  I  was  ably  assisted  by  Messrs.  C.  W.  Scribner 
and  G.  P.  Coler,  who,  upon  the  inauguration  of  class  instruction  for  apprentices, 
were  appointed  instructors  at  Mt.  Clare. 


METHODS  FOLLOWED  IN  PREPARATION  OF  REPORT.  749 


INSTITUTIONS  FOR  TECHNICAL  EDUCATION  IN  AMERICA  INVESTIGATED. 

The  principal  schools  and  places  visited  and  inspected  in  the  performance  of  this 
duty  were:  Stevens  Institute,  Hoboken,  N.  J.;  Massachusetts  Institute  of  Technol¬ 
ogy,  Boston,  Mass.;  Worcester  Free  Institute,  Worcester,  Mass.;  Columbia  College, 

N.  Y.;  Cooper  Union,  N.  Y.;  Philadelphia  Manual  Training  School,  Philadelphia; 
Spring  Garden  Institute.  Philadelphia ;  Chicago  Manual  Training  School,  Chicago  ; 
Maryland  Institute,  Baltimore ;  Baltimore  Manual  Training  School,  Baltimore. 

INSTITUTIONS  FOR  TECHNICAL  EDUCATION  IN  EUROPE  INVESTIGATED. 

Abroad,  at  London,  the  Central  Institution  of  City  and  Guilds  of  London  Institute, 
Finsbury  College,  Young  Men’s  Polytechnic  Institute  and  the  Birbeck  Institute  ;  at 
Manchester,  Mather  &  Platt’s  Workshop  School,  Owens  College  and  the  Manchester 
Technical  School ;  at  Oldham,  the  School  of  Science  and  Art ;  at  Leeds,  Yorkshire 
College :  at  Newcastle,  the  Elswick  School  of  Science,  connected  with  the  extensive 
works  of  Sir  William  Armstrong  &  Co.;  at  Bradford,  the  Bradford  Technical  Col¬ 
lege  ;  at  Nottingham,  the  University  College  and  the  People’s  College ;  at  Glasgow, 
the  College  of  Science  and  Art,  Allan  Glen’s  Institution  and  Anderson’s  College  ;  at 
Edinburgh,  the  Science  and  Art  Museum  ;  at  Crewe,  the  Science  School  of  the  Lon¬ 
don  &  Northwestern  Railway  Company  ;  at  Paris,  the  School  of  Arts  and  Trades  ; 
at  Nuremberg,  the  Royal  Industrial  School ;  at  Munich,  the  Royal  Industrial  School 
and  the  Polytechnic  School ;  at  Zurich,  the  Polytechnic  School ;  at  Mulhouse,  the 
Trades  School,  the  Professional  School  and  the  School  for  Spinners  and  Weavers. 

BASIS  ON  WHICH  RECOMMENDATIONS  AND  CONCLUSIONS  HEREIN  CONTAINED  WERE 

REACHED. 

It  is  therefore  to  be  understood  that  the  recommendations  herein  contained  for 
the  application  of  technical  instruction  to  our  own  service  are  founded  on  careful 
investigation  and  study  of  technical  institutions  at  home  and  abroad.  Recognizing 
that  a  more  forcible  and  conclusive  presentation  of  such  a  complex  subject  would 
1  >e  secured  by  the  citation  of  pertinent  facts  and  conclusions  reported  by  or  drawn 
from  the  experience  of  those  who,  by  reason  of  special  training,  study  or  unusual 
facilities  of  observation,  are  acknowledged  to  be  competent  authority  on  the  subject, 
rather  than  by  advancing  personal  views,  I  have,  in  the  preparation  of  this  paper, 
freely  used  parliamentary  and  U.  S.  Governmental  reports,  and  other  authoritative 
publications  on  technical  instruction. 

VITAL  IMPORTANCE  OF  TECHNICAL  EDUCATION  TO  GENERAL  INDUSTRIAL  AND 

COMMERCIAL  INTERESTS. 

Our  researches — which,  it  will  be  noticed,  have  compassed  a  broad  field — have  so 
impressed  me  with  the  vital  importance  of  technical  education,  not  only  to  the  B.  & 

O.  Company,  but  to  other  industrial  and  commercial  interests  of  Baltimore,  and  the 
United  States  in  general,  and  with  the  almost  universal  ignorance  of  its  potency 
displayed  by  those  in  our  community  whom  it  would  most  beneficially  affect,  that  I 
have  deemed  it  a  duty  to  collate  the  salient  results  of  our  labors  into  a  form  that 
may  possibly  exert  a  favorable  influence  upon  other  interests  besides  that  in  whose 
behalf  those  labors  were  undertaken.  To  do  this  effectively  such  a  report  must  take 
a  much  wider  range  than  was  originally  contemplated,  and  even  then  the  magni¬ 
tude  of  the  subject  is  such  that  it  can  only  be  considered  a  sketch;  but  it  is  hoped 
its  matter  will  compensate  those  interested  in  the  subject  for  its  length  :  the  uninter¬ 
ested  would  not  peruse  a  less  elaborate  statement. 

CHARACTER  AND  SCOPE  OF  THIS  REPORT. 

For  obvious  reasons  this  report  is  divided  into,  first,  a  sketch  of  the  effects  of 
technical  education  in  Europe ;  second,  a  review  of  its  progress  and  present  status 
in  the  United  States;  the  third  part  will  show  the  need  of  more  thorough  and 
extended  technical  instruction  in  Baltimore;  the  fourth,  the  advantages  which  the 
B.  &  O.  Company,  in  common  with  other  railway  interests,  would  derive  from  a 
thorough  system  of  this  character ;  and  the  fifth  offers  a  program  for  inaugurating 
systematic  technical  instruction  in  our  service. 


750  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Effects  of  Technical  Instruction  in  Europe. 

TECHNICAL  EDUCATION  FORCED  INTO  PROMINENCE,  IN  EUROPE,  BY  TRADE 

COMPETITION. 

In  Europe  the  necessity  of  technical  education  for  industrial  laborers,  felt  and 
freely  acknowledged  many  years  ago,  was  forced  into  prominence  through  the 
increasing  rivalry  between  manufacturers  and  other  producers  competing  with  like 
articles  in  the  same  markets.  In  order  to  counterbalance  the  advantages  some 
engaged  in  a  given  industry  enjoyed  through  the  possession  of  cheaper  raw  mate¬ 
rial,  labor,  prestige  or  favorable  situation,  their  competitors  of  foreign — and  even  of 
the  same — nationality  were  compelled  to  look  to  improved  methods  of  manufacture 
or  production  for  ability  to  hold  their  own,  and  were  thus  brought  to  realize  that 
educated  labor  and  technical  skill  were  the  soundest  elements  with  which  to  defend 
themselves  in  trade  competition,  in  that  they  promote  excellence  of  execution, 
inventiveness,  enterprise,  and  all  the  qualities  required  to  successfully  conduct  pro¬ 
gressive  industries. 

NATIONAL  TECHNOLOGICAL  EDUCATION  IN  EUROPE. 

Under  this  pressure  producers  and  manufacturers,  through  their  guilds  and  other 
associations,  were  soon  able  to  exert  an  influence  upon  their  governments  which  has 
resulted  in  every  European  nation’s  making  greater  or  less  provision  for  public 
industrial  education  ;  until  at  this  time  not  only  England,  France,  Germany,  Aus¬ 
tria,  Switzerland,  Holland  and  Italy,  but  all  the  minor  Continental  States,  have 
their  governmental  schools  for  both  elementary  and  higher  technical  instruction  ;  and 
even  Russia — so  far  behind  all  other  nations  of  Europe  in  elementary  education— 
has  found  it  necessary,  in  order  to  maintain  her  home  industries,  to  make  quite 
liberal  provision  for  the  maintenance  of  mechanical  and  manufacturing  schools, 
and  has  established  two  great  Imperial  technical  institutes — one  at  St.  Petersburg 
and  the  other  at  Moscow — which  are  classed  as  amongst  the  finest  in  Europe  in 
point  of  equipment  and  ample  means.  The  encouragement  which  that  government 
is  giving  industrial  education  has  been  supplemented  by  the  action  of  leading  Rus¬ 
sian  railroads,  which  have  established  schools  for  their  people  at  their  principal 
works. 

ELEMENTARY  SCIENTIFIC  EDUCATION  IN  FRANCE. 

While  in  France  will  be  found  the  best  examples  of  what  may  be  termed  higher 
elementary  schools,  in  which  the  children  of  artisans,  small  shopkeepers,  etc.,  are 
afforded  opportunities  of  obtaining  an  education  which  is  technical  in  so  far  as 
their  studies  are  specially  directed  towards  the  requirements  of  commerce,  mechan¬ 
ical  or  manufacturing  industries,  and  while  in  nearly  all  the  modern  French 
schools — of  which  that  at  Rheims  may  be  taken  as  the  best  type — the  laboratories 
for  teaching  practical  chemistry,  and  the  equipment  of  other  special  departments 
which  teach  the  technology  of  the  trades  forming  the  staple  industries  of  their 
respective  districts,  leave  nothing  to  be  desired,  it  is  in  Germany  and  Switzerland 
that  the  movement  for  industrial  education  has  attained  its  highest  development. 

OBSERVATIONS  OF  THE  BRITISH  ROYAL  COMMISSIONERS  ON  THE  EFFECTS  OF  SCIEN¬ 
TIFIC  TRAINING  IN  INDUSTRIAL  ARTS  IN  GERMANY  AND  SWITZERLAND. 

In  the  latter  country  the  British  Royal  Commissioners  found  the  value  of  its 
technical  schools — the  beneficial  results  of  which  were  elsewhere  more  or  less  prob¬ 
lematical — distinctly  illustrated  in  the  marked  improvement  of  manufactures  ;  in 
the  elevation  of  the  producing  classes ;  in  the  diminution  of  crime ;  in  the  popu¬ 
larization  of  education,  and,  generally,  exercising  a  most,  important  influence  upon 
the  nation’s  industries  and  welfare.  In  summarizing  the  results  of  their  investiga¬ 
tions  in  Germany,  they  remark  that  the  conviction  is  universal  among  the  German 
people  that  they  can  only  meet  the  competition  of  their  rivals  in  other  countries  by 
training  their  workmen  in  taste  and  skill,  and  that  the  prosperity  of  their  indus¬ 
tries  will  increase  only  in  proportion  as  they  keep  up  the  efficiency  of  their  schools 
and  spread  their  influence  among  the  workers  themselves.  In  support  of  this  con¬ 
clusion,  extended  inquiry  shows  that  Germany  and  Switzerland,  especially,  are 
filling  up  with  technological  and  polytechnic  schools,  many  of  them  of  a  very  high 
standard  of  instruction  and  usefulness.  The  polytechnic  institute  at  Zurich 
[Exhibit  B]  may  be  cited  as  illustrative  of  this  class  of  schools,  which  aim  to  cora¬ 
lline  theoretical  and  applied  instruction  in  all  branches  of  industry  where  scientific 
knowledge  and  skill  in  applying  it  are  desirable.  So  successfully  has  this  plan  been 


EUROPEAN  ESTIMATES  OF  TECHNICAL  TRAINING.  751 


worked  out  at  Zurich  that  students  from  all  parts  of  the  world  seek  admission  to 
its  institute  ;  and,  referring  to  it,  the  British  Commissioners  say  they  had  opportu¬ 
nity  of  judging  of  the  advantages  which  it  has  bestowed,  not  only  upon  Switzer¬ 
land,  but  also  upon  Germany,  by  the  number  of  thoroughly  trained  scientific  men 
it  has  educated  who  are  now  holding  important  positions  in  various  industrial  estab¬ 
lishments  which  they  visited.  A  similar  institution  is  that  at  Munich.  [Exhibit  C.] 

DIRECT  AND  INDIRECT  EFFECTS  OF  TECHNOLOGICAL  SCHOOLS  DESCRIBED. 

The  direct  and  indirect  effects  of  technological  schools  upon  the  industries  of  their 
respective  countries  were,  immediately  upon  their  establishment,  felt  to  be  bene¬ 
ficial  in  the  highest  degree.  Their  graduates  were  eagerly  sought  out  to  fill  impor¬ 
tant  and  responsible  positions  in  manufacturing  and  commercial  establishments, 
many  of  which  had  sustained  serious  losses  through  the  ignorance  and  consequent 
bad  management  of  administrative  officers  ;  and  this  inquiry  soon  far  exceeded  the 
supply.  As  the  result  of  this  appreciation  of,  and  demand  for,  skilled  laborers  and 
supervisors,  many  enterprising  corporations,  and  even  private  firms,  engaged  in 
manufacturing  and  other  industries  dependent  for  their  successful  operation  and 
development  upon  intelligent  direction  and  skilled  labor,  individually  organized 
scientific  schools  and  training  classes  in  connection  with  their  works.  Some  of 
these  private  schools  excel  most  governmental  and  municipal  institutions  of  similar 
character  in  enterprise,  progressiveness  and  immediate  practical  results. 

DEVELOPMENT  OF  TECHNOLOGICAL  EDUCATION  AMONG  PRIVATE  FIRMS  AND 

CORPORATIONS. 

The  conductors  of  many  of  them  claim  that  the  best  results  are  obtained  where 
intimate  relationship  between  the  school  and  the  actual  workshop  is  maintained, 
thereby  facilitating  the  adaptation  of  theoretical  training  to  the  needs  of  the  pupils 
and  the  character  of  the  work  on  which  they  are  engaged.  As  illustrative  of  this 
method  of  combining  practical  and  theoretical  education,  I  cite  the  schools  in  suc¬ 
cessful  operation  at  the  mammoth  works  of  Sir  William  Armstrong  at  Elswick;  at 
the  great  works  of  the  London  and  Northwestern  Railway  Company  at  Crewe 
(where  more  than  9000  men  are  employed  and  600  apprentices  and  young  journey¬ 
men  attend  the  evening  classes) ;  and  that  at  the  works  of  Messrs.  Mather  &  Platt, 
extensive  iron  manufacturers  at  Manchester.  These  are  but  examples  of  a  large 
class  of  schools  conducted  in  connection  with  manufacturing  establishments  which 
follow  tins  system  of  education,  and  it  is  reported  that  a  large  additional  number  of 
corporations  and  firms,  encouraged  by  the  increased  profits  realized  by  those  who 
have  adopted  it,  are  arranging  to  inaugurate  similar  instruction  at  their  works. 

TESTIMONY  AS  TO  WHAT  TECHNOLOGICAL  EDUCATION  HAS  ACCOMPLISHED. 

As  the  foregoing  statements  may  contain  somewhat  startling  propositions  to  those 
who  have  given  the  subject  slight  consideration  only,  it  may  be  well  to  cite  from 
authentic  testimony  as  to  what  technical  education  lias  accomplished. 

AT  CREFELD,  PRUSSIA,  FOR  ITS  SILK  INDUSTRY. 

Crefeld,  Prussia,  a  city  of  about  80,000  inhabitants,  relies  almost  entirely  upon  the 
silk  industry  for  its  support,  and  its  revenue  therefrom  amounts  to  more  than 
£4,200,000  (over  $20,000,000)  annually.  Its  leading  merchants  and  manufacturers 
unhesitatingly  affirm  that  this  great  industry  is  very  largely  dependent  for  its  suc¬ 
cess  on  the  influence  of  their  technical  school,  which  is  one  of  the  best  of  its  kind 
in  all  Europe.  They  declare  that,  among  other  benefits  resulting  from  the  school, 
it  raises  the  tone  and  increases  the  knowledge  of  rising  manufacturers  and  fore¬ 
men,  and  by  spreading  technical  education  broadcast  among  industrious  and  ambi¬ 
tious  artisans,  very  materially  widens  the  field  from  which  successful  managers 
and  specialists  may  be  chosen. 

AT  MULHOUSE,  GERMANY,  FOR  TEXTILE  MANUFACTURES. 

Mulhouse,  Germany,  affords  another  illustration  of  the  fact  that  an  industry  may 
largely  depend  upon  technical  education.  Its  leading  manufacturers  claim  that 
their  textile  museum,  by  its  facilities  for  education,  has  exerted  a  most  important 
and  beneficial  influence  upon  the  leading  industry  of  the  district,  some  even  going 
so  far  as  to  say  that  the  trade  could  not  in  any  degree  prosper  without  the  influence 
of  this  museum.  Its  principal  citizens  say  that  the  town  owes  its  great  prosperity 
to  the  commercial  and  scientific  knowledge  principally  acquired  by  its  artisans  in 


752 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


technological  institutions,  and  to  the  commendable  public  spirit  and  enterprise  of 
its  citizens  in  promoting  general  technical  education  among  all  classes ;  also  that 
this  action  has  exercised  a  marked  influence  in  suppressing  trade  jealousies,  which 
have  almost  entirely  disappeared  from  this  community. 

AT  VERVIERS,  BELGIUM,  IN  MAINTAINING  ITS  PRE-EMINENCE  IN  CERTAIN 

MANUFACTURES. 

Testimony  to  the  same  effect  is  given  by  employers  at  Verviers,  Belgium.  They 
claim  that  technical  education  is  a  great  help  to  its  industries.  Their  competition 
with  other  localities  is  very  sharp,  and  the  President  of  its  Chamber  of  Commerce 
has  publicly  testified  that  their  chief  hope  in  maintaining  pre-eminence  as  spinners 
and  manufacturers  rests  on  the  superiority  and  not  on  the  cheapness  of  their  pro¬ 
ductions.  This  community  has  felt  none  of  the  evils  of  the  late  labor  troubles  in 
Belgium. 

AT  CHEMNITZ,  SAXONY,  FOR  ITS  TEXTILE  MANUFACTURES. 

Chemnitz,  Saxony,  is  another  city  that  freely  acknowledges  the  benefits  resulting 
from  technical  education.  The  British  Royal  Commissioners  declare  that  to  the 
Chemnitz  weaving  school  should  be  credited  the  variety  and  excellence  of  the  textile 
manufactures  of  the  district.  The  zeal  of  the  inhabitants  of  Chemnitz  for  tech¬ 
nical  education  will  be  appreciated  when  it  is  stated  that  up  to  1883  they  had 
contributed  over  $440,000  for  the  support  of  their  industrial  schools.  In  their  con¬ 
versations  with  managers  and  foremen  there,  the  Commissioners  were  informed 
that  the  importance  of  technical  education  was  everywhere  acknowledged  in  Saxony. 
One  of  its  largest  employers  said  that  the  influence  of  the  schools  upon  the  indus¬ 
tries  of  Saxony,  by  increasing  the  intelligence  and  skill  of  the  artisan  class,  could 
not  be  too  highly  estimated.  [Exhibit  D.] 

EFFECTS  OF  TECHNICAL  EDUCATION  AT  ROUBAIX,  FRANCE. 

In  the  city  of  Roubaix,  France,  considerable  attention  has  been  given  to  technical 
education.  Mr.  M.  Carlos  Delattre — a  member  of  a  commission  appointed  by  the 
Mayor  to  investigate  its  effect  on  the  industries  of  the  town — said  that  during  the 
ten  years  then'  technical  weaving  and  dyeing  school  had  been  in  operation,  great 
progress  had  been  made  in  the  dyeing  industry  ;  that  in  every  establishment  where 
the  sons  of  employers,  foremen  and  workmen  attended  the  classes,  good  results 
followed ;  that  in  the  dye-works  many  of  the  young  men  can  now  make  their  own 
preparations ;  that  there  is  less  need  of  supervision;  that  economy  in  production 
lias  resulted  from  attendance  at  the  school ;  and  that  f eiver  mistakes  have  been 
made,  and  more  reliable  and  efficient  work  has  resulted  from  its  teachings. 

\ 

TRAINING  SCHOOL  FOR  MARINE  ENGINEERS  AT  AMSTERDAM. 

The  training  school  for  marine  engineers  at  Amsterdam  was  established  by  private 
enterprise,  in  consequence  of  the  great  need  for  skilled  engineers  in  its  merchant 
navy.  Owing  to  the  ignorance  and  incompetence  of  the  men  who  had  charge  of 
the  machinery  of  their  vessels,  shipowners  of  Amsterdam  suffered  grievous  losses, 
until  they  finally  decided  to  found  a  school  for  training  men  to  take  proper  care  of 
their  steamers.  The  originators  of  this  school  gladly  testify  to  its  economic  value. 
(Second  Report  of  Royal  Com.,  Vol.  I.,  p.  112.) 

IMPROVEMENT  IN  FRENCH  INDUSTRIES  THROUGH  TECHNICAL  EDUCATION. 

France  has,  of  late  years,  been  particularly  active  in  making  provisions  for  tech¬ 
nical  education.  An  important  report  on  the  wool  industry  of  France  states  that 
so  great  have  been  the  mechanical  improvements  during  recent  years  that  since 
1867  the  cost  of  wool-combing  has  fallen  off  25  per  cent. ;  that  since  1851  the  cost  of 
spinning  has  decreased  more  than  half,  while  during  the  same  period  the  wages  of 
spinners  and  piecers  have  increased  40  per  cent.  The  report,  after  stating  that  the 
improvement  in  weaving  has  been  still  greater,  says:  “In  1851  the  goods  were 
irregular  and  imperfect,  while  as  early  as  1878  they  had  almost  attained  perfection, 
with  half  the  manipulation  and  double  the  wages  paid  to  the  workmen.’’ 

EFFECTS  OF  EDUCATING  COLLIERY  FOREMEN  AND  ENGINEERS. 

It  is  commonly  acknowledged  by  the  proprietors  and  managers  of  mines  that 
young  men  who  have  been  educated  in  technological  schools  heat  their  boilers  bet¬ 
ter  and  with  less  coal  than  do  the  other  workmen,  and  that  their  scientific  knowl¬ 
edge  enables  them  to  escape  many  accidents  and  to  avoid  stoppage  of  machinery 


PRACTICAL  UTILITY  OF  TECHNICAL  TRAINING. 


753 


and  repairs.  They  are  therefore  very  much  sought  after  as  firemen,  and  command 
higher  wages  than  common  firemen,  because  their  services  are  more  valuable  to  their 
employers.  The  Royal  Commissioners  mention  the  fact  that  several  of  the  princi¬ 
pal  colliery  firms  of  Europe  have  organized  mining  schools  in  connection  with 
their  works,  and  so  convinced  are  the  rest  of  the  Continental  colliery  proprietors 
of  the  beneficial  effects  of  this  character  of  education  that  like  schools  are  being 
generally  established  in  the  coal  districts. 

SUPERIORITY  OF  GERMANY  IN  ENGINEERING  CONSTRUCTION  DUE  TO  TECHNICAL 

KNOWLEDGE  OF  HER  MECHANICS. 

The  generally  recognized  superiority  of  German  artisans  in  the  construction  of 
roofs  and  bridges,  both  as  to  cost  of  construction,  safety  and  durability,  is  to  be 
attributed  to  the  superior  teclmical  knowledge  of  her  mechanics,  which  enables 
them  to  secure  the  necessary  stability  with  the  least  consumption  of  materials  and 
the  minimum  expenditure  of  labor. 

DEPRESSION  OF  ENGLISH  WOOLEN  MANUFACTURES  DUE  TO  SUPERIOR  TECHNICAL 

EDUCATION  OF  RIVALS. 

Comparing  the  worsted  industries  of  France  and  England,  the  British  Industrial 
Commissioners  admit  that  France  has  far  surpassed  Great  Britain  in  the  manufac¬ 
ture  of  woolen  goods.  They  say  that  while  English  depression  in  the  woolen  trade 
has  been  attributed  to  two  causes — viz. :  the  greater  cheapness  of  labor  in  compet¬ 
ing  countries,  as  represented  by  longer  hours  and  lower  wages,  and  the  superior 
technical  education  of  their  foreign  rivals — the  cheapness  of  labor  had  very  little 
to  do  with  the  depression,  the  real  difference  being  found  in  the  superior  training 
and  skill  of  the  workmen  of  foreign  nations,  together  with  some  minor  local  advan¬ 
tages  on  the  side  of  the  French  manufacturers.  They  also  say  that  since  the  estab¬ 
lishment  of  a  technical  school  at  Bradford,  equipped  with  various  departments, 
qualified  teachers,  and  the  best  obtainable  apparatus  and  machinery  for  teaching 
designing,  weaving  and  dyeing,  the  result  has  been  that  British  all-wool  goods  of 
several  varieties  are  taking  their  stand  in  English  and  foreign  markets  in  open  com¬ 
petition  with  those  French  and  German  goods  which,  but  four  years  ago,  seemed  to 
enjoy  almost  a  monopoly  of  public  favor,  and  that,  as  a  consequence,  Bradford 
manufacturers  are  now  operating  as  profitably  as  their  rivals  in  any  country. 
[Exhibit  E.] 

INFLUENCE  OF  TECHNICAL  TRAINING  UPON  THE  MANUFACTURES  OF  NOTTINGHAM 

AND  BELFAST. 

The  manufacturers  of  Nottingham  are  unanimous  and  emphatic  in  their  testi¬ 
mony  as  to  the  important  influence  of  technical  training  upon  their  industries. 
They  say  that  without  this  training  some  of  their  art-productions  could  scarcely 
have  come  into  existence.  The  linen  manufacturers  of  Belfast  acknowledge  that 
then-  ability  to  compete  successfully  with  foreign  nations  in  the  more  artistic  pro¬ 
ductions  depends  on  the  higher  training  of  their  employes. 

EFFECTS  OF  SCIENTIFIC  AND  TECHNICAL  TRAINING  ON  CHEMICAL  INDUSTRIES. 

The  beneficial  results  of  high  scientific  and  technical  training  on  the  chemical- 
color.  beet-root  sugar  and  alkali  industries  are  especially  noted  by  the  Royal  Com¬ 
missioners.  (See  Rept.,  Vol.  I,  pp.  222-9.)  They  say  that  the  beet-root  sugar  manu¬ 
facture,  which  is  a  great  source  of  wealth  to  Holland  and  yields  large  profits  to  firms 
engaged  in  that  business,  often  dividends  of  100  per  cent,  is  a  striking  illustration 
of  the  rise  and  successful  operation  of  a  most  important  industry,  depending  upon 
the  intelligent  application  of  the  scientific  principles  of  engineering  and  chemistry. 

SKILLED  WORKMEN  IMPROVE  METHODS  OF  MANUFACTURE  AND  INCREASE  PROFITS. 

The  firms  and  corporations  of  Europe  that  have  been  foremost  in  securing  skilled 
workmen  have  been  most  successful  in  their  enterprises.  As  a  result  of  improved 
methods  of  manufacture  and  new  discoveries  made  by  their  trained  employes,  large 
profits  are  often  realized  by  such  employers. 

TECHNICAL  SCHOOLS  PROMOTE  SCIENTIFIC  INVESTIGATION  AND  METHODS. 

In  short,  it  is  the  testimony  of  all  who  have  studied  the  subject  that  technical 
schools,  when  rightly  directed,  give  wonderful  impulses  to  industrial  pursuits  by 
promoting  scientific  investigation  and  methods.  Athough  at  first  this  influence 
affects  only  those  who  attend  the  classes,  it  soon  makes  itself  felt  throughout  the 

ART— VOL  4 - 48 


754  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


entire  body  of  workmen  of  the  community  to  which  the  school  belongs,  and  the 
increased  interest  in  scientific  subjects  on  the  part  of  employes,  thus  developed, 
in  turn  reacts  to  the  pecuniary  advantage  of  their  employers ;  because  mechanics 
who  have  been  trained  in  the  scientific  principles  that  underlie  their  handicrafts 
are  thereby  enabled  to  understand  the  technical  publications  affecting  their  trades, 
and  to  utilize  new  inventions  and  improved  methods  of  work  ;  while  men  unedu¬ 
cated  in  the  rudiments  of  science  ignore  such  sources  of  knowledge  and,  quite  nat¬ 
urally,  oppose  all  improvements  as  innovations  calculated  to  work  injury  to  the 
laboring  classes.  Cultivate  a  laboring  man’s  intelligence  to  a  point  where  it  recog¬ 
nizes  improvements  and  comprehends  their  nature ;  his  opposition  ceases,  and  he 
will  lumself  likely  invent  improved  processes,  which  will  inure  to  his  employer’s 
benefit. 

THE  DECADENCE  OF  THE  SILK  INDUSTRY  IN  LYONS  DUE  TO  RETENTION  OF  THE 
OLD-FASHIONED  METHODS  OF  MANUFACTURE. 

The  truth  of  this  is  exemplified  in  the  history  of  the  rival  silk  industries  of  Lyons 
and  Switzerland.  The  skill  of  the  weavers  of  Lyons  in  the  use  of  hand-looms  was 
marvelous,  but  they  combined  no  intelligence  with  it,  for  they  had  no  scientific 
training.  They  clung  tenaciously  to  those  looms — relics  of  their  ancestors— long 
after  the  introduction  elsewhere  of  power-looms,  and  thereby  almost  wrecked  the 
silk  industry  of  Lyons.  A  leading  merchant  of  that  city,  in  speaking  of  this  fact, 
recently  said  :  “  They  have  all,  however,  both  masters  and  men.  fallen  behind  the 
times  in  enterprise,  clinging  to  traditions  and  old-fashioned  methods,  while  their 
competitors  have  been  organizing  factories  and  teaching  their  workpeople  the  use 
of  the  power-loom,  and  other  economic  inventions.  During  the  last  ten  years 
Lyons  has,  consequently,  lost  very  much  of  its  trade.”  Their  enterprising  Swiss 
competitors,  on  the  other  hand,  engaged  highly  trained  teachers,  who  brought  to 
bear  upon  their  work  the  scientific  principles  taught  in  the  polytechnic  schools 
rom  which  they  graduated,  and  introduced  the  inventions  of  which  they  there 
cquired  knowledge.  As  a  consequence  the  cantons  now  surpass  Lyons  in  many 
inds  of  weaving  and  in  dyeing,  as  they  do  other  trade  centres  in  various  industries. 

TECHNICAL  EDUCATION  ATTRACTS  CAPITAL. 

Technical  education  has  been  the  means  of  attracting  capital  not  only  to  specific 
localities,  but  to  countries.  Indisputable  evidence  of  this  is  found  in  Switzerland, 
and  notably  in  Zurich,  the  manufacturing  town  above  cited.  For  years  a  technical 
school  has  been  conducted  in  this  town  at  government  expense,  and  when  recently 
the  Federal  Council  was  disposed  to  lessen  the  usual  grant  for  its  support,  the  manu¬ 
facturers  showed,  by  undeniable  evidence,  that  this  single  institution  had  in  a  few 
years  been  the  means  of  bringing  capital  to  the  country  to  the  extent  of  millions  of 
pounds  sterling. 

THE  BRITISH  ROYAL  COMMISSIONERS  TESTIFY  TO  THE  EFFECTS  OF  SCIENTIFIC 
KNOWLEDGE  AND  ITS  GENERAL  APPLICATION  TO  SPECIAL  INDUSTRIES. 

Other  and  even  more  forcible  illustrations  of  like  character  might  be  cited  ad 
infinitum,  and  can  be  furnished,  if  desirable,  but  they  are  substantially  covered  by 
the  British  Royal  Commissioners,  who,  in  summing  up  the  results  of  their  study 
of  the  effects  of  technical  education  on  the  continent  of  Europe  [Exhibit  FJ,  say 
that  they  cannot  repeat  too  often  how  strongly  they  have  been  impressed  with  the 
general  intelligence  and  technical  knowledge  of  the  masters,  managers  and  work¬ 
men  of  Continental  industrial  establishments  They  have  found  that  both  classes, 
as  a  rule,  possess  sound  and  liberal  knowledge  of  the  sciences  and  principles  upon 
which  their  industries  depend ;  that  they  are  familiar  with  every  new  scientific 
discovery  and  invention  of  importance,  and  can  and  do  apply  them  to  the  develop¬ 
ment  of  their  special  industries,  adopting  not  only  the  improvements  and  inventions 
of  their  own  countries,  but  also  those  of  the  world  at  large. 

TECHNICAL  EDUCATION  HAS  PASSED  ITS  EXPERIMENTAL  STAGE  IN  ENGLAND. 

They  further  testify  that  a  few  years  ago  the  question  of  technical  education  in 
England  would  have  been  a  debatable  one,  but  that  now  no  argument  is  needed  to 
convince  English  employers  of  its  importance ;  that  it  has  been  tried  and  has  given 
the  highest  satisfaction  ;  that  in  nearly  all  the  great  industrial  centres— in  the 
metropolis,  in  Glasgow,  in  Manchester,  Liverpool,  Leeds,  Bradford,  Sheffield,  Not¬ 
tingham,  Birmingham,  The  Potteries,  and  elsewhere— more  or  less  flourishing 
schools  of  science  and  art,  of  various  grades,  together  with  numerous  art  and  science 


TECHNICAL  TRAINING  IN  ENGLAND  AND  GERMANY.  755 


classes,  are  to  be  found  in  successful  operation,  and  that  their  influence  may  be 
traced  in  the  improved  productions  of  the  localities  in  which  they  are  placed  ;  in  the 
decreased  consumption  of  crude  material,  and  in  saving  of  time  required  for  the 
performance  of  labor. 

In  short,  one  cannot  study  the  present  condition  of  European  nations  without 
being  thoroughly  convinced  of  the  great  economic  value  of  scientific  training  to 
their  industries,  morals,  and  all  that  tends  to  shape  the  affairs  of  the  world  to  their 
advantage  and  to  the  happiness  and  prosperity  of  their  people. 

TESTIMONY  OF  PROFESSOR  HUXLEY  ON  THE  ECONOMIC  VALUE  OF  SCIENTIFIC 

KNOWLEDGE. 

Further  testimony  on  the  economic  value  of  scientific  knowledge  in  connection 
with  the  staple  industries  is  furnished  by  the  well-known  Professor  Huxley,  who, 
answering  the  question,  “  What  bearing  do  you  consider  that  superior  general  cul¬ 
ture  in  Germany  has  upon  the  industries  of  Germany?”  said  : 

The  bearing  of  it,  if  I  do  not.  misapprehend  the  matter,  is  this :  The  de  velopment  of  industry  under 
its  piesent  conditions  is  almost  entirely  the  effect  either  of  the  application  of  science,  or  of  the  devel¬ 
opment  of  mechanical  processes  of  complexity,  requiring  a  great  deal  of  attention  and  intelligence  to 
carry  them  out;  and  I  do  not  think  that  I  am  wrong  in  supposing  that  the  advance  of  industry  in  all 
countries  depends  on  employers  being  able  to  find  to  their  hand  persons  of  sufficient  knowledge  and 
sufficient  flexibility  of  mind  to  be  able  to  turn  from  doing  the  thing  they  have  been  doing  and  to  do 
something  different,  according  to  the  nature  of  the  improvement  lhat  has  been  made.  It  is  there,  I 
apprehend,  that  the  advantage  of  such  scientific  training  as  can  be  got  in  those  small  universities  of 
Germany  is  manifested.  Scientific  training  is  of  infinitely  greater  importance  in  the  case  of  such  a 
man  than  literary  training,  because  no  amount  of  literary  training  ever  enables  a  man  to  understand 
what  it  is  to  deal  with  facts  at  first  hand ;  it  does  not  conduce  to  that  habit  of  mind  which  is  most 
useful  to  a  man  in  the  practical  affairs  of  life.  Scientific  training  does  conduce  to  it,  though  it  may 
not  produce  it. 

TESTIMONY  OF  PROFESSOR  VON  HELMHOLTZ. 

Professor  von  Helmholtz  also  points  out  not  only  the  general  advantages,  but  the 
absolute  necessity,  of  employing,  as  heads  of  departments,  persons  conversant  with 
the  theory  of  their  work,  and  able,  by  virtue  of  their  scientific  knowledge,  to  antici¬ 
pate  results,  and  to  calculate  beforehand  the  quantity  and  quality  of  material 
required,  as  compared  with  those  who,  lacking  such  attainments,  are  compelled  to 
adopt — often  at  greatly  increased  cost — the  more  empirical  methods  of  repeated 
trial. 

AGENCY  OF  TECHNICAL  SCHOOLS  IN  SUPPLYING  TRAINED  SPECIALISTS  AND  DEVEL¬ 
OPING  INDUSTRIAL  ARTS. 

In  short,  it  is  almost  universally  testified  by  the  observant  that  technical  schools 
have  supplied  a  long-felt  wrant  for  trained  specialists,  who  have  been,  and  con¬ 
stantly  are,  the  source  of  unexpected  economies  ;  not  alone  because,  through  their 
scientific  knowledge,  superior  training  and  habits  of  thought  and  observation,  they 
are  able  to  anticipate  results,  and  to  give  intelligent  direction  to  their  subordinates — 
inspiring  them  with  interest,  and  often  enthusiasm,  in  the  discharge  of  their 
duties — but  also  because,  through  the  utilization  of  the  latest  discoveries  of  science, 
they  improve  methods  of  production,  turning  out  superior  articles  with  marked 
economy.  Through  the  agency  of  such  schools  originality  has  taken  the  place  of 
servile  imitation  ;  decaying  industries  have  been  revived,  and  new  ones  promoted ; 
while  they  have  exerted  a  most  marked  influence  in  developing  the  intelligence  and 
skill,  and  consequently  in  securing  the  permanent  prosperity,  of  the  industrial 
classes  generally — the  people  by  whom  the  work  of  the  world  is  done,  and  upon 
whom  national,  no  less  than  corporate  and  individual,  wealth  depends — by  enabling 
them  to  develop  the  sources  of  wealth  peculiar  to  each  country. 

SCIENTIFIC  KNOWLEDGE  PROMOTES  THE  WELFARE  OF  EMPLOYES  AS  WELL  AS  OF 

EMPLOYERS. 

Ability  on  the  part  of  laborers  to  understand  something  of  the  principles  that 
underlie  their  various  handicrafts  is  productive  of  good  results,  not  only  through 
lessening  the  cost  of  production,  but  also  in  advancing  the  welfare  of  the  employes 
themselves,  by  enabling  employers  to  pay  better  wages  for  articles  of  superior  work¬ 
manship  and  manufacture,  from  which  they  derive  greater  profits. 

EDUCATION  PROMOTES  INDUSTRY  AND  THRIFT. 

During  its  last  session,  the  British  Parliament  was  compelled  to  take  into  “serious 
consideration  ”  the  condition  of  the  overcrowded  districts  of  London  and  other  large 
iudustriai  centres,  and  the  debates  in  the  House  of  Commons  developed  an  almost 


756  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


unanimous  opinion  that  only  through  government  furnishing,  in  some  form  or  other, 
additional  facilities  for  industrial  education  lies  the  temporal  salvation  of  their  idle 
population — semi-paupers  through  lack  of  knowledge  of  how  to  work.  While  our 
own  General  Government  is  not  parental,  in  the  sense  that  European  Governments 
are,  our  State  and  municipal  governments  do,  in  theory,  very  nearly  approach  that 
relationship,  and  can  exercise  their  functions  in  no  more  beneficial  way  than  by 
fostering  the  industrial  education  of  their  people. 

In  his  report  for  1868,  the  French  Minister  of  Public  Instruction  gave  testimony 
as  to  the  valuable  results  of  technical  training  as  follows : 

Science  continues  its  discoveries,  and  every  day  places  at  the  disposal  of  industry  new  and  service¬ 
able  agents;  but  in  order  to  be  applied,  those'ageiits,  which  are  sometimes  very  delicate  and  sometimes 
very  powerful,  require  to  be  skillfully  handled.  This  is  the  reason  why,  in  the  present  day,  industrial 
progress  is  so  intimately  connected  with  educational  progress,  and  why  questions  which  it  is  the  duty 
of  the  University  to  examine  and  to  solve  have  acquired  so  great  an  importance  as  regards  the  material 
prosperity  of  a  nation. 

A  most  noteworthy  example  of  the  truthfulness  of  this  statement  is  found  in 
Switzerland — a  country  beautified  by  Nature  with  lakes  and  mountains  and  a 
climate  that  has  made  it  the  beloved  of  artists  and  poets,  but  denied  ports,  navi¬ 
gable  rivers,  canals,  mines,  fertility,  or  those  other  natural  gifts  which  are  the 
usual  foundation  of  the  prosperity  of  other  civilized  States.  Yet  from  among  those 
sterile  rocks  there  are  yearly  exported  industrial  products  not  only  in  excess  in  value 
of  all  the  importations  of  the  cantons  (including  the  two  hundred  and  odd 
millions  of  francs’  worth  of  goods  which  they  purchased  from  France  alone),  but 
more  than  sufficient  also  to  cover  the  cost  of  internal  administration.  Industrial 
education  alone  can  claim  the  credit  of  elevating  this  nation — which  in  former 
times  cultivated  mercenary  warfare  as  its  sole  occupation — to  the  first  rank  in  those 
manufacturing  industries  requiring  individual  skill  and  intelligence. 

I  cannot  more  forcibly  close  this  section  of  my  report  than  by  the  following 
quotation  from  the  work  of  the  eminent  scientist,  engineer,  builder  and  educator  of 
Great  Britain,  J.  Scott  Russell,  on  Systematic  Technical  Education  foe  the 
English  People,  1869 : 

I  may  add  that  in  every  country  where  technical  education  has  taken  root  and  had  time  to  bear 
fruit,  1  also  find  unquestionable  proofs  of  the  rapidity  with  which  increased  intelligence  and  enlarged 
knowledge  bring  increase  in  employment  and  remuneration.  From  my  personal  experience,  I  may 
say  that  within  the  last  twenty -five  years  1  have  seen  large  branches  of  commercial  trade  leave  one 
country  and  plant  themselves  in  another,  because  the  workers  of  the  one  were  educated  and  those  of 
the  other  uneducated.  And  I  have  watched  nations  rising  into  importance  and  power  by  education 
and  by  the  order,  organization  and  efficiency  which  education  bestows;  and  other  nations  lagging 
behind  and  losing  their  place  by  reason  of  their  unwillingness  to  educate  either  the  higher  or  lower 
classes  of  their  people.  (P.  7G.) 

Development  of  Industrial  Education  in  the  United  States. 

If  the  results  of  an  educational  system  can  he  ascertained  from  a  close  inspection  of 
those  industries  in  which  the  mass  of  a  country’s  population  is  engaged,  and  in 
which  their  knowledge  is  displayed  by  the  fruits  of  their  labor,  it  will  be  found  that 
the  national  system  of  popular  education  in  the  United  States  fails  entirely  in 
accomplishing  its  mission,  in  several  important  particulars. 

PUBLIC  SCHOOLS  IN  AMERICA  FAIL  TO  PREPARE  FOR  INDUSTRIAL  PURSUITS. 

For  example,  in  the  public  schools  our  youth  are,  as  a  rule,  entirely  untaught  in 
even  the  rudiments  of  industrial  occupations,  and  upon  passing  from  the  school¬ 
room  are  generally  utterly  incompetent,  unassisted,  to  earn  a  livelihood  in  any  trade 
or  pursuit  requiring  manual  dexterity.  Even  our  high  schools  leave  their  graduates 
to  drift,  by  accident  or  unintelligent  direction,  into  avocations  generally  foreign  to 
their  abilities,  and,  as  a  rule,  with  few  exceptions,  unequipped  with  that  character 
of  knowledge  or  expertness  without  which  a  comfortable  living  becomes  difficult — 
prominence  impossible.  It  is  commonly  accepted  as  fact  that  a  good  elementary 
education  such  as  is  afforded  by  our  public-school  system  gives  a  child  that  which 
will  carry  it  well  along  in  life  ;  but  this  is  true  only  of  agricultural,  or  at  most  of 
sparsely  settled  districts,  and  is  then  true  only  within  limitations. 

SCHOOL  TRAINING  SHOULD  BE  SUPPLEMENTED  BY  TECHNICAL  KNOWLEDGE. 

In  the  crowded  countries  of  Europe,  and  in  our  own  Eastern  and  Middle  States — 
wherein  labor  and  industrial  problems  already  closely  approximate  those  in  Europe — 
there  is  an  increasing  recognition  of  the  fact  that,  though  good  school  tuition  is 
always  important,  to  be  effective  it  must  be  supplemented  by  such  technical 
knowledge  and  training  as  will  enable  the  student  to  survive  in  the  battle  for  exis¬ 
tence — which  is  deadliest  in  those  sections  where  dense  populations  cause  the 
sharpest  and  most  active  competition. 


TENDENCY  OF  PUBLIC  SCHOOL  TRAINING  CRITICISED.  757 


PUBLIC  SCHOOLS  TURN  OUT  CONSUMERS,  NOT  PRODUCERS. 

In  other  words,  the  tendency  of  our  public  schools  is — by  elevating  pupils  above 
their  actual  or  probable  stations  in  life,  and  prompting  in  them  desires  and  aspira¬ 
tions  of  which  there  is  little  chance  of  fruition — to  turn  out  a  large  class  of  con¬ 
sumers,  who  fail  utterly  of  success  in  the  professions  and  kindred  occupations, 
under  conditions  which,  had  their  efforts  been  directed  to  mechanical  or  other  indus¬ 
trial  pursuits,  would  have  made  them  efficient  producers.  Most  of  the  education 
acquired  under  our  common-school  system  is  temporary  and  only  preparatory  for 
such  higher  studies  as  do  result  in  business  qualifications ;  whereas,  to  be  of  imme¬ 
diate  benefit  to  the  masses,  school  education  should  of  itself  give  the  graduate  an 
earning  capacity.  Says  Judge  MacArthur,  in  a  recent  and  interesting  treatise  on 
popular  education  :  “  To  graduate  one  taught  to  think  only,  is  like  sending  a  ship 
to  sea  in  charge  of  a  navigator,  without  a  single  person  on  board  who  can  under¬ 
stand  or  execute  his  commands.” 

POPULAR  EDUCATION  SHOULD  INCLUDE  THE  CULTIVATION  OF  PHYSICAL  DEXTERITY. 

Knowledge  and  mental  discipline  alone  do  not  constitute  all  of  education.  To  lie 
practical  and  useful  to  most  of  those  who  must  earn  their  own  livelihood,  education 
must  also  afford  physical  dexterity,  with  special  reference  to  the  industrial  pursuits 
of  life.  As  the  result  of  this  absence  of  instruction  of  a  practical  character,  a 
remarkably  small  percentage  of  our  public-school  graduates  in  the  Middle  and  in 
the  Southern  States  engage  in  any  kind  of  manual  labor. 

HIGHER  EDUCATIONAL  INSTITUTIONS  SHOULD  COMBINE  INDUSTRIAL  AND  SCIENTIFIC 

INSTRUCTION. 

Recognition  of  this  lack  of  utility  in  our  educational  system  has,  of  late  years, 
become  quite  general,  resulting  in  variously  directed  efforts  to  engraft  upon  our 
higher-grade  institutions  industrial  and  scientific  instruction,  and  the  colleges  and 
schools  whose  curricula  embrace  those  subjects  which  fit  our  boys  and  girls  to  par¬ 
ticipate  in  the  practical  work  of  life  are  now  rapidly  increasing.  There  have  long 
existed  in  the  United  States  a  certain  number  of  educational  institutions  wherein 
special  attention  is  given  to  technical  and  scientific  training  in  mining,  civil  and 
mechanical  engineering,  applied  mathematics,  physics  and  the  natural  sciences, 
which  are  fully  equal  to  the  best  of  similar  schools  in  Europe. 

COLLEGES  WHICH  AFFORD  ADVANCED  SCIENTIFIC  INSTRUCTION. 

Among  the  most  prominent  of  these  are  the  School  of  Agriculture  and  Mechan¬ 
ical  Arts  of  Cornell  University,  the  School  of  Mines  of  Columbia  College  (N.  Y.), 
the  Massachusetts  Institute  of  Technology,  the  Lawrence  School  of  Science  in  con¬ 
nection  with  the  Harvard  University,  the  Pardee  Schools,  the  Stevens  Institute  at 
Hoboken,  the  Rensselaer  Polytechnic  Institute,  and  the  Sheffield  School  at  Yale ; 
but  the  high  tuition  fees  charged  by  these  and  similar  schools  make  instruction 
therein  available  only  for  the  wealthier  classes. 

ELEMENTARY  SCIENCE  —  HOW  TAUGHT  IN  OUR  COLLEGES,  ACADEMIES,  AND  HIGH 

SCHOOLS. 

In  addition  to  those  institutions  which  afford  special  facilities  for  advanced 
instruction  and  original  research  in  science  and  the  mechanic  arts,  in  most  of  the 
States  elementary  science  is  now  taught  in  numerous  colleges,  academies,  ami  high 
schools.  While  this  instruction,  in  point  of  cost  and  preliminary  educational  quali¬ 
fications,  is  generally  within  the  reach  of  the  masses,  the  subjects  taught  and,  as  a 
rule,  the  manner  of  teaching  them  have  but  little  practical  bearing  on  industrial 
pursuits.  However,  in  the  last  few  years  considerable  progress  has  been  made  in 
introducing  a  substantial  help  to  industrial  education — that  of  manual  training 
schools — and  already  their  feasibility  and  desirability  as  a  feature  of  popular  edu¬ 
cation  have  been  practically  demonstrated  Well  equipped  schools  of  this  char¬ 
acter  are  to  be  found  in  St.  Louis,  Chicago,  Toledo,  Philadelphia,  and  Boston. 

POPULARITY  OF  MANUAL  TRAINING  SCHOOLS. 

The  secret  of  the  popularity  of  this  kind  of  education  is  to  be  found  in  the  natural 
and  practical  combination  it  makes  of  intellectual  and  manual  training.  Both 
thought  and  action  are  developed  equally,  and  the  skill  acquired  at  school,  together 
with  the  respect  for  industrial  pursuits  there  fostered,  makes  their  pupils  useful, 
wealth-producing  citizens. 


758 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


SUCCESS  DEPENDENT  UPON  A  THOROUGH  UNDERSTANDING  OF  OBJECTS  FOR  WHICH 

THE  SCHOOL  IS  INSTITUTED. 

The  success  of  the  manual-training  schools  at  Chicago  and  St.  Louis,  and  most 
other  points  where  inaugurated,  has  far  exceeded  the  sanguine  expectations  of  their 
originators.  That  our  own  Baltimore  school,  as  appears  by  the  dissensions  in  its 
management,  to  which  so  much  publicity  has  recently  been  given,  has  not  been 
equally  successful  simply  proves  that  the  objects  for  which  it  was  instituted,  and 
the  methods  by  which  practical  technical  education  is  to  be  accomplished,  have  not 
been  understood  by  those  controlling  its  policy  and  operations. 

COMBINATION  OF  MENTAL  AND  MANUAL  TRAINING  NOT  VISIONARY. 

The  results  that  have  already  been  achieved  elsewhere  by  kindred  schools  prove 
that  efforts  to  combine  mental  and  manual  training  are  not  visionary,  while  the 
liberal  patronage  which  such  schools,  properly  conducted,  have  uniformly  received 
is  abundant  evidence  of  the  demand  that  exists  for  the  training  they  afford.  But 
these  schools  can  each  provide  for  only  two  or  three  hundred  boys  at  most,  while 
there  are  thousands  more — equally  anxious  to  receive  the  same  kind  of  instruction 
and  equally  meritorious — who  are  denied,  through  lack  of  facilities,  their  equal 
rights  to  public  mechanical  instruction. 

A  few  years  ago  the  United  States  Commissioner  of  Education  requested  a  num¬ 
ber  of  large  and  experienced  employers  of  labor,  and  others  qualified  to  form  reliable 
opinions  on  the  subject,  to  express  their  views  upon  the  comparative  value  of  edu¬ 
cated  and  uneducated  labor  in  America.  Answers  were  received  from  many  men 
whose  acknowledged  ability  and  experience  entitle  them  to  consideration  as 
authorities  upon  the  subject  of  this  report,  and  I  therefore  invite  your  thoughtful 
perusal  of  the  few  selected  answers  printed  in  Exhibit  P.  The  evidence  thus 
accumulated  by  Commissioner  Eaton  shows  a  very  general  concurrence  on  the  part 
of  our  farsighted  employers  in  the  foreign  testimony  above  outlined  ;  but  there 
seems  to  be  far  less  appreciation  in  the  minds  of  our  statesmen  and  educators  of 
the  fact  that,  by  making  public-school  instruction — which  has  by  elevating  the 
general  intelligence  measurably  increased  the  productiveness  and  efficiency  of 
labor — preparatory  to  special  technical  training,  they  will  not  only  directly  promote 
the  nation's  industries,  but  also  make  general  education  far  more  popular  with  the 
masses. 

REPORT  OF  MR.  WM.  MATHER,  OF  ENGLAND,  ON  TECHNICAL  EDUCATION  IN  THE 

UNITED  STATES. 

Pursuant  to  the  idea  of  avoiding  ex  parte  evidence  in  this  report,  in  further 
analyzing  the  state  of  technical  education  in  the  United  States,  I  am  fortunately 
able  to  avail  of  the  labors  of  Mr.  William  Mather,  who,  as  the  representative  of  the 
British  Royal  Commissioners  charged  with  an  examination  into  industrial  and 
technical  education  in  America,  patiently  and  exhaustively  investigated,  not  long 
ago,  the  educational  and  industrial  institutions  of  the  United  States.  Mr.  Mather 
is  an  accomplished  expert  in  technical  education,  and  from  no  higher  source  could 
disinterested  and  unprejudiced  testimony  on  the  subject  be  obtained.  Extracts  from 
his  report  are  given  as  appendices,  and  a  few  of  his  observations  upon  our  educa¬ 
tional  system,  peculiarly  pertinent,  are  here  quoted. 

Says  Mr.  Mather : 

It  is  much  to  bo  deplored  that  in  the  majority  of  institutions  in  America  where  science  is  taught 
in  the  abstract  there  are  no  departments  arranged  for  such  technical  training  as  exists  in  some  I  have 
described. 

The  demands  made  upon  those  which  give  technical  instruction  are  greater  than  they  can  satisfy. 
This  accounts  for  the  high  fees  charged,  and  also  for  the  fact  that  the  advantages  of  such  technical 
schools  are  iu  the  main  confined  to  the  sons  of  wealthy  manufacturers  or  professional  men! 

*****xw** 

All  these  evidences  of  scientific  skill  (American  mechanical  contrivances)  speak  well  for  the 
methods  of  education  in  the  recent  past,  so  far  as  it  goes;  but  other  influences,  such  as  “necessity 
the  mother  of  invention,”  and  the  presence  in  America  of  foreign  experts,  will  account  for  much  of 
the  rapid  growth  in  the  mechanic  arts. 

********* 

It  is,  of  coarse,  in  the  more  recent  structures  anil  modern  mechanical  appliances  that  the  evidence 
of  scientific  truths  and  methods  is  observable.  The  rough-and-ready  contrivances  of  early  railroad 
development  indicate  originality  and  "  mother  wit” ;  but  in  the  waste  of  material  and  crudeness  of 
design  may  he  noticed  the  absence  of  technical  or  scientific  training  on  the  part  of  those  who  con¬ 
ducted  extensive  engineering  or  mechanical  operations  in  those  days.  The  gradual  diffusion  of 
science  is  very  marked  in  the  rapid  reconstruction,  duriug  recent  years,  of  the  great  railroads  of  the 
past,  and  iu  the  new  main  lines.  Also,  in  railway  plant  generally  the  old  is  being  replaced  by 
the  new,  and  the  latter  exhibits  high  theoretical  knowledge  combined  with  practical  ingenuity. 


MR.  MATHER  ON  TECHNICAL  EDUCATION  IN  AMERICA.  759 


The  Americans  undoubtedly  owe  to  European  engineers  the  rapid  advance  they  have  been  able  to 
mako  in  their  public  works.  The  conservation  of  water  power  for  the  use  of  the  mills  at  Lowell  and 
Lawrence,  in  Massachusetts,  is  due  to  the  eminent  hydraulic  engineer,  Mr.  Frances,  an  Englishman, 
who  practised  for  40  years  in  America.  The  water  rights  of  a  district  are  held  in  trust  for  the  whole 
community  by  a  board  or  corporation  elected  for  the  purpose.  The  power  is  distributed  according  to 
the  share  which  may  be  purchased  or  rented  by  the  users,  but  regard  is  had  to  the  rights  of  all,  and 
its  utilization  requires  great  skill  and  knowledge  to  prevent  loss  of  power.  Mr.  Frances  has  had 
charge  of  this  important  work  for  many  years,  and  is  deservedly  esteemed  as  the  highest  authority 
on  hydraulic  engineering  in  America.  Although  a  lucrative  field  was,  in  the  early  days,  open  to 
European  engineers  and  machinists  having  a  thorough  scientific  knowledge  of  their  profession,  yet  it 
is  evident  that  they  found  apt  scholars,  who,  as  they  acquired  some  theoretical  science,  launched  out 
into  new  paths  untrammeled  by  the  traditions  of  the  older  countries. 

*  ******** 

It  would  appear  that  employers  and  foremen  no  longer  value  the  labor  of  boys  under  17  years  old 
in  machine  shops.  There  is,  m  fact,  a  marked  discouragement  shown  by  managers  of  most  of  the 
works  I  have  visited  to  the  employment  of  boys.  Tko  assistant  manager  of  the  Edgar  Thompson 
Steel  Works  “thinks  boys  under  18  years  old  ought  to  be  at  school.”  He  was  educated  at  the  School  of 
Mines,  Columbia  College.  The  whole  tendency  is  to  engage  boys  as  they  do  men,  only  for  what  they 
are  worth.  The  evil  ot  this  will  be  severely  telt  in  the  future,  if  not  mitigated  by  great  changes  in 
education,  for  the  reason  that  many  boys  are  obliged  to  leave  school  at  14  or  15,  and  if  they  are  not 
allowed  to  enter  the  skilled  trades  they  will  be  thrown  upon  casual  employments  or  unskilled  pursuits 
for  temporary  gain  and  a  livelihood.  Thus  a  mass  of  incompetent  and  unskilled  laborers  would  grow 
up  incapable  of  going  out  West,  and  would  become  a  drug  upon  the  labor  market  of  the  East.  It  is 
undoubtedly  a  shortsighted  policy  on  the  part  of  employers  to  discourage  the  employment  of  boys, 
without  aiding  those  movements  which,  in  the  form  of  industrial  schools,  would  enableaboy  to  qualify 
for  service  at  17  years  old  at  a  higher  rate  of  wages  than  he  could  probably  get  at  that  age  but  for  this 
training. 

**r*r*r*r**rAr* 

The  future  development  of  American  industries  will  depend  upon  a  population  not  c  ompelled  to  dare 
and  enduro  and  experimentalize  for  “very  life.”  In  the  past  the  waste  of  material  has  been  excessive. 
To  make  the  best  use  of  a  given  quantity  of  material  requires  a  sound  knowledge  of  its  properties 
and  of  its  disposal  in  the  arts  and  manufactures  by  scientific  methods.  In  this  direction  the  technical 
and  science  schools  already  instituted  have  accomplished  much  in  providing  foremen  and  managers, 
chemists,  miners,  and  intelligent  employers  in  the  engineering  and  manufacturing  industries.  Some 
extensions  of  these  institutions  are  now  being  promoted.  One  significant  indication  of  progress  in 
this  direction  was  afforded  me  during  my  travels.  I  attended  a  convention  of  about  a  thousand 
teachers,  professors,  and  principals  of  schools  and  colleges,  at  Saratoga,  and  another  similar  gathering 
in  the  White  Mountains.  Tho  discussion  of  technical  and  industrial  training  was  the  chief  feature 
of  the  conventions.  I  was  much  impressed  by  the  high  qualities  of  culture  and  character  which 
distinguished  this  truly  “Grand  Army  of  the  Kepublic  ”  in  its  300,000  teachers,  as  represented  at  these 
meetings.  If  this  force  should  be  directed  by  a  change  of  tactics,  so  to  speak,  in  the  schools,  to 
scientific  and  technical  instruction,  and  to  less  concentration  upon  purely  literary  subjects,  there  can 
be  no  doubt  that  America  will  solve  the  industrial-education  question  more  rapidly  than  any  ot n< . 
country,  and  utilize  it  in  the  further  development  of  her  inexhaustible  resources. 

It  must  not  be  supposed  that  Nature  has  bestowed  her  gifts  over  this  continent  in  such  wise  that 
they  can  be  enjoyed  without  much  skill  and  labor  in  tho  gathering  of  them.  No  country  offers  more 
difficult  problems  to  tho  engineer,  the  agriculturist,  and  the  manufacturer.  A  climate  of  extremes;  a 
scarcity  of  water  in  tho  West;  the  difficulties  of  cheap  transport  and  distribution,  all  require  the 
highest  qualities  of  self-reliance  and  endurance,  with  scientific  knowledge,  in  the  progress  of  the 
future. 

It  is  remarkable  that,  in  the  great  centres  of  tho  mining  and  iron-producing  districts,  where  also  a 
large  amount  of  mechanical  construction  is  carried  on,  as,  tor  instance,  in  Pittsburgh,  Chicago,  Detroit, 
Cleveland,  and  Philadelphia,  so  little  has  been  done  by  the  owners  of  largo  establishments,  or  by  the 
town  or  State  authorities,  in  the  direction  of  technical  schools  or  evening  science  schools.  These 
industries  represent  a  large  proportion  of  the  working  population  in  those  large  cities,  and  yet  the 
owners  of  works  have  to  rely  upon  the  scientific  knowledge  obtained  through  many  institutions  remote 
from  these  districts.  Pittsburgh  is  lamentably  devoid  of  facilities,  either  in  the  shape  of  libraries, 
museums,  science  schools,  or  technical  schools,  notwithstanding  that  tho  manufacturers  have  enjoyed 
the  benefits  of,  and  accumulated  vast  wealth  from,  highly  protected  industry.  There  is  not  even  a 
public  library  in  the  city,  although  there  is  a  population  of  about  200,000. 

In  Cleveland  a  movement  is  being  promoted  to  establish  a  technical  school.  I  have  already  stated 
that  Chicago  is  building  a  manual-training  school. 

It  is  a  noteworthy  fact,  that,  among  all  the  many  munificent  gifts  which  have  been  made  by  private 
individuals  for  the  cause  of  education,  amounting  in  tho  aggregate  to  many  millions  sterling,  very  few 
have  emanated  from  those  who  have  derived  their  wealth  from  tho  scientific  industries,  all  of  which 
have  been  protected  and  owe  much  of  their  success  to  foreign  skill.  On  the  other  hand,  merchants, 
bankers,  and  professional  men  are  largely  represented  in  the  noble  list  of  benefactors  connected  with 
some  of  the  best  educational  institutions  of  the  country. 

I  have  not  met  with  any  institutions  for  technical  training  having  any  bearing  on  the  textile 
industries.  The  knowledge  of  chemistry  acquired  at  tho  various  institutions  which  I  have  described 
is,  of  course,  utilized  more  or  less  in  dyeing,  printing,  and  bleaching ;  but  there  are  no  schools  in  which 
the  knowledge  of  the  nature  and  qualities  of  fibres,  and  of  tho  various  processes  in  working  up  the 
raw  material — silk,  cotton,  or  llax — is  taught.  In  all  the  manufactures  into  which  tasto  and  design 
enter,  the  Americans  have  to  rely  almost  entirely  upon  European  aid.  It  is  intended,  however,  sol  am 
privately  informed,  to  establish,  in  one  of  the  centres  of  textile  industry,  a  large  institution  in  which 
a  thorough  and  comprehensive  industrial  training  will  bo  given  in  textile  manufacturing,  together 
with  that  theoretical  knowledge  which  is  necessary  to  tho  production  of  the  highest  quality  of  fabrics. 

I  have  not  included  tho  Southern  States  in  mv  investigations  by  a  personal  visit  to  the  various 
important  towns,  for  the  reason  that  education,  for  the  present,  is  at  a  low  ebb  in  that  part  of  the 
country.  There  is,  however,  a  very  strong  movement  already  apparent  for  the  promotion  of  mechan¬ 
ical  and  textile  industries  in  the  South.  The  enormous  resources  of  some  of  the  States— Alabama, 
for  instance — where  mineral  wealth  abounds,  have  attracted  capital  for  the  rapid  development  of  vari¬ 
ous  manufactures.  This,  together  with  tho  proximity  of  the  cotton-growing  districts,  points  to  a 
development,  in  the  near  future,  of  many  industries  which,  until  recently,  were  unknown  in  the 
South.  *  *  *  The  different  colleges  established  by  the  assistance  of  the  “Land  Grant"  appear  to 
have  done  good  work,  in  connection  with  agriculture,  in  the  South,  in  teaching  the  elements  ot  science 
and  in  providing  a  liberal  education  for  those  students  whose  means  have  enabled  them  to  attend. 
The  mechanical  arts  have  had  less  attention  in  such  colleges  than  in  similar  institutions  in  tho  North, 
in  consequence  of  the  difference  in  the  occupations  of  the  people. 


760  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  institutions  for  the  advancement  of  the  workpeople,  other  than  schools  and  colleges,  are  not 
numerous  in  America.  The  long  hours  of  labor  (at  least  60  hours  a  week)  leave  but  little  leisuro  for 
the  working  classes  either  to  study  or  to  seek  recreation.  There  is  no  half  holiday  on  the  Saturday. 
There  are  no  holidays  during  the  year  of  more  than  one  day  at  a  time,  and  that  only  a  few  times  in 
the  year.  Libraries'and  reading  rooms,  although  amply  provided  in  most  cities  and  towns,  are  not 
available  as  universally  as  in  England.  Clubs  and  recreative  institutions,  promoted  by  the  employers 
for  the  employed,  are  riot  prevalent.  There  is  not  much  interest  manifested  by  employers  generally  in 
the  social  condition  of  the  people.  This  maybe  accounted  for  by  the  number  of  joint-stock  companies. 

If  the  few  institutions  affording  technical  education  now  in  operation  in  the 
United  States  have  been  able,  in  a  short  time,  to  accomplish  so  much  in  those 
branches  of  mechanical  industry  in  which  Americans  are  confessedly  pre-eminent, 
as  is  shown  in  the  testimony  from  which  extracts  are  appended  to  this  report ;  if, 
through  our  inventive  and  mechanical  ingenuity  we  are,  as  Mr.  Mather  and  other 
intelligent  foreigners  say,  taking  high  rank  in  those  arts  and  manufactures  to  which 
fertility  of  resource  and  invention  is  most  effectively  applied — and  that,  too,  not¬ 
withstanding  our  totally  inadequate  provision  for  industrial  education — with  what 
hope  might  we  not  look  forward  to  equal  or  greater  pre-eminence  in  other  arts  and 
industries  of  which  their  technical  schools  have  given  foreign  countries  a  practical 
and  profitable  monopoly  ? 

OUR  NATIONAL  PROSPERITY  NOT  DUE  TO  SUPERIOR  TECHNICAL  TRAINING,  BUT  TO 

OTHER  CAUSES. 

That  our  national  prosperity  has  been  greatly  promoted  by  the  pre-eminence  of 
certain  of  our  manufactures  in  the  markets  of  the  world  is  undeniable,  but  that  this 
successful  competition  has  been  due  not  to  the  superior  intellectual  cultivation,  or 
even  the  manual  skill,  of  our  native  artisans,  but  to  very  different  causes — such  as 
abundance  and  quality  of  crude  material ;  superior  facilities  for  economical  manu¬ 
facture  ;  the  aid  of  imported  skill,  and  those  natural  and  untaught  qualities  to 
which  Mr.  Mathers  aud  others  pay  such  high  tribute — is  likewise  easily  demonstrable ; 
and  it  is  sad  to  reflect  what  greater  success  might  have  been  achieved  by  combining 
therewith  that  high  degree  of  intelligence  and  skill  that  European  nations,  under 
the  compulsion  of  competition,  are  sedulously  cultivating  in  their  industrial  classes. 
We  must  soon  place  greater  dependence  upon  the  quality,  finish  and  unique  designs 
of  our  exported  products  for  success  in  unprotected  foreign  fields,  and  it  will  be 
well  for  us  to  profit  now  by  the  experience  of  our  rivals  across  the  Atlantic.  It  is 
wiser  and  cheaper  to  discount  defeat  than  to  repair  its  effects.  The  season  of  pros¬ 
perity  is  the  best  time  to  provide  against  the  depression  which,  with  certainty, 
follows ;  and  the  knowledge  and  skill  of  the  specialist  are  most  efficiently  and  eco¬ 
nomically  applied  to  an  industry  in  its  infancy  or  when  it  is  in  a  depressed  condition. 

ACHIEVEMENTS  OF  INDUSTRIAL  SCHOOLS  IN  EUROPE  SHOW  IV HAT  MIGHT  BE 
ACCOMPLISHED  BY  SIMILAR  SCHOOLS  IN  THE  UNITED  STATES. 

From  the  foregoing  it  will  be  noted  that  the  careful,  thorough  and  extensive 
investigations  of  the  English  Government,  supplemented  by  the  published  observa¬ 
tions  of  individual  students  of  recognized  ability  and  accuracy,  have  resulted  in  the 
uniform  testimony  that  polytechnic  and  other  science  schools  in  Europe  and  the 
United  States  have,  without  exception,  stimulated  national  and  local  industries, 
manufactures  and  trades,  and,  in  a  large  proportion  of  instances,  have  transplanted 
or  developed  new  industries.  Even  the  few — and  not  selected — illustrations  of  this 
fact  which  the  compass  of  this  report  permits  to  be  made  therein,  bear  forcible 
testimony  to  the  achievements  of  such  schools  [Exhibits  F,  0,  and  Q],  and  are  sug¬ 
gestive  of  the  profit  which  our  more  populous  districts — and  especially  those  sea¬ 
board  cities  which,  as  the  termini  of  our  great  trunk  lines,  become  the  focus  for 
many  manufacturing,  mechanical  and  other  interests  dependent  upon  the  products 
which  they  transport — might  derive  from  the  investment  of  a  reasonable  amount  of 
corporate  and  individual  wealth  in  the  establishment  of  similar  schools,  adapted, 
of  course,  to  the  wants  of  our  peculiar  industries  and  institutions. 

WORKSHOPS  DO  NOT  COMBINE  MENTAL  AND  MANUAL  TRAINING,  AND  OUR  PRESENT 
SCIENCE  TEACHING  IS  OF  TOO  HIGH  A  GRADE. 

While  it  may  be  said,  with  some  show  of  truth,  that  the  most  practical  technical 
schools  are  great  workshops,  still  the  ordinary  workshop  does  not  yet  combine  men¬ 
tal  instruction  with  manual  training,  while  our  science  teaching  is  of  too  high  a 
grade  to  be  assimilable  by  the  ordinary  mechanic  and  mechanical  apprentice,  and 
is  too  theoretical  to  be  adaptable  to  the  current  work  of  our  shops.  Not  only  is 
there  too  little  application  of  science  to  our  various  handicrafts,  but  there  is,  for 
the  most  part,  a  sad  lack  of  intelligent  effort,  to  teach  apprentices  in  our  workshops 
that  manual  dexterity  which,  at  least,  they  are  supposed  therein  to  acquire. 


THE  UNITED  STATES  MUST  TRAIN  SKILLED  WORKMEN.  761 


SOMETHING  NEEDED  TO  TAKE  THE  PLACE  OP  THE  OLD  SYSTEM  OP  APPRENTICESHIP. 

Now  that  the  old  system  of  apprenticeship  is  rapidly  becoming  obsolete,  the  ques¬ 
tion  of  what  shall  take  its  place  in  the  way  of  educating  and  training  the  youth  of 
our  working  classes  becomes  an  important  consideration  for  all  who  are  interested 
in  our  national  welfare  and  in  the  development  of  our  industries.  Skilled  labor 
must  be  had  from  some  source,  and  we  cannot  afford  to  import  it  in  bulk,  if  for  no 
other  reason  than  its  expensiveness. 

IIOW  TO  MAKE  OUR  LABORERS  THE  EQUALS  OF  FOREIGN  WORKMEN. 

Our  own  people  have  the  first  claim  upon  our  industrial  occupations,  but  if  we 
are  to  compete  for  foreign  trade  they  must  be  so  trained  as  to  make  and  keep  them, 
in  knowledge  and  skill,  at  least  the  equals  of  foreign  workmen.  The  most  practi¬ 
cal  way  of  affording  them  this  training  is  to  build  up  special  low-grade  science 
schools,  where  the  instruction  shall  be  of  such  a  character  as  will  directly  bear 
upon  our  arts  and  manufactures ;  for  if  any  lesson  can  be  drawn  from  the  study  of 
technical  education  abroad,  it  is  that  progress  and  success  are  most  readily  and 
cheaply  attained  by  means  of  combined  theoretical  and  practical  instruction,  and 
that  our  designers,  our  superintendents  and  our  foremen,  at  least,  should  be  scien¬ 
tifically  and  practically  trained  experts.  [Exhibit  G.] 

Without  dwelling  further  upon  this  point,  however,  the  foregoing  statement  and 
the  several  exhibits  hereto  appended  sufficiently  demonstrate  how  much  the  United 
States  already  owe  to  those  schools  wherein  the  application  of  science  to  the  mechanic 
and  useful  arts  is  practically  taught  [Exhibit  QJ ;  as  also  that,  as  a  people,  we  have 
been  singularly  backward  in  discovering  how  potential  a  factor  in  internal  politics 
and  in  our  domestic  and  foreign  trade  relations  the  systematic  cultivation  of  our 
laboring  classes  in  technological  knowledge  could  be  made. 

THE  MISSING  LINK  IN  OUR  EDUCATIONAL  SYSTEM. 

It  is  obvious  that  to  supply  the  missing  link  in  our  system  of  national  education 
there  must  be  either  a  modification  of  the  curriculum  of  our  public  schools,  as  sug¬ 
gested  by  Mr.  Mather,  or  we  must  establish  schools  intermediate  between  our  gram¬ 
mar  schools  on  the  one  hand  and  our  high  schools,  academies  and  colleges  on  the 
other  ;  which,  while  affording  our  youth  those  opportunities  and  facilities  for  tech¬ 
nical  instruction  that  are  absolutely  necessary  to  the  development  and  success  of 
many  languishing  industrial  and  manufacturing  interests,  will  also  fit  them  for  the 
higher  duties  of  American  citizenship. 

COST  AND  CHARACTER  OF  NATIONAL  EDUCATION. 

In  1880  the  United  States  contained  189,000  elementary  schools,  having  9,720,000 
pupils.  Our  national  and  State  expenditures  for  the  support  of  public  schools  now 
largely  exceed  .$100,000,000  per  annum,  and  the  value  of  our  school  property  is  not 
less  than  $200,000,000.  These  expenditures  exceed  those  of  England  and  Wales 
nearly  five  times,  and  those  of  France  nearly  four  times.  In  the  number  of  pupils 
and  the  expenditure  of  money  on  our  public  schools  we  lead  the  world,  and  yet 
neither  our  State  nor  national  appropriations  in  aid  of  industrial  education  for  the 
working  classes  have  been  sufficient  to  make  more  than  an  impression  upon  the 
great  mass  of  technically  uneducated  labor  of  the  country.  [Exhibit  L.] 

Says  Judge  MacArtliur,  in  his  excellent  work  on  Education  in  its  Relation  to 
Industry : 

To  compete  successfully  with  foreign  work  mc  must  have  a  class  of  artisans  as  highly  cultivated 
in  workmanship  as  those  wo  import  from  over  the  sea,  and  this  skill  can  bo  acquired  only  by  practice 
in  tbeir  respective  handicrafts.  It  is  true  that  with  us  applied  scieuce  and  mechanical  powers  have 
superseded,  in  a  great  measure,  the  burden  of  heavy  labor;  but  tbe  quick  eye,  the  expert  hand  aud 
the  acute  taste  can  never  be  dispensed  with  in  the  manual  processes  of  the  arts  and  manufactures. 
To  meet  this  imperative  demand  for  first-class  workmen,  without  submitting  to  the  exactions  and 
competition  of  foreign  work,  wemust  educate  the  constructive  ability  of  our  youth  during  the  period 
of  life  which  is  now  devoted  to  study  alone.  We  have  developed,  in  a  high  degree,  the  arts  of  manu¬ 
facture,  but  we  are  nearly  without  any  American  artisans  in  the  trades  connected  with  designs,  aud 
are  consequently  deprived  of  the  acknowledged  sharpness  and  ingenuity  of  our  countrymen  in  lielp- 
iug  on  American  industries.  This  wide  and  remunerative  field  of  labor  is  left  to  be  occupied  by 
partly  educated  and  skilled  foreigners.  We  have  excellent  schools  for  all  sorts  of  instruction  in  the 
essentials  of  mathematics,  history,  literature  and  philosophy,  but  we  fit  nobody  with  either  skill  or 
knowledge  in  any  particular  habit  of  industry. 

The  period  seems  to  have  arrived  when  institutions  of  industrial  science  and  education  can  no 
longer  be  postponed  in  our  country,  and  when  they  must  be  tried  on  as  extensive  a  scale  as  those 
witnessed  abroad.  There  seems  no  reason  why  the  institutional  system  should  not  be  adapted  to  the 
tradesman,  the  artisan  aud  the  manufacturer,  as  well  as  to  the  more  pedantic  professions,  in  which 


762  EDUCATION  rN  THE  INDUSTRIAL  AND  FINE  ARTS. 


men  are  so  thoroughly  trained.  The  reform  of  our  taste  has  commenced  hy  the  purifying  influence 
which  proceeds  fromj  and  which  will  gradually  make  its  way  through,  the  community  from  the 
universal  teaching  of  drawing.  An  appeal  must  now  be  made  in  behalf  of  teaching  the  processes  of 
production,  as  well  as  the  principles  which  shall  guide  the  work.  The  use  of  tools  and  machinery 
does  not  come  by  intuition,  and  industrial  knowledge  ought  to  include  instruction  in  their  use. 

ABSENCE  IN  OUR  COUNTRY  OF  INSTITUTIONS  FOR  COMBINED  GENERAL  AND 

MECHANICAL  EDUCATION. 

With  a  very  few  exceptions  there  is,  in  our  country,  a  conspicuous  absence  of 
institutions  for  combined  general  and  mechanical  education  of  the  character  which, 
in  France,  Germany  and  in  other  Continental  nationalties,  are  regarded  as  the 
great  source  of  national  wealth,  and  which  are  beginning  to  play  a  most  important 
part  in  the  promotion  of  those  trades  and  manufactures  with  which  England  is 
coming  to  the  front. 

ACT  OF  CONGRESS,  JULY  2,  1862,  PROVIDING  FOR  INDUSTRIAL  EDUCATION.  . 

Though  Congress,  by  its  act,  approved  July  2,  1862,  setting  aside  a  large  portion 
of  the  territorial  wealth  of  the  nation  for  industrial  education,  inaugurated  a  saga¬ 
cious  scheme  for  “teaching  the  processes^  production,”  and  their  underlying  prin¬ 
ciples,  which,  wisely  and  energetically  followed  up,  would  in  a  short  time  have 
placed  the  United  States  in  the  foremost  rank  of  civilized  nations  in  the  theoretical 
knowledge  and  skilled  training  of  its  work-people,  and  have  developed  many  old 
and  created  new  industries,  thereby  more  rapidly  enriching  the  country,  most  of 
the  provision  made  by  that  act  for  industrial  and  scientific  teaching  of  the  masses 
has,  by  reason  of  the  paramount  importance  attached  to  agriculture  in  most  sec¬ 
tions,  been  absorbed  in  the  endowment  of  agricultural  colleges — so  called. 

COURSE  OF  STUDY  IN  AGRICULTURAL  COLLEGES  NOT  WHAT  THE  AUTHORS  OF  THE 

ACT  INTENDED. 

Whilst  these  colleges,  as  first  contemplated,  were  to  have  departments  for  teach¬ 
ing  mechanic  trades,  most  of  them  have  drifted  away  altogether  from  the  original 
intention  of  the  authors  of  the  act,  and  there  is  in  them,  generally,  little  or  no 
effort  to  combine  theoretical  instruction  with  practical  mechanical  training  in 
other  than  those  branches  of  knowledge  closely  related  to  agricultural  pursuits. 
Much  remains  to  be  done  before  they  can  be  of  any  material  advantage  to  manu¬ 
facturers  and  others  requiring  skilled  labor.  If  their  managers  are  to  fulfil  the 
design  of  Congress,  they  must,  much  more  than  at  present,  turn  their  attention  to 
the  training  of  experts  in  mechanical  and  industrial  arts;  for  it  is  only  in  schools 
devoted  to  instruction  of  this  character  that  the  poor  youth  of  our  country  can 
obtain  such  instruction  and  training  as  will  enable  them  to  acquire  and  maintain 
that  supremacy  over  foreign  rivals  in  important  arts  and  manufactures  to  which 
our  many  advantages  entitle  us. 

MECHANICAL  AS  WELL  AS  AGRICULTURAL  COLLEGES  ARE  NEEDED. 

It  is  true  that  agricultural  colleges  have,  per  se,  a  great  mission  to  fulfil,  espe¬ 
cially  in  our  Western  and  Southern  sections ;  but  as  Congress,  by  express  terms, 
provided  and  intended  its  appropriation  of  school  lands  to  inure  to  the  advantage 
of  all  industries  equally,  and  as  many  important  interests  of  the  country  require 
that  technological  instruction  should  be  placed  above  mere  dependence  upon  indi¬ 
vidual  support,  the  remodeling  of  those  colleges  is  necessary  to  bring  them  into 
harmony  with  national  legislation,  and  such  action  would  probably  stimulate  State 
and  municipal  authorities  to  effectively  supplement  national  appropriations. 

OUR  BEST  SCHOOLS  ARE  THOSE  SUSTAINED  BY  ENDOWMENT  OF  PRIVATE 

INDIVIDUALS. 

At  present  our  most  efficient  institutions  for  affording  technical  education  are 
those  established  and  sustained,  wholly  or  in  part,  by  the  endowments  of  private 
individuals.  It  is  not  to  be  inferred,  however,  that  this  assertion  implies  that  Gov¬ 
ernment  and  State  schools  might  not  be  made  equally — and  even  more — efficient 
than  similar  private  institutions.  But  it  happens  that,  as  a  rule,  endowments  have 
been  left  under  conditions  and  instructions  more  specific  than  in  the  case  of  Gov¬ 
ernment  and  State  grants,  and  have  therefore  been  less  easily  diverted  from  their 
legitimate  objects,  and  are,  besides,  less  susceptible  to  those  influences  which  with 
us  almost  uniformly  prostitute  public  educational  funds  to  political  or  sectional 
purposes. 


DR.  BARNARD  QUOTES  SUPERINTENDENT  PIIILBRICK.  763 


DESIRABILITY  OF  DONORS  EXECUTING  THEIR  OWN  BENEFACTIONS. 

Still  it  is  a  stern  fact  that  should  be  recognized  by  all  would-be  founders  of  educa¬ 
tional  institutions,  that  this  character  of  trust,  especially,  affords  much  opportunity 
for  misapplication,  even  under  the  most  carefully  guarded  legal  phraseology,  and 
that  the  most  conscientious  trustees  and  managers  are  not  proof  against  the  tempta¬ 
tion  of  construing,  and  even  forcing  the  construction  of  ambiguous  terms,  in  har¬ 
mony  with  their  individual  predilections.  Moral : — Execute  your  own  benefactions. 

In  just  what  manner  private  appropriations  and  city  systems  of  public  instruction 
should  deal  with  industrial  education  is  a  grave  problem,  but  the  labors  of  the 
Bureau  of  Education  at  Washington  have  resulted  in  the  collation  of  a  mass  of 
data,  not  only  upon  the  needs  of  the  country  in  this  regard,  but  also  in  reference  to 
the  many  experiments  and  efforts  (mostly  successful)  to  inaugurate  technical  educa¬ 
tion  in  various  localities,  that  will  greatly  aid  in  its  solution.  Among  other  of  this 
Bureau’s  reports,  Circular  of  Information  No.  1,  1885,  containing  the  observations 
and  views  of  John  D.  Philbrick,  LL.  D.,  State  Superintendent  of  Public  Instruction 
in  Connecticut,  and,  later,  Superintendent  of  Boston  Schools,  upon  the  city-school 
systems  in  the  United  States,  is  of  special  value  and  interest  to  boards  of  education, 
school  superintendents  and  educators  generally.  Extracts  from  those  pages  of  his 
report  devoted  to  the  consideration  of  industrial  education,  and  the  necessity  for  it 
in  the  United  States,  are  appended  hereto,  and  their  careful  perusal  is  earnestly 
recommended.  [Exhibit  N.] 

CONCLUSIONS  OF  DR.  PHILBRICK  UPON  THE  SUBJECT  OF  INDUSTRIAL  EDUCATION 

IN  THE  UNITED  STATES. 

Summing  up  his  conclusions  as  to  what  should  be  done  for  industrial  education 
by  city  systems  of  public  instruction,  Dr.  Philbrick  says : 

Without  abating  our  zeal  or  contracting  our  scheme  of  provision  for  general  education,  there 
remains  much  to  bo  done  by  our  city-school  systems  iu  providing  that  kind  of  instruction  and  train¬ 
ing  which  tits  persons,  in  part  at  least,  for  some  particular  mode  of  gaining  a  livelihood.  The  pro¬ 
visions  for  this  purpose  which  seem  desirable  in  the  present  stage  of  pedagogical  experience  and 
opinion  are  here  briefly  enumerated: 

(1)  A  modification  of  the  curriculum  of  elementary  instruction  which  will  render  it  better,  not 
only  for  the  purposes  of  general  education,  but  also  better  as  a  direct  preparation  for  many  industrial 
pursuits.  This  modification  consists,  in  brief,  in  throwing  overboard  a  considerable  mass  of  the 
useless  details  of  some  of  the  branches  now  taught,  in  applying  more  practical  and  comprehensive 
methods  of  teaching  all  the  subjects,  while  always  aiming  at  the  shortest  and  most  direct  means  of 
communicating  and  enabling  the  pupils  to  acquire  useful  knowledge,  and  at  the  same  time  ignoring 
processes  and  exercises  merely  for  the  sake  of  what  is  called  symmetrical  development  of  the  mental 
faculties;  thus  making  room  for  drawing  (both  freehand  and  mechanical),  the  rudiments  of  book¬ 
keeping,  the  rudiments  of  practical  geometry,  physics,  chemistry  and  natural  history,  modeling  and 
carving  for  boys,  needlework  for  girls.  I  omit  the  workshop  for  boys,  because  I  think  that  up  to 
fourteen  years  of  age  the  above  studies,  in  connection  with  gymnastics,  would  be  more  profitable  as 
a  preparation  for  apprenticeship,  and  I  think  boys  ought  to  complete  their  elementary  education  at 
fourteen  years  of  age,  and,  if  they  have  not,  the  more  reason  why  they  should  not  then  divide  school 
work  with  shop  work. 

(2)  To  teach  girls,  in  all  grades  of  public  instruction,  sewing  and  cutting  and  fitting,  and,  besides, 
special  schools  should  be  established  for  instruction  in  the  advanced  branches  of  needlework,  cuttiug 
and  fitting,  and  perhaps  millinery. 

(3)  To  establish  everywhere,  in  small  cities  as  well  as  large,  thoroughly  equipped  evening  indus¬ 
trial  drawing  schools. 

(4)  Evening  high  schools,  should  be  widely  disseminated,  giving  instruction  in  more  or  less 
technical  branches,  such  as’ book  keeping,  commercial  arithmetic,  stenography,  practical  geometry, 
drawing,  etc. 

(5)  Evening  schools  devoted  exclusively  to  technical  branches,  like  those  in  France. 

(6)  To  establish  in  the  larger  cities  one  or  more  apprentice  schools  like  that  iu  Paris,  on  the  Boul¬ 
evard  de  la  Villette. 

(7)  The  establishment  of  simple  manual-training  schools,  as  they  may  be  required,  like  those  in 
Nuw  Haven,  Boston,  and  Peru,  Ill.,  for  boys  who  have  completed  their  elementary  studies  and  for 
boys  already  in  the  grammar  schools  who  wish  to  attend  them  out  of  school  hours,  whether  in  the 
evening  or  uaytime. 

(8)  To  establish  in  the  larger  cities  manual-training  schools,  after  the  pattern  of  the  St.  Louis 
school  and  the  school  of  mechanics  connected  with  the  Boston  Institute  of  Technology. 

(9)  The  general  establishment  of  schools  of  practical  cookery  for  girls,  after  the  pattern  of  those 
which  have  beeu  so  successful  in  the  city  of  London. 

’  PRESENT  PROVISIONS  FOR  INDUSTRLAL  TRAINING  INADEQUATE. 

Reference  has  been  made  to  departments  in  our  principal  universities  for  techni¬ 
cal  and  scientific  training  in  mining,  civil  and  mechanical  engineering,  physics, 
and  the  natural  sciences,  and  to  other  and  more  directly  technological  institutions 
for  teaching  low-grade  science,  and  the  character  and  plan  of  instruction  therein 
pursued  are  illustrated  at  length  in  the  appendix  [Exhibit  L] :  but  all  these  schools 
and  departments,  aggregated,  are  insignificant  in  number,  and  in  most  of  them 
instruction  in  the  mechanical  arts  has  not  been  strictly  adhered  to,  having  been 
obscured  by  the  literary  and  art-science  sides  of  education,  as  therein  taught. 


764  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


TENDENCY  TO  IGNORE  PRACTICAL  SUBJECTS. 

That  this  tendency  is  a  very  grave  danger  in  technological  schools  generally,  is 
very  apparent  from  a  study  of  those  in  England,  where  most  of  the  institutions 
established  purely  and  simply  for  technical  instruction  are  already  drifting  into 
devotion  for  the  higher  branches  of  the  natural  sciences  and  mathematics,  to  the 
exclusion  of  drawing,  applied  science,  and  mechanical  teaching. 

Judge  Mac  Arthur  says  that  while  we  have  schools  for  all  sorts  of  instruction  in 
mathematics,  history,  literature  and  philosophy  in  abundance,  they  fit  nobody  with 
either  knowledge  or  skill  in  any  particular  branch  of  industry.  In  the  absence  of 
provision  for  manual  training  and  for  a  practical  application  of  theoretical  knowl¬ 
edge  there  is,  of  course,  no  acquisition  of  skill,  but  there  is  a  notable  tendency  to 
beget  dislike  for  those  pursuits  that  require  manual  labor. 

LACK  OF  MANUAL  TRAINING. 

It  is  high  time  that  those  interested  in  public  education  should  display  a  danger 
signal  in  connection  with  our  national  system  of  elementary  education,  which  also 
drifts  to  the  literary  side  with  a  rapidity  that  should  alarm  our  social  economists. 
The  storing  of  the  memory  with  a  multitude  of  extracts  from  books  which,  for  a 
brief  period  after  school  life,  may  be  retained  and  repeated  as  a  proof  of  education, 
is  altogether  misleading  and  useless  for  boys  and  girls  who  must  face  the  stern  real¬ 
ities  of  making  their  own  living. 

SCHOOLS  DEVOTED  TO  MATHEMATICS,  PHILOSOPHY,  LITERATURE,  ETC.,  CREATE 
DISTASTE  FOR  MANUAL  LABOR. 

The  character  of  teaching  in  the  public  schools  of  America  is  rapidly  creating  a 
distaste  for  manual  work  and  industrial  pursuits  in  general,  and  it  would  be  well 
for  our  public  teachers  to  make  an  earnest  attempt  to  modify  their  instruction,  in 
the  direction  of  devoting  more  time  to  subjects  of  a  practical  nature,  thereby  pro¬ 
moting  tastes  for  industrial  pursuits  based  upon  knowledge  of  the  principles  of  the 
natural  sciences  applicable  thereto. 

DEFECTS  IN  EXISTING  SCHOOLS  AFFORDING  INDUSTRIAL  TRAINING. 

Reviewing  briefly  the  voluminous  data  showing  the  status  of  technical  training 
in  the  United  States,  it  is  to  be  noted  that,  while  provision  for  some  kind  of  indus¬ 
trial  education  is  now  made  in  many  of  our  universities  and  colleges,  it  fails  to  meet 
the  greatest  demands  of  the  times  in  the  following  respects : 

TOO  EXPENSIVE. 

1. - — The  instruction  is  too  expensive  for  workpeople.  But  few  of  our  mechanics 
and  artisans  could  afford  to  pay  the  high  tuition  and  meet  the  other  necessary 
expenses,  even  if  they  had  the  means  of  support  during  the  three  or  four  years 
necessary  to  complete  the  course  of  instruction. 

BEYOND  REACH  OF  WORKPEOPLE. 

2.  — The  course  of  studies  in  these  institutions  is  much  too  far  advanced  for  the 
mass  of  our  people — the  conditions  of  admission  being  so  rigid  and  ar-reacliing 
that  only  those  persons  who  have  already  had  superior  school  facilities  are  able  to 
comply  with  them.  Hence  most  of  those  universities  and  colleges  that  do  make 
some  provision  for  technical  training  are  practically  closed  to  the  great  majority  of 
our  laboring  classes,  who,  being  unable  to  pass  examination  on  all  the  numerous 
subjects  required  for  admission,  are  excluded  from  any  of  their  departments  of 
study.  There  are  also  radical  defects  in  present  methods  of  ascertaining  the  fitness 
of  young  people  for  pursuing  technical  studies.  Those  methods  generally  only 
develop  how  much  cramming  has  been  done  by  and  for  the  candidates,  whereas  far 
greater  consideration  should  be  given  the  native  ability,  the  previous  educational 
facilities,  the  present  circumstances,  and  the  probable  future  career  of  the  applicants. 
Many  who,  from  lack  of  preliminary  training,  may  not  be  able  to  take  up  and  com¬ 
plete  all  of  a  prescribed  course  might  still  make  good  headway  in  special  studies,  if 
they  could  only  be  admitted  to  the  classes. 

TOO  THEORETICAL. 

3.  — The  instruction  in  most  of  our  institutions  is  too  theoretical.  In  order  to 
benefit  workmen  and  employers  it  should  l  e  better  adapted  to  practical  ends. 
Students  in  industrial  classes  should  have  greater  facilities  for  visiting  shops,  fac- 


DR.  BARNARD  QUOTES  COMMISSIONER  EATON. 


765 


tories  and  mines,  and  for  studying  their  operations,  and  should  lie  examined  with 
reference  to  their  proficiency  in  applying  scientific  principles  to  the  numerous 
mechanical  processes  they  witness,  just  as  students  of  botany  visit  fields  and  forests 
and  study  flowers  and  plants,  or  as  students  of  medicine  go  to  the  dissecting  room 
to  learn  the  human  body,  and  to  the  laboratory  for  practical  study  of  chemical  com¬ 
pounds.  For  a  mechanic  to  be  able  to  dissect  a  machine  that  lie  has  to  run  and 
keep  in  order,  and  to  understand  the  nature  of  the  material  of  which  it  is  made  and 
the  office  of  each  part,  so  as  to  be  able  to  take  the  machine  apart,  mend  that  which 
is  broken  or  out  of  shape,  and  put  the  whole  together  again,  is  just  as  essential  as 
that  the  surgeon  should  understand  the  materials,  construction  and  functions  of  the 
human  body  in  order  to  repair  it  intelligently  and  well. 

STUDENTS  NOT  TAUGHT  TO  OBSERVE  AND  TO  DO. 

But  the  students  in  most  of  our  college  classes  know  machinery  only  as  they  see 
cuts  of  it  iu  their  text-books.  They  study  about  wheels  and  pulleys  and  levers  anti 
screws,  but  rarely  see  them  in  operation.  They  learn  the  laws  of  electric  force, 
without  acquiring  the  mechanical  power  to  properly  arrange  a  battery  when  the 
materials  are  put  into  their  hands.  They  learn  the  formulae  of  chemistry,  but  are 
unable  to  undertake  the  simplest  experiments  without  endangering  their  own  lives 
and  those  of  others. 

ABSENCE  OF  EVENING  SCHOOLS. 

4. — Another  important  deficiency  is  the  absence  of  provision  for  evening  instruc¬ 
tion  of  the  masses  of  mechanics  who  are  compelled  to  labor  during  the  day  for  the 
support  of  themselves  and  families,  many  of  whom  would  gladly  attend  evening 
classes  for  theoretical  instruction,  if  accessible  at  reasonable  cost.  That  this  is  true 
is  proven  by  the  large  number  of  workmen  in  Europe  and  in  sections  of  our  own 
country  who,  of  their  own  accord,  attend  evening  classes  when  opened  in  technical 
schools,  universities,  etc.  That  many  of  these  men  and  boys  make  commendable 
progress  in  their  studies,  even  after  working  hard  all  day,  is  shown  by  the  testi¬ 
mony  of  those  having  charge  of  such  classes.  Those  of  our  colleges  and  universities 
having  class-rooms,  laboratories,  apparatus  and  libraries  already  equipped  could, 
generally,  without  great  expense,  make  arrangements  for  evening  classes. 

EVENING  STUDENTS  IN  OWENS  COLLEGE,  LONDON  POLYTECHNIC  INSTITUTE,  AND 

COOPER  INSTITUTE,  OF  NEW  YORK. 

In  Owens  College,  Manchester,  an  institution  of  about  the  same  rank  as  the 
Johns  Hopkins  University,  several  of  the  instructors  of  the  day  classes  also  give 
instruction  to  evening  students,  who  number  about  six  hundred.  The  class-rooms 
of  the  Polytechnic  Institute  at  Regent  Circus,  London,  are  crowded  to  their  utmost 
capacity  every  evening  of  the  school  year  by  young  men  and  middle-aged  mechanics 
who  spend  the  day  at  work  in  shops.  This  school  has  accommodations  for  about 
three  thousand  students,  and  hundreds  of  applicants  are  refused  admission  every 
year  because  there  is  no  room  for  them.  Many  who  do  gain  admission  to  the  classes 
succeed  in  passing  the  Government  examination  in  science,  or  the  city  and  guilds 
examination  iu  technology.  The  fact  that  hundreds  of  workpeople  in  our  own 
country  avail  themselves,  with  great  profit,  of  the  evening  instruction  afforded  at 
Cooper  Institute,  New  York  [Exhibit  L],  and  at  the  few  other  evening  schools  of 
merit  in  our  cities,  adds  to  the  proof  that  there  is  a  demand  for  increased  facilities 
for  practical  instruction  in  evening  classes. 

In  a  recent  special  and  comprehensive  report  on  the  present  status  of  industrial 
education  in  the  United  States* — from  which  I  have  gained  much  information — 
the  Commissioner  of  Education  at  Washington  says  : 

VIEWS  OF  GENERAL  EATON,  U.  S.  COMMISSIONER  OF  EDUCATION,  WASHINGTON,  UPON 

INDUSTRIAL  EDUCATION. 

The  manufacturer  is  aided  by  industrial  education  through  the  improvement  of  hia  products. 
His  success  depends  on  the  demand  for  his  goods  at  reasonable  prices.  This  demand  is  regulated  by 
the  needs  of  customers.  They  ask  for  durability  of  material,  attractiveness  of  design  and  excellence 
of  workmanship  in  whatever  they  purchase  for  permanent  use.  Manufacturers’  business  improves 
as  they  become  possessed  of  these  and  similar  qualities,  which  can  be  economically  secured  only  by 
the  application  of  technical  knowledge.  Durability  arises  from  excellence  of  raw  material,  and  is 
retained  by  the  selection  of  the  right  processes  by  which  to  convert  it  into  the  state  in  which  it  finally 
appears.  The  quality  of  raw  material  is  not  un frequently  to  be  determined  by  chemical  tests,  and 
many  of  the  processes  of  its  manufacture  are  regulated  by  chemical  principles'.  The  science  which 
guides  in  the  determination  of  these  processes  must  be  the  one  which  will  lead  to  their  improvement 


*  Industrial  Education  in  the  United  States.  A  Special  Report  prepared  by  the  U.  S.  Bureau  of 
Education.  Washington:  Government  Printing  Office,  1883.  Pp.  319. 


766  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


and  perfection.  Hence  courses  in  chemistry  are  established  in  our  principal  polytechnic  schools,  as 
■well  as  in  colleges  of  agriculture  (to  which  science  chemistry  makes  liberal  contribution),  and  in 
schools  of  miningand  metallurgy.  For  a  similar  purpose  engineers  are  taught  to  determine  the  strength 
of  materials  used  in  building  railroads  and  bridges,  bouses  and  machines.  Investigations  in  the 
domain  of  physics  and  chemistry  have  frequently  taught  the  skillful  application  of  new  and  service¬ 
able  agents  to  the  production  of  labor.  Men  thus  taught  have  laid  out  our  railways,  opened  our 
mines,  started  and  improved  our  manufactories  and  built  our  houses.  They  have  aided  in  increasing 
our  industries  115  percent,  in  the  last  decade  and  in  compelling  an  English  confession  that  “the  United 
States  will  probably  pass  us  in  the  ensuing  decade’’  in  the  value  of  her  industries. 

The  elevation  of  the  working  classes  is  an  inevitable  result  of  educating  them  in  industries.  The 
direct  effect  upon  the  intellect  is  great  and  beneficial.  The  immediate  moral  influence  is  of  the  best. 
A  manly  feeling  is  awakened  and  kept  alive  by  the  consciousness  of  power- and  skill  to  do.  An  incent¬ 
ive  to  frugality  and  enterprise  is  set  forth.  It  has  been  laid  down  as  a  rule  by  Prof.  Edward  Atkin¬ 
son  that — 

“Other  things  being  equal,  high  wages,  coupled  with  low  cost,  are  the  necessary  result  of  the 
most  intelligent  application  of  machinery  by  the  arts,  provided  the  education  of  the  operative  keeps 
pace  with  the  improvement  of  the  machinery.” 

Industrial  education  dignifies  labor  as  well  as  opens  doors  to  its  skillful  and  remunerative  per¬ 
formance.  If  labor  has  a  noble  end  and  purpose;  if  it  employs  intellect;  if  it  abundantly  rewards 
its  servants,  then  it  is  worthy  to  be  crowned. 

The  perfection  of  our  manufactures,  the  facilitating  of  commerce,  the  unearthing  of  mineral  wealth, 
the  economizing  of  the  fertility  of  farms,  the  dissemination  of  practical  knowledge— these  are  ends 
which  are  being  served  by  the  graduates  of  our  industrial  institutions.  These  ends  do  not  lack 
nobility.  These  forms  of  labor  require  the  exercise  of  high  intellectual  powers.  The  attainments 
are  of  no  mean  order  which  enable  a  man  to  perform  the  great  feats  of  engineering  for  which  our 
country  is  becoming  known,  or  which  are  required  of  superintendents  of  extensive  factories.  Even 
the  doing  of  a  single  thing  understanding^  and  well  brings  the  doer  respect  from  himself  and  his 
neighbor,  and  dignifies  bis  calling.  “  It  is  the  privilege  of  any  human  work  which  is  well  done,”  says 
Emerson,  “to  invest  the  doer  with  a  certain  haughtiness.  He  can  well  afford  not  to  conciliate  whose 
faithful  work  will  answer  for  him.” 

The  diminution  of  crime  is  to  be  expected  from  the  diffusion  of  industrial  education.  The  per¬ 
centage  of  criminals  who  have  received  even  the  elements  of  an  education  is  small.  An  authority  on 
the  subject  has  said  that  “one-third  of  all  criminals  are  totally  uneducated,  and  that  four-fifths  are 
practically  uneducated.”  Yet  when  the  relative  number  of  convicts  who  are  illiterate  is  compared 
with  the  number  of  those  who  have  not  learned  a  trade,  it  is  found  to  bo  much  smaller.  It  is  stated 
by  Dr.  Wines  that  in  Baden  only  4  per  cent,  of  the  prisoners  are  unable  to  read  when  received,  and 
that  they  are  for  the  most  part  fond  of  reading,  but  that  50  per  cent,  have  not  learned  a  trade;  in 
Bavaria  12  per  cent,  are  illiterate,  29  per  cent,  ignorant  of  a  trade.  Mr.  Charles  F.  Thwing  a  few  years 
since  claimed  that  60  per  cent,  of  the  inmates  of  the  Michigan  State  Prison  had  no  trade,  while  less 
than  25  per  cent,  could  not  read,  write  and  cipher;  that  in  the  prison  of  Minnesota  37  of  235  prisoners 
could  not  read  and  write,  130  never  learned  any  business;  and  that  in  the  Iowa  Penitentiary  the  ratio 
of  illiterate  convicts  to  those  unskilled  in  a  trade  was  about  1  to  6. 

Whatever  may  be  the  reliability  of  these  figures,  it  cannot  be  denied  that  the  lack  of  technical 
training  is  a  prolific  cause  of  crime.  This  lack  is  being  supplied  to  some  extent  by  some  recently 
established  schools,  which  both  afford  opportunities  for  such  training  and  draw  public  attention  to 
the  exist  ing.need  of  it. 

The  introduction  of  industrial  features  into  educational  institutions  has  a  tendency  to  relieve 
education  of  the  accusation  that  it  is  unpractical.  There  are  those  that  ask  of  our  schools  more  than 
they  are  intended  to  furnish.  Their  voice  in  years  past  called  into  being  manual-labor  and  half-time 
schools.  Since  the  failure  of  these  means  to  realize  the  expectations  of  their  advocates,  believers  in 
education  for  industrial  labors  have  been  uncertain  what  course  to  adopt  in  carrying  out  their  views. 
Now,  it  maybe  said  with  safety  that  the- mass  of  our  citizens  are  convinced  that  the  educational 
systems  and  institutions  of  the  country  are  above  reproach,  and  will  be  modified  by  the  introduction 
of  new  features  as  thee  are  needed.  A  minority  are  disposed  to  be  critical  and  assert  that  education 
is  unwisely  conducted,  and  that  governmental  aid  might  be  applied  more  reasonably  to  the  establish¬ 
ment  of  public  farms  and  workshops  for  training  purposes  than  to  public  schools. 

Finally,  protection  to  American  institutions  demands  the  industrial  education  of  our  youth,  that 
they  may  carry  our  ideas  of  obedience  to  law  and  our  republican  principles  into  the  midst  of  the 
multitude  of  foreigners  that  crowd  our  factories  and  our  mines  and  perform  much  of  our  labor. 

Ours  is  a  peculiar  nation.  In  it  the  principles  of  morality  prevailing  in  civilized  countries  are 
upheld  with  warmth  and  reason.  Our  political  principles  are  distinctive  and  characteristic.  Daniel 
Webster  enumerated  them  in  one  of  his  great  speeches.  They  are  the  establishment  of  popular  gov¬ 
ernment  on  the  basis  of  representation;  the  recognition  of  the  will  of  the  majority,  fairly  expressed, 
as  having  the  force  of  law ;  the  supremacy  of  law  as  the  rule  of  government  for  all,  and  t  he  existence 
of  written  constitutions  founded  on  the  authority  of  the  people.  He  asserted  his  belief  that  the 
influence  of  town  meetings  in  which  American  principles  wore  recognized  and  followed,  made  those 
who  went  from  them  to  dig  gold  in  California  “more  fit  to  make  a  republican  government  than  any 
body  of  men  in  Germany  or  Italy."  If  there  bo  added  to  the  lessons  of  our  political  gatherings  and 
elections  education  in  tiie  essentials  of  government,  instruction  in  the  sciences  contributing  to  human 
prosperity,  familiarity  with  the  languages  of  civilization,  sound  rules  for  the  conduct  of  life,  and 
training  for  an  ennobling  and  enriching  occupation,  then  American  youth  will  be  prepared  oftener  to 
fill  loading  places  in  industries,  will  win  respect  for  their  skill,  learning  and  wisdom,  and,  being 
respected  and  trusted,  will  be  enabled  to  enshrine  American  liberty  more  securely  in  the  hearts  of 
laboring  men.  So  our  land  shall  be  the  home  of  a  safe  aud  permanent  nation,  “  where  an  industrious 
population  advances  like  a  victorious  army,  where  the  poor  find  work,  the  laborer  becomes  a  proprie¬ 
tor,  the  proprietor  grows  rich,  and  all  have  the  hope  of  a  prosperous  future,  ”  and  the  ends  of  our 
industrial  education  will  be  accomplished. 

Common  sense  and  experience  combine  in  declaring  that,  to  attain  to  eminence 
in  science,  art  or  literature,  nations  and  communities  must  make  liberal  provision 
for  institutions  devoted  to  their  study  and  investigation.  A  rudimentary  principle 
of  political  economy  is  that,  in  direct  proportion  as  money  is  invested  in  the  endow¬ 
ment  of  such  institutions  with  free  professorships  and  scholarships,  and  the  means 
for  original  research  and  experimentation,  is  its  value  compounded  by  their  rapid 
advancement  in  those  branches  of  knowledge  which  are  the  foundation  of  national 
prosperity.  In  recognition  of  this  principle,  the  several  States  of  the  Union  have 


SCIENTIFIC  AND  TECHNICAL  TRAINING  URGED. 


767 


not  been  backward  in  endowing  universities  and  colleges  devoted  to  the  study  and 
investigation  of  one  or  more  special  subjects,  and  the  natural  increase  of  those 
institutions  is  sure  to  provide  for  the  maintenance  and  the  reasonable  advancement 
of  our  literary  and  abstruse  scientific  status  among  the  nations.  Let  greater  pro¬ 
vision,  therefore,  be  made  for  the  practical  application  of  scientific  and  technical 
knowledge  to  our  useful  arts  and  trades,  which  are  languishing  in  every  branch. 
Whatever  the  cause  of  this  depression  may  be,  improvement  in  the  quality  of  our 
products  would  go  far  towards  stimulating  demand  and  in  restoring  prosperity,  just 
as  it  has  done  abroad  in  less  favored  localities  and  under  more  adverse  circumstances. 


DEVELOPMENT  OF  NEW  INDUSTRIES. 

Besides,  there  are  numerous  new  industries  awaiting  development  and  the  assist¬ 
ance  which  technical  knowledge  alone  can  give.  Society  tires  of  the  old  and  a 
depression  in  business  ensues ;  it  clamors  for  the  new  and  novel,  in  which,  when 
produced,  it  is  always  ready  to  invest  millions;  thus  affording  employment  to  many 
workmen,  the  disbursement  of  whose  earnings  in  sustenance,  clothing  and  shelter 
for  their  families  has  a  far-reaching  effect  in  stimulating  other  industries.  Witness 
the  application  of  the  recent  discoveries  and  inventions  in  the  domain  of  electricity. 

THE  USEFUL  ARTS  THE  FOUNDATION  OF  INDUSTRIAL  ENTERPRISE. 

It  has  been  shown  that,  in  Germany,  France,  Switzerland,  Belgium,  Holland, 
and,  later,  in  England,  the  promotion  of  the  useful  arts  is  acknowledged  to  be  of 
the  first  importance,  as  lying  at  the  foundation  of  all  industrial  enterprises,  and  in 
all  those  countries  many  of  their  ablest  citizens  devote  their  lives  and  scientific 
knowledge  to  improving  methods  of  manufacture  and  the  attractiveness  and  utility 
of  staple  products  ;  to  the  discovery  of  new  designs  and  to  the  origination  of  new 
industries  :  while  great  polytechnic  and  less  pretentious  institutes  exercise  a  healthy 
and  stimulating  influence  in  the  same  direction. 

MORE  DEVOTION  TO  APPLIED  SCIENCE  AND  TECHNICAL  ARTS  NEEDED. 

A  respectable  class  of  our  citizens,  both  young  and  old  men  of  ability,  devote 
themselves  to  a  single  branch  or  phase  of  literature,  the  ornamental  arts  and  the 
pure  sciences,  while,  considering  the  size  and  population  of  our  country,  the  num¬ 
ber  who  devote  themselves  from  similar  motives  to  applied  science,  technical  arts 
and  education — i.  e.,  not  related  to  the  social  professions  and  fine  arts — is  really 
insignificant.  When,  in  addition  to  some  such  plan  as  that  outlined  by  Dr.  Phil- 
brick,  our  agricultural  colleges  are  given  the  breadth,  and  are  equally  devoted  to 
the  several  branches  of  instruction,  intended  by  Congress  ;  and  when,  by  the  rear¬ 
rangement  of  present  and  the  establishment  of  additional  polytechnic  schools, 
sufficient  industrial  instruction  is  afforded  to  meet  even  present  needs  and  demands, 
the  more  important,  at  least,  of  our  industrial  trades  will  take  their  true  positions 
as  of  equal  respectability  and  value  as  the  professions  and  the  higher  commercial 
pursuits,  and  then  the  (to  us  now  utopian)  condition  will  be  fulfilled  when  our 
mechanics  and  artisans,  like  the  peasants  around  Groningen,  can  cast  '‘compas¬ 
sionate  glances  at  all  that  population  of  shopkeepers,  clerks,  professors,  officials  and 
proprietors  who,  in  other  countries,  are  envied  by  those  who  till  the  ground,  but 
here  are  regarded  by  them  in  the  light  of  poor  people." 

Industrial  and  Educational  Needs  of  Baltimore. 

COMPARISON  OF  BALTIMORE  WITH  OTHER  LOCALITIES. 

The  foregoing  statement  of  the  development  and  present  condition  of  technical 
education,  abroad  and  in  the  United  States,  though  only  a  brief  and  incomplete 
historical  sketch,  affords  a  basis  for  comparing  Baltimore,  commercially  and  me¬ 
chanically,  with  other  localities  where  higher  scientific  methods  are  practised  in 
corresponding  industries.  Such  a  comparison  seems  absolutely  necessary  to  awaken 
an  interest  in,  and  a  demand  for,  more  thorough  and  widespread  scientific  knowl¬ 
edge,  the  power  and  effects  of  which,  in  the  arts,  manufactures  and  trades,  are  por¬ 
trayed  ift  the  preceding  pages  of  this  report  ;  for  it  is  to  be  observed  that  where  the 
lack  of  scientific  instruction  and  technical  training  is  greatest,  the  want  of  it  is 
least  likely  to  be  felt  by  those  who  are  deficient  in  it.  Realization  of  the  need  is 
generally  followed  by  sufficient  agitation  to  secure  it. 


768  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


BALTIMORE  NOT  PROGRESSING. 

It  must  be  painfully  apparent  to  a  large  number  of  our  business  men,  as  well  as  to 
other  thoughtful  citizens  that,  notwithstanding  her  superior  natural  and  artificial 
advantages  and  resources,  Baltimore  is  not  only  not  progressing,  as  compared  with 
even  less  favored  sections,  but  is  not  maintaining  her  former  position  in  the  com¬ 
mercial  and  manufacturing  world. 

CAUSES  MUST  BE  UNDERSTOOD. 

Whatever  the  causes  of  the  general  apathy  that  is  paralyzing  her  business  enter¬ 
prises  may  be,  they  must  be  analyzed,  the  facts  brought  to  light  and  their  effects 
understood,  before  intelligent  measures  can  be  devised  for  producing  a  different 
state  of  affairs.  Although  it  is  never  an  agreeable  task  to  criticise,  in  any  relation, 
the  community  in  which  one  lives,  yet  here,  as  in  surgery,  the  diseased  part  must 
be  bared  and  its  condition  made  manifest  before  proper  remedial  measures  can  be 
determined. 

REASONS  FOR  DISCUSSING  THE  INDUSTRIAL  AND  EDUCATIONAL  NEEDS  OF  BALTIMORE. 

The  interests  of  our  service  are  so  interwoven  with  the  commercial  prosperity  of 
Baltimore ;  the  poverty  of  her  youth  in  intellectual  attainments  and  mechanical 
skill  has  been  so  painfully  manifested  in  the  preliminary  examinations  held  the  past 
year  in  connection  with  the  technological  classes  at  Mt.  Clare,  as  well  as  in  the  cur¬ 
rent  mechanical  operations  of  the  service  that,  in  view  of  the  intimate  relations 
that  must  always  exist  between  the  educational  facilities  of  the  city  and  any  tech¬ 
nological  institution  that  may  be  established  within  or  near  its  boundaries,  a  dis¬ 
cussion,  in  this  report,  of  the  needs  of  the  city  in  the  matter  of  technical  instruction 
and  its  advantages,  becomes  pertinent — indeed  necessary.  Neither  from  profes¬ 
sional  education  nor  experience  am  I  able  to  treat  the  subject  exhaustively.  But 
what  is  hereinafter  cited  is  patent  even  to  superficial  observation,  and  if,  through 
this  citation,  such  general  interest  can  be  awakened  in  Baltimore  as  shall  result  in 
placing  her  industrial  and  technical  educational  facilities — which  are  of  paramount 
importance  to  her  prosperity — upon  a  par  with  those  offered  by  rival  cities,  a  great 
boon  wall  have  been  conferred  upon  the  community  in  general,  and  the  Baltimore 
and  Ohio  Railroad  Company  and  all  other  manufacturing  corporations  will  enjoy 
the  reflex  advantages  accruing  from  the  increased  intelligence  and  skill  that  her 
working-people  will  soon  acquire. 

NECESSITY  OF  UNITED  EFFORT  TO  RESTORE  PROSPERITY. 

If  those  public-spirited  citizens  who  recognize  our  deficiencies  in  this  respect,  and 
whose  professional  or  business  attainments  place  their  qualifications  and  motives 
beyond  cavil,  can  be  induced  to  unite  in  devising  and  in  securing  the  acceptance  of 
an  intelligent  and  practical  measure  for  reviving  and  extending  the  industrial  inter¬ 
ests  of  the  city,  its  commercial  and  manufacturing  advantages  are  unquestionably 
such  that  it  would  soon  not  only  recover  its  lost  prestige,  but  would  rapidly  advance 
beyond  the  prosperity  of  many  of  its  now  successful  competitors. 

INDICATIONS  OF  A  NEW  SOUTH. 

At  this  time  there  are  indications  of  the  birth  of  a  new  South — a  South  that  shall 
become  famous  and  wealthy,  through  the  development  of  its  immense  resources 
and  the  application  to  its  industries  of  scientific  methods,  which  elsewhere  will  be 
of  slower  growth,  because  they  wTill  supplant  and  make  worthless  the  expensive 
plants  of  present  processes. 

APPROACHING  ERA  OF  NATIONAL  PROSPERITY. 

Standing  as  we  evidently  are  at  the  threshold  of  another  era  of  national  pros¬ 
perity.  in  which  the  South  and  other  sections  naturally  dependent  upon  Baltimore 
(as  the  connecting  link  between  the  North  and  South)  for  manufactured  products 
must  participate,  the  present  is  an  opportune  time  to  make  provision  for  industrial 
education  commensurate  with  the  needs  and  resources  of  the  city. 

METHODS  HERETOFORE  PROPOSED  TO  SECURE  PROSPERITY  HAVE  NOT  MET  WITH 

GENERAL  FAVOR. 

The  causes  that  have  combined  to  relegate  Baltimore  to  a  rank  so  far  beneath  her 
true  status  as  a  commercial  and  manufacturing  centre  become  readily  apparent 
from  a  study  of  her  industrial  history.  It  is  unnecessary  to  enumerate  them  here, 


LOCAL  CONDITIONS  IN  CITY  OF  BALTIMORE. 


769 


but  it  is  pertinent  to  remark  the  almost  invariable  lack  of  appreciation,  at  times 
actually  assuming  an  attitude  of  unreasoning  antagonism,  with  which  the  efforts 
of  those  who  have  sought  to  promote  her  material  prosperity  have  been  received. 
Considering  the  widely  divergent  and  irreconcilable  views  developed  upon  the  pre¬ 
sentation  of  many  plans  from  time  to  time  devised  for  the  improvement  of  her 
trade  and  commercial  relations,  it  is  manifestly  useless  to  hope  now  for  fruitful 
result  from  any  similar  proposition  which  has  not  the  merit  of  promoting  at  least 
the  principal  business  interests  of  the  city. 

ALL  INTERESTS  MAY  PROFIT  BY  TECHNICAL  TRAINING. 

Municipal  industrial  education,  however,  offers  a  program  upon  which  every 
business  interest  may  harmonize,  with  equal  certainty  of  sharing  in  the  ultimate 
prosperity  which,  as  experience  has  shown,  uniformly  follows  its  general  adoption 
in  a  trade  centre,  and  which  it  can  hardly  be  questioned  would,  in  the  case  of 
Baltimore,  prove  equally — and  probably  far  more — valuable  than  could  reasonably 
be  hoped  for  from  any  of  the  measures  for  increasing  our  general  prosperity  to 
which  allusion  has  been  made;  while  at  the  same  time  promoting  the  material, 
intellectual,  and  moral  welfare  of  the  masses  of  our  population. 

HISTORICAL  RETROSPECT  OF  BALTIMORE. 

During  the  period  between  the  close  of  the  Revolutionary  War  and  the  War  of 
1812,  the  city  of  Baltimore  enjoyed  its  greatest  prosperity,  and  at  the  end  of  the 
latter  conflict  it  gave  promise  of  becoming  pre-eminent  among  the  most  prosperous 
commercial  and  manufacturing  cities  of  the  country.  It  was  then  that  its  growth 
was  most  rapid ;  new  enterprises  were  readily  undertaken,  and  its  commerce  was, 
relatively,  if  not  actually,  greater  than  ever  since. 

ORGANIZATION  OF  B.  &  O.  COMPANY. 

After  the  opening  of  the  Erie  Canal,  its  most  astute  business  men,  realizing  that 
without  more  rapid  and  direct  freight  communication  with  the  west,  Baltimore 
must  suffer  greatly  from  the  increased  competing  power  of  New  York,  as  early  as 
1820  began  an  agitation  for  increased  traffic  facilities  to  the  west,  the  outgrowth 
of  which  was  the  organization  of  the  Baltimore  and  Ohio  Railroad  Company. 
Though  constantly  subjected  to  the  attacks  of  rival  corporations,  to  home  opposi¬ 
tion  born  of  prejudice  and  jealousy,  and  to  the  more  vexatious  indifference  with 
which  its  efforts  to  maintain  and  stimulate  languishing  industries  have  been  met  by 
those  it  sought  to  benefit,  the  Baltimore  and  Ohio  Railroad  Company  is  to  be 
credited  with  diligent  and  consistent  efforts  to  foster  and  enlarge  Baltimore  man¬ 
ufactures  and  commerce,  and  it  is  interesting  to  observe  that,  to  the  extent  it  and 
its  affiliated  interests  have  been  conducted  in  a  liberal  and  progressive  spirit,  they 
have  expanded  and  prospered  amid  a  general  decadence  of  the  city’s  industries. 

SUPERIOR  NATURAL  ADVANTAGES  AND  RESOURCES  OF  BALTIMORE. 

While  substantially  at  its  door  are  water  powers  capable  of  furnishing  motive 
force  for  many  times  its  present  manufactures  ;  while  the  advantages  of  its  superior 
geographical  relation  to  a  large  and  productive  section  of  country  are  preserved  by 
its  being  the  terminus  of  an  extensive  trunk-line  system  tapping  that  section  at 
many  points  ;  and  while  it  has  within  easy  reach  enormous  reservoirs  of  the  finest 
steam-making  coals  found  in  America,  as  well  as  generous  supplies  of  iron,  copper, 
hard  woods,  cotton,  tobacco,  and  other  material  suitable  for  manufactures — in 
fact,  all  the  staple  raw  materials,  the  conversion  of  which  into  manufactured 
products  builds  up  those  large  industries  and  commercial  interests  without  which 
no  city  can  be  great  or  prosperous. 

LOSS  OF  PROMINENCE  IN  INDUSTRY  AND  COMMERCE. 

Baltimore  has  practically  lost  all  claim  to  pre-eminence  or  even  prominence  in 
any  manufacturing  or  mercantile  pursuit.  Not  only  do  many  industries  develop 
elsewhere,  and  which  should  be  prospering  here,  not  exist,  but  it  has  been  impossible 
to  maintain  those  we  had,  and  yet  the  apathy  of  the  community  is  such  that  no 
substantial  response  is  made  to  the  most  urgent  appeals  for  financial  encouragement 
and  assistance  in  increasing  our  commerce,  reviving  old  or  establishing  new  manu¬ 
factures  or  kindred  enterprises. 

ART— VOL  4 - 49 


770  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


LOSS  OF  WEST  INDIA  SUGAR  TRADE — EXTENT  OF  THIS  LOSS. 

To  be  more  specific,  I  may  remind  you  that  Baltimore  has,  apparently  through 
pure  lack  of  energy,  lost  the  West  India  sugar  trade,  and  her  iron  industries  are  little 
short  of  the  throes  of  dissolution.  The  gravity  of  the  loss  of  this  sugar  trade  is  shown 
in  a  recent  pamphlet  prepared  under  the  instructions  of  Mr.  C.  Morton  Stewart, 
which  sets  forth  the  total  value  of  the  city’s  imports  of  sugar  and  molasses  in  1874 
as  $10,598,227  ;  decreased  in  1884  to  $107,041,  but  even  these  figures  by  no  means 
represent  the  net  loss  to  the  city,  in  one  decade,  from  this  single  item — the  ten 
millions  of  imports  merely  representing  the  raiv  material  brought  here ;  to  which 
should  be  added  the  commerce  supported  by  its  transportation,  the  repairs  to  vessels, 
the  labor  and  the  manufacturing  industries  incident  thereto  ;  all  of  which,  when 
summed  up,  show  a  loss  much  more  serious  and  far-reaching  than  that  indicated 
by  these  bare  figures. 

HOW  TO  REGAIN  THIS  TRADE. 

Were  Baltimore  now  able  to  manufacture  those  articles  for  which  West  Indian 
products  are  exchanged,  at  prices  and  of  quality  that  would  compare  favorably 
with  the  wares  of  rival  manufacturers,  thus  directly  exchanging  manufactured 
goods  at  a  profit  for  those  products,  instead  of  paying  for  them  in  specie  and  com¬ 
pelling  incoming  vessels  to  look  elsewhere  for  return  cargoes,  we  could,  in  a  large 
measure,  again  attract  this  lucrative  trade  to  our  port. 

DIMINISHED  MARITIME  COMMERCE. 

Baltimore  has  entirely  lost  her  reputation  and  renown  in  maritime  pursuits,  which 
at  the  close  of  the  war  of  1812  was  world-wide,  without  gaining  compensating 
advantages.  Possessing  a  fine  harbor  and  first-class  shipbuilding  facilities  (includ- 
a  dry-dock  hardly  surpassed  in  size  and  equipment  by  any  other  on  our  coast),  she 
is  yet  debarred,  through  the  unskillful  work  of  her  artisans,  their  trade  agitations 
and  prohibitory  labor  tariffs,  from  securing  the  construction  of  even  the  few  coast¬ 
ing  steamers  registering  at  her  port,  while  her  shipbuilders  are,  from  the  same 
causes,  compelled  to  decline  bidding  on  the  few  ocean  bottoms  offering  for  con¬ 
struction  here. 

ABBOTT  IRON  WORKS. 

The  Abbott  Iron  Works,  after  a  prosperous  business  career,  have  been  idle  for  a 
long  time,  and  are  now  about  being  sold  and  the  valuable  plant  thereof  distributed. 
The  same  general  cause  accounts  for  the  depression  in  other  branches  of  trade,  with 
the  details  of  which  all  citizens  who,  like  yourself,  take  an  active  interest  in  the 
welfare  of  the  city,  must  be  familiar. 

But  it  is  unnecessary  to  multiply  illustrations  of  neglected  opportunities  for 
enhancing  our  wealth  and  increasing  our  corporate  and  commercial  importance, 
or  of  absolute  loss  of  established  trade,  apparently  from  a  species  of  dry-rot,  incom¬ 
prehensible,  but  very  satisfactory  to  our  more  pushing  rivals ;  for  no  one  better 
than  yourself  appreciates  the  great  disadvantages  under  which  Baltimore  now 
labors  in  her  competition  with  other  cities. 

B.  &  O.  REVENUES  OFTEN  HAZARDED  AND  SOMETIMES  SACRIFICED  TO  PROTECT  THE 
CITY’S  INDUSTRIES  AND  COMMERCE. 

It  is  sufficient  for  the  purposes  of  this  report  to  point  out  that,  because  of  the 
city’s  commercial  apathy,  the  Baltimore  and  Ohio  Railroad  Company  has  frequently 
been  compelled  to  hazard,  and  more  than  once  to  sacrifice  its  revenues,  in  order  to 
prevent  the  practical  suppression  of  the  trade  of  the  port,  in  which  the  business 
interests  of  the  city  are  common  with  its  own. 

EXAMPLES  OF  THIS. 

To  cite  recent  examples  of  this,  you  will  remember  that  when,  less  than  a  year 
ago,  the  Baltimore  emigrant  business  was  threatened  by  her  Northern  rivals,  the 
Baltimore  a-nd  Ohio  Railroad  Company  found  it  necessary  to  surrender  the  profit 
of  the  business  in  order  to  secure  the  maintenance  of  the  few  steamship  lines  run¬ 
ning  to  this  port. 

Also,  that  though  many  attempts  have  been  made  to  retain  our  coasting  trade, 
such  was  their  lethargy,  that  it  was  very  lately  found  impossible  to  induce  our  mer¬ 
chants  to  subscribe  sufficient  money  to  insure  even  a  line  of  steamers  between 
Baltimore  and  Charleston. 


DR, 


BARNARD  QUOTES  REPORT  OF  CITY  COMMISSION.  771 


INDUSTRIAL  POVERTY  OF  BALTIMORE  AS  SHOWN  BY  REPORT  OF  COMMITTEE  ON 
ESTABLISHMENT  OF  MANUFACTURES. 

Probably  I  cannot  more  forcibly  illustrate  our  city's  poverty  in  respect  to  business 
enterprises  generally,  and  to  manufactures  specifically,  than  by  quoting  at  some 
length  from  the  Report  of  the  Commission  on  the  Establishment  of  Manufactures, 
made  to  the  Mayor  and  City  Council  of  Baltimore  in  1877,  which  contains  much 
valuable  information  on  the  subject  of  which  it  treats,  but  which  seems  to  have 
received  much  less  consideration  than  its  merits  deserve.  From  p.  20  et  seq.  are 
extracted  the  following  quotations  : 

These  tables,  which  have  been  very  carefully  prepared,  disclose  the  poverty  of  Baltimore  as  a  man¬ 
ufacturing  city  with  painful  distinctness.  Baltimore  is  (by  Table  B)  shown  to  be  far  below  the 
industrial  average  in  the  proportion  of  her  workingmen  to  the  entire  population.  There  is  one  oper¬ 
ative  in  every  5.2  persons  in  Wilmington;  1  in  every  5.04  in  Philadelphia;  1  in  every  5.5  in  Boston; 
1  in  every  5.8  in  Cincinnati;  1  in  every  3.6  in  Newark,  New  Jersey;  1  in  every  7.6  in  St.  Louis,  while 
Baltimore  has  only  1  in  every  8.1. 

This  deficiency  of  manufacturing  hands  is  more  than  accounted  for  by  a  still  greater  deficiency  of 
capital  per  capita  invested  in  industrial  pursuits.  In  this  respect  Baltimore  ranks  the  lowest  of  any 
of  our  large  cities — lower  even  than  Louisville,  Kentucky.  In  Philadelphia  the  capital  in  manufac¬ 
tories  is$252  percapita;  in  Wilmington  $235;  in  St.  Louis $194 ;  in  Cincinnati $197;  in  Boston  $188,  while 
in  Baltimore  there  is  only  $97  capital  per  capita  so  invested — less  than  half  as  much  as  Cincinnati  has ; 
just  half  as  much  as  St.  Louis  has;  only  a  little  over  half  as  much  as  Boston  has,  and  not  a  great 
deal  more  than  a  third  as  much  as  there  is  in  Wilmington  and  Philadelphia.  The  tables  of  bank 
capital  and  savings-bank  stock  and  capital  will  show  that  in  Phils del ph ia.  Cincinnati,  St.  Louis  and 
Chicago,  the  money  which  our  citizens  lock  up  in  bank  stock,  ground  rents,  jirivate  discount  banks 
and  such  securities,  is  by  preference  invested  in  productive  industrial  enterprises.  In  those  cities,  as 
the  tables  show,  capital  is  used  to  buy  materials  and  pay  wages,  and  returns  in  the  shape  of  values 
received  for  products  manufactured.  In  Baltimore,  on  the  other  hand,  capital  is  used  to  produce 
interest.  While  in  neither  case  can  it  be  truly  said  that  capital  is  barren  (since  the  hiring  of  money 
may  be  as  useful  as  the  hiring  of  sewing-machines  or  any  other  sort  of  tool  or  service),  yet  it  is  quite 
apparent  that  money  used  in  manufactures  and  other  forms  of  active  production  is  more  fertile  than 
money  put  at  interest,  or  in  ground  rents  or  land,  to  reappear  in  permanent  improvements  distributed 
over  a  period  of  years,  or  in  Louses  and  buildings.  Capital  in  manufactures  must  turn  itself  over  at 
least  once  a  year,  and  it  will  be  seen  by  comparing  the  column  of  capital  (Table  B)  with  the  column 
of  “materials,”  that  more  than  the  total  capital  of  all  manufacturing  establishments  is  every  year 
invested  in  the  purchase  of  raw  materials  for  manufacturing,  aud  more  than  a  third  of  the  whole 
capital  of  such  establishments  is  annually  disbursed  as  wages. 

Wages  added  to  cost  of  material  and  the  sum  deducted  from  gross  product  gives  gross  profits  of 
manufacture,  expenses  of  course  not  being  allowed  for.  Tested  by  this,  we  find  that  in  Philadelphia 
manufactures  in  1870  paid  47  per  cent,  on  nominal  capital,  in  Cincinnati  43  per  cent.,  in  San  Francisco 
47  per  cent,.,  in  Baltimore  48  per  cent.,  in  Chicago  50  per  cent.,  in  Louisville  50  per  cent.,  in  Boston  61 
per  cent.,  in  Wilmington  71  per  cent.,  in  New  York  74  per  cent.,  and  in  St.  Louis  120  per  cent. 
Unquestionably,  these  figures  show  an  excess  of  capital  to  product  in  Philadelphia  and  Cincinnati, 
and  a  deficiency  of  capital  to  product  in  St.  Louis,  but  they  also  show  that  manufactures  are  less 
profitable  in  Baltimore  than  elsewhere,  when  we  come  to  deduct  the  heavy  taxation  and  other  charges 
to  which  they  are  subject  here,  and  from  which  they  are  free  in  Philadelphia. 

If  now  we  turn  to  Table  A,  we  will  find  our  deficiencies  set  out  in  detail  in  comparison  with 
smaller  cities,  and  with  rival  and  competing  ones.  Your  commission  do  not  need  to  do  more  than  call 
the  attention  of  your  honorable  body  to  the  array  of  facts  presented  in  this  table,  showing  how  we  are 
surpassed,  even  in  manufactures  which  we  ought  to  monopolize,  by  the  most  inferior  towns  and 
cities.  There  is  only  one  particular  in  regard  to  which  your  commission  will  dwell  upon  in  the  figures 
in  this  table,  and  that  is  in  respect  of  the  manufactures  which  are  needed  to  keep  up  our  mercantile 
business  and  domestic  commerce  with  the  South  and  with  our  own  counties.  In  the  item  of  agricul¬ 
tural  implements,  for  instance,  Chicago  makes  seven  times  as  many,  St.  Louis  live  times,  and  Louis¬ 
ville  three  times  as  many  as  we  do.  In  the  item  of  fertilizers  we  are  surpassed  by  Wilmington,  not 
to  speak  at  all  of  other  and  larger  places.  In  the  item  of  boots  and  shoes,  leaving  all  New  England 
out  of  the  question,  Philadelphia  makes  four  times  as  many,  and  St.  Louis,  Newark  and  Chicago, 
all  three,  equal  our  production.  Chicago  manufactures  more  than  four  times  as  many  bricks  as  we  do, 
in  spite  of  our  facilities.  In  the  making  of  carriages,  etc.,  Cincinuati  manufactures  more  than  four 
times  as  much  as  we  do,  New  Haven  six  times,  and  Wilmington  and  Chicago  three  times  as  much. 
In  confectionery,  while  no  city  can  rival  Philadelphia,  Chicago  makes  three  times  as  much  as 
Baltimore.  Our  cotton  manufactures  are  not  yet  quite  on  a  level  with  those  of  New  London.  In  Hour 
and  meal  Newark.  Wilmington  aud  Louisville  are  our  equals,  while  Chicago  makes  three  times  and 
St.  Louis  fourteen  times  as  much  as  we  do.  Chicago  and  Louisville  beat  us  in  furniture.  The  glass 
manufacture  of  Pittsburgh  is  fifty  times  as  great  as  ours.  In  iron  manufactures,  leaving  out  the 

Sreat  centres  of  this  industry,  we  find  ourselves  inferior  to  Chicago,  and  not  much  above  Louisville, 
ewark,  New  naven  and  Wilmington.  In  leather  manufactures  we  are  completely  outstripped  by 
all  the  large  cities,  by  every  city  in  the  country,  in  fact,  which  has  half  our  population.  In  liquors, 
distilled  or  malt,  even  Newark  surpasses  us.  In  machinery  we  are  not  equal  even  to  small  cities  like 
Newark,  New  Haven,  New  London,  Louisville,  Wilmington,  etc.  In  sugar  refining,  leaving  out  Bos¬ 
ton,  New  York,  Brooklyn  and  Philadelphia,  we  find  St.  Louis  beginning  to  be  our  rival.  Of  paints 
we  manufacture  $400,600  worth ;  St.  Louis  $2,000,000.  St.  Louis  makes  ten  times  as  much  patent  medi¬ 
cine,  ten  times  as  much  saddlery  and  harness,  ten  times  as  much  manufactured  tobacco,  as  Baltimore; 
while  Cincinnati  makes  twenty  times  as  much  soap  and  candles,  and  St.  Louis  four  times  as  much  as 
we  do.  In  stoneware  we  make  $127,000;  Cincinnati  $3,600,000.  In  sash  manufacturing  our  products 
are  a  beggarly  $145,000,  against  $2,300,000  for  St.  Louis,  $800,000  for  Newark,  $500,000  for  New  Haven, 
$250,000  for  "Wilmington,  etc.  In  short,  the  exhibition  is  in  the  highest  degree  painful  and  mortifying, 
and  must  cause  serious  apprehensions  in  the  minds  of  all  persons  who  know  that  it  takes  trade  to 
make  trade. 

It  will  not  be  denied  that  this  is  an  anomalous  condition  of  things.  Equally  it  will  not  be  denied 
that  manufactures  bring  wealth  and  population  to  cities  in  more  certain  and  speedy  ways  than  any 
other  form  of  labor. 

As  Amasa  Walker  said  upon  this  point:  “It  is  without  question  true  that  in  an  equal  manufactur¬ 
ing  population  will  be  found  a  greater  accumulation  of  wealth  than  in  an  agricultural  or  commercial 


772  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


population.  One  important  reason  of  this  is  that  a  larger  share  of  the  population  are  engaged  in 
production,  and  a  larger  amount  of  capital  is  employed.  Women  and  children,  who  could  earn  but 
little  in  agricultural  labor  (and  none  in  commercial),  can  earn  much  in  manufacturing.  Manufactur¬ 
ing  need  never  stop,  summer  or  winter,  cold  or  hot,  wet  or  dry. 

BALTIMORE  CANNOT  ESCAPE  COMPETITION. 

These  facts  are  not  pleasant  to  contemplate,  but  they  must  be  faced  whenever  an 
earnest  effort  is  to  be  made  to  increase  the  prosperity  of  Baltimore,  be  the  time 
present  or  distant.  It  is  idle  to  expect  to  escape  competition  with  other  cities,  and 
equally  idle  to  expect  success  therein  under  existing  circumstances,  or  to  depend  for 
municipal  growth  upon  sporadic  seasons  of  national  or  local  prosperity ;  for  in  these 
days  of  rapid  travel,  cheap  and  quick  transportation,  those  centres  best  equipped 
with  plant  and  skilled  workmen  will  inevitably,  in  seasons  of  prosperity,  substan¬ 
tially  absorb  the  profits  of  quickened  trade.  In  the  United  States  seasons  of  great 
prosperity  are  succeeded  by  periods  of  stagnation  of  trade,  which  subject  our  insti¬ 
tutions  to  great  strain.  During  these  recurring  periods  of  business  depression,  and 
because  of  the  dearth  of  staple  and  diversified  industries  of  magnitude,  Baltimore 
suffers  disproportionately  to  other  centres  of  trade.  I  am  told  that  this  strain  was 
particularly  severe  when,  during  the  labor  disturbances  of  1877,  traffic  was  inter¬ 
rupted  on  her  principal  remaining  element  of  commercial  prosperity — the  Baltimore 
and  Ohio  trunk-line  system.  Had  the  earning  capacity  of  the  city  accrued,  in  any 
material  degree,  from  manufacturing  industry,  the  depression  would  not  have  been 
so  great. 

MR.  MATHER  COMMENTS  ON  BALTIMORE’S  TRADE  DEFICIENCIES. 

Mr.  Mather,  in  commenting  on  the  industry  of  our  city,  says  :  “  Baltimore  does 
not  possess  any  large  distinctive  manufactures ;  her  trade  is  chiefly  that  of  grain 
and  timber  export.”  Though  a  mere  statement  of  fact,  this  quotation  contains  a 
reproach  to  our  city,  whose  great  opportunity  is  that  of  distinctive  manufactures, 
and  whose  great  want  is  an  increase  of  productive  capacity. 

IMPERATIVE  NEED  OF  GREATER  INDUSTRIAL  ACTIVITY. 

It  cannot  be  too  often  reiterated  that  we  need  greater  industrial  activity  to  afford 
employment  to  our  citizens,  to  add  to  the  value  of  our  property,  to  increase  munic¬ 
ipal  income,  and  to  attract  capital  and  men  of  business  to  our  city.  But  at  this 
time  to  what  industry  can  our  people  point  as,  in  a  visible  degree,  drawing  foreign 
population  for  permanent  residence  within  the  limits  of  their  city?  Or  what 
inducement  do  they  hold  out  to  capitalists  to  bring  wealth  from  other  localities  and 
settle  here  with  a  view  to  engaging  in  industrial  pursuits?  Our  own  citizens  are 
phenomenally  backward  in  investing  in  extended  business  enterprises,  and  in  the 
absence  of  special  inducements  it  is  useless  to  expect  aid  from  foreign  business  men 
or  capital.  Commercially  our  city  will  remain  nothing  more  than  a  second  or 
third-rate  exporter  of  raw  material  until,  within  its  corporate  limits,  this  raw 
material  is  converted  into  manufactured  products. 

BALTIMORE  CANNOT  DEPEND  UPON  DISTINCTIVE  MANUFACTURES. 

Some  cities  depend  for  their  prosperity  upon  the  manufacture  of  special  products, 
as  witness  Manchester,  which  so  long  enjoyed  pre-eminence  through  its  cotton  tex¬ 
tile  fabrics,  though  it  imported  all  the  constituents  thereof ;  Crefeld,  a  wealthy 
Prussian  city,  which  depends  for  its  prosperity  almost  exclusively  upon  its  silk 
manufactures ;  Sheffield  upon  its  cutlery,  and  Lynn,  Mass.,  upon  its  manufactured 
products  of  leather.  But,  as  has  been  said,  Baltimore  can  boast  of  no  distinctive 
manufactures.  Onr  only  hope  of  industrial  prominence  lies  in  the  inauguration  of 
a  multiplicity  of  varied  industries. 

There  is  abundant  testimony  to  show  that  a  city’s  prosperity  may  result  from  a 
great  demand  for  some  local  natural  production,  or  even  from  limited  markets 
where  there  is  no  competition.  Of  this  we  have  an  example  in  the  city  of  Pitts¬ 
burgh,  whose  wealth  is  dependent  upon  the  iron  and  coal  trade :  as  also  in  the 
oyster  trade,  of  which  Baltimore  for  many  years  enjoyed  a  substantial  monopoly, 
and  which  is  still  of  sufficient  magnitude  and  financial  importance  to  count  as  a 
chief  element  in  the  city’s  prosperity. 

BALTIMORE’S  OYSTER  INDUSTRY  DECLINING. 

But  this  oyster  trade  can  by  no  means  provide  support  for  our  large  population, 
and  even  respecting  our  oysters  it  is  to  be  remarked,  parenthetically,  that  for  want 
of  are,  proper  legislation  and  development,  the  beds  of  the  Chesapeake  are  rapidly 


LOCAL  CONDITIONS  IN  CITY  OF  BALTIMORE. 


773 


decreasing  in  yield,  and  already  the  oyster  industry  of  Long  Island  Sound  has 
become  an  active  and  powerful  competitor  of,  and  bids  fair  to  eclipse,  our  home 
trade.  Unless,  therefore,  efficient  means  are  speedily  taken  to  replenish  our  waters, 
the  time  must  soon  come  when  “  Baltimore  oysters”  will  be  as  rare  as  “  Baltimore 
clippers.” 

ABUNDANCE  OF  RAW  MATERIAL  AND  CHEAP  MANUFACTURE  NO  LONGER  INSURE 

SUCCESSFUL  COMPETITION. 

In  times  past,  a  city  like  Baltimore,  possessing  within  its  boundaries  (or  by  reason 
of  cheap  transportation,  or  favorable  location,  holding  tributary  to  it)  abundance  of 
cheap  raw  materials  might,  if  it  possessed,  additionally,  facilities  for  cheap  manu¬ 
facture,  successfully  compete  with  less  favored  rivals,  without  much  regard  to  the 
quality  and  finish  of  manufactured  products.  But  in  these  days,  when  rival  trans¬ 
portation  lines  distribute  crude  materials  to  competing  points  upon  substantially 
equal  terms,  with  little  regard  to  long  or  short  hauls,  and  when  the  cultivated 
tastes  and  luxurious  habits  which  result  from  increased  wealth  create  an  active 
demand  for  superior  quality  and  finest  finish,  such  centres  as  are  best  prepared  to 
turn  out  first-class  articles  will  control  the  market. 

POTENCY  OF  EDUCATED  AND  SKILLED  LABOR. 

It  is  just  here  that  educated  and  skilled  labor  becomes  a  factor  of  the  greatest 
potency,  because,  as  has  been  shown  in  the  first  two  sections  of  this  report,  while 
improving  quality,  it  uniformly  cheapens  production  to  such  an  extent  that  the 
control  of  such  labor  has  enabled  many  cities  to  overwhelm  trade  competitors  who 
possessed  cheaper  raw  material  or  better  natural  facilities.  That  we  are  totally 
unprepared  to  avail  of  any  artificial  means  of  bettering  our  condition  is  patent  from 
the  Report  of  1877  already  referred  to,  which  in  very  strong  terms  sets  forth  our 
deficiency  in  regard  to  manufactures.  However  great  the  national  and  foreign 
demand  for  manufactured  products  might  be,  were  all  other  factors  present,  the 
dearth  of  skilled  and  trained  laborers  in  Baltimore  is  so  great  that  it  could  not, 
to-day,  compete  with  other  cities  in  the  manufacture  of  special — and  not  even  of 
many  staple — products. 

LOW  RENTS  AND  TAXES  CONSIDERED. 

Low  rents  and  taxes  an,d  favorable  laws  have  very  great  attractions  for  capital, 
and  hence  many  towns,  without  possessing  any  special  natural  advantages,  have 
received  the  impetus  which  resulted  in  their  becoming  large  manufacturing  centres 
purely  as  the  result  of  a  liberal  municipal  policy.  But  while  exemption  from  taxa¬ 
tion  and  other  special  privileges  are  influential  in  building  up  new  and  reviving 
and  extending  old  enterprises,  by  inducing  the  investment  of  capital,  yet,  in  the 
present  era  of  active  competition  and  small  profits,  a  factor  more  important  to  their 
permanency  is  the  assurance  of  skilled  and  intelligent  labor,  an  abundance  of 
which  has  been  shown  to  attract  capital  far  more  than  the  other  advantages 
enumerated. 

COMPARISON  BETWEEN  BALTIMORE  AND  PHILADELPHIA  AS  MANUFACTURING 

CENTRES. 

Comparison  between  Philadelphia  and  Baltimore  aptly  illustrates  this.  For  com¬ 
mercial  purposes  no  better,  and  for  manufacturing  purposes  not  so  advantageously, 
situated  as  Baltimore,  Philadelphia,  first  by  offering  special  exemptions  from  taxa¬ 
tion  and  other  inducements  for  the  investment  of  capital  in  manufacturing  works 
and,  later,  by  the  establishment  of  such  technical  and  industrial  schools  as  the 
Mechanics’  Institute,  Spring  Garden  Institute,  Franklin  Institute,  the  Philadelphia 
School  of  Design,  the  Pennsylvania  School  of  Fine  Arts,  the  Pennsylvania  Museum 
and  School  of  Industrial  Art,  the  Mechanical  Department  of  Pennsylvania  State 
College,  Girard  College,  and  the  Philadelphia  Manual  Training  School,  has  grown 
into  and  maintains  its  position  as  the  second  city  in  the  Union,  and  as  pre-eminent 
in  its  manufacturing  and  allied  industries;  while  Baltimore,  practically  without 
technical  institutions,  except  the  meagre  facilities  of  the  Maryland  Institute,  and 
until  lately  with  onerous  and  unusual  taxation,  has,  as  stated  by  the  city’s  com¬ 
missioners  on  the  establishment  of  manufactures,  substantially  starved  out  its  old, 
and  prohibited  the  undertaking  of  new,  manufacturing  enterprises.  We  may  deepen 
our  harbor  and  make  valuable  additions  to  our  natural  and  artificial  facilities  for 
trade  and  commerce,  but,  as  Mayor  Latrobe  aptly  remarked  in  his  message  (1877), 
“We  should  remember  that  it  is  not  commerce  alone,  but  commerce  and  manu¬ 
factures  together,  which  will  insure  the  future  prosperity  of  the  community.” 


774  EDUCATION  IN  THE  INDUSTRIAL  A.ND  FINE  ARTS. 

BALTIMORE'S  BACKWARDNESS  RESULTS  FROM  INSUFFICIENT  TECHNICAL  EDUCATION. 

Comparison  between  the  present  condition  of  Baltimore  and  the  industrial  status 
of  many  European  cities  that  have  experienced  its  vicissitudes  only  goes  to  corrob¬ 
orate  the  conclusion  herein  announced — that  the  backwardness  of  the  former 
results  from  the  insufficient  technical  education  of  our  artisans  and  laborers. 
[Exhibits  D,  E  and  F.]  Neither  our  immense  resources  in  the  shape  of  raw  mate¬ 
rials,  our  facilities  for  manufacture,  our  advantages  in  the  way  of  cheap  living  and 
healthful  climate,  nor  the  offering  of  low  taxes  and  rent,  nor  all  these  combined 
will  effect,  at  this  late  date  and  under  existing  conditions  of  trade,  the  restoration 
of  Baltimore  to  its  normal  position  among  the  industrial  and  commercial  centres  of 
the  country.  But  if  we  crown  all  these  advantages  with  that  most  potent  of  all 
agencies  for  promoting  industrial  prosperity,  a  combination  of  superior  skill  and 
intelligence  on  the  part  of  our  managers  and  workpeople,  we  may  then  hope  to 
stimulate  new  business  ventures  and  to  see  Baltimore  once  more  taking  rank  with 
the  first  cities  of  the  nation.  It  is  very  generally  conceded  that  no  enterprise  turn¬ 
ing  out  products  for  sale  can  successfully  compete  in  our  own  and  foreign  markets 
unless  superior  skill  and  intelligence  can  be  secured  to  conduct  it. 

NEW  INDUSTRIAL  ENTERPRISES  WILL  GO  WHERE  TECHNICAL  TRAINING  IS  PROVIDED. 

Certainly  then  it  is  only  reasonable  to  suppose  that  if  special  schools  are  essential 
to  success  in  any  industry,  men  who  desire  to  engage  in  that  business  would  rather 
go  to  a  city  where  such  schools  are  already  provided  than  to  a  city  like  Baltimore, 
where,  before  they  can  hope  for  success,  they  must  be  at  the  expense  and  trouble 
of  establishing  or  helping  to  establish  technical  schools.  We  have  an  abundance 
of  crude  labor,  as  well  as  of  cheap  and  crude  material ;  but  preliminarily  to  con¬ 
verting  that  material  into  attractive  and  useful  products  we  must  so  train  our 
artisans  as  to  make  them  at  least  the  peers  of  foreign  and  home  workmen  following 
kindred  pursuits.  Then,  when  men  of  means  and  enterprise  realize  that  we  offer 
them  not  only  raw  materials  and  the  same  concessions  and  liberal  policy  that  have 
proven  so  successful  in  promoting  the  corporate  prosperity  of  Philadelphia  and 
other  cities,  but  likewise  the  necessary  skill  and  intelligence  to  transform  those 
materials  into  marketable  commodities,  we  may  reasonably  count  upon  the  assist¬ 
ance  of  outside  capital  in  starting  a  host  of  manufacturing  and  kindred  enterprises. 

In  every  field  where  American  enterprise  has  entered,  it  has  asserted  itself  and 
has  been  fully  recognized — especially  in  labor-saving  inventions  for  agricultural 
purposes.  Wliat  has  been  accomplished  in  agriculturaUmachinery  can  be  done  in 
metallurgy,  textile  fabrics,  wood-work,  railway  appliances,  etc. 

ABUNDANCE  OF  RAW  MATERIAL  TRIBUTARY  TO  BALTIMORE. 

Nowhere  are  there  cheaper  or  more  extensive  deposits  of  minerals,  timber  and 
other  raw  material  than  in  the  vast  mountainous  regions  of  Maryland,  Virginia 
and  West  Virginia,  tributary  to  this  city.  Ample  capital  is  seeking  investment  in 
any  business  in  which  profit  is  reasonably  certain  ;  machinery  embodying  the  latest 
designs  of  the  inventor’s  skill  can  be  procured ;  markets  are  accessible :  what  is 
needed  is  skilled  and  educated  laborers  to  direct  and  carry  on  the  industries  which 
convert  raw  material  into  manufactured  products.  But  skilled  and  intelligent 
workmen  are  not  found  to  hand  ;  they  must  be  made. 

BALTIMORE  NOT  N ATIONALLY  RECOGNIZED  AS  AN  INDUSTRIAL  OR  TRADE  CENTRE. 

The  foregoing  may  appear  to  be  trite  remarks,  more  suitable  for  trade  reports  or 
the  proceedings  of  civic  banquets  than  for  embodiment  in  a  report  of  this  character, 
but  they  bear  gravely  upon  the  condition  and  prospects  of  Baltimore,  which  it  is 
but  too  apparent  to  those  who  travel  extensively  is,  nationally  considered,  a  provin¬ 
cial  town.  It  is  a  sad  commentary  upon  our  commercial  importance  that  one 
seldom  sees  our  special  wares  announced  beyond  local  markets,  nor  paraded  in  the 
effective  manner  in  which  centres  of  far  less  size  and  wealth  make  known  their 
productions  or  commercial  advantages.  During  several  extended  visits  to  the 
Pacific  coast  I  seldom  heard  Baltimore  mentioned  in  business  circles  beyond  the 
Mississippi  river,  save  as  the  place  whence  oysters  come  and  where  St.  Jacob’s  Oil 
is  manufactured.  Very  recently  the  executive  officer  of  the  Board  of  Trade  of  Port¬ 
land,  Oregon  (the  second  city  in  importance  on  the  Pacific  coast  and  claiming  to  be 
the  wealthiest,  per  capita,  in  the  country) — himself  a  Baltimorean — advised  me  that, 
though  his  office  is  constantly  supplied  with  all  the  trade  publications  of  every  other 
exporting  city  of  the  Union,  it  was  with  the  greatest  difficulty  and  only  after 
repeated  efforts  that  he  had  succeeded  in  procuring  for  his  board  any  statistical 
information  concerning  Baltimore’s  productions  and  exports. 


EDUCATIONAL  FACILITIES  OF  BALTIMORE. 


775 


WHY  OUR  MANUFACTURING  ARTS  LANGUISH. 

The  obvious  deduction  to  be  drawn  from  the  foregoing  facts  respecting  the  city 
of  Baltimore  is  that  our  manfacturing  arts  are  languishing  as  much  from  the  want 
of  skilled  and  intelligent  artisans  and  managers  to  direct  their  operations,  as  from 
the  lack  of  capital,  cheap  raw  material,  or  natural  facilities  for  production,  and, 
from  what  has  been  stated  in  the  first  section  of  tins  report,  it  is  evident  that,  in 
order  to  stimulate  our  manufactures  and  trades  into  greater  activity,  we  must  afford 
our  people  additional  and  better  opportunities  than  now  exist  for  acquiring  indus¬ 
trial  training  and  technical  knowledge  of  our  established  industries,  and  of  others 
which  might  be  inaugurated  here,  with  profit  both  to  capital  invested  and  to  the 
city  at  large. 

THE  REMEDY  TO  BE  FOUND  IN  TECHNICAL  TRAINING. 

As  one  of  the  first  steps  toward  securing  much-needed  additional  facilities  for  the 
technical  training  of  Baltimore’s  youth,  there  should  be  radical  changes  in  the  pres¬ 
ent  methods  and  character  of  public  instruction.  I  fully  recognize  how  much  easier 
it  is  to  point  out  errors  of  administration  than  to  suggest  wise  remedial  measures, 
and  how  unbecoming  it  would  be  in  any  one  to  make  such  suggestions  without 
special  preparation  and  recognized  fitness  for  the  task.  To  change  the  character  of 
public  instruction  in  a  great  city  like  Baltimore  is  a  very  serious  undertaking,  and 
no  proposition  contemplating  such  action  should  receive  serious  public  consideration 
unless  sustained  by  irrefutable  facts  and  arguments. 

REASONS  FOR  CONSIDERING  THE  EDUCATIONAL  FACILITIES  OF  BALTIMORE. 

But  while  I  conceive  it  to  be  altogether  outside  my  duty,  even  on  behalf  of  the 
material  interests  of  our  service,  to  propose  lines  for  municipal  policy,  and  while  I 
believe  your  instructions  will  have  been  measurably  executed  when  I  shall  have 
given  you  a  clear  idea  of  the  character,  extent  and  effects,  in  general,  of  technical 
training,  and  specifically  of  the  beneficial  results  that  may,  with  reasonable  cer¬ 
tainty,  be  counted  upon  to  follow  the  inauguration  of  technological  instruction  in 
the  Baltimore  and  Ohio  service,  I  also  feel  that  the  character  of  tuition  under  the 
public-school  system  of  Baltimore  and  the  State  of  Maryland  is  of  as  paramount 
importance  to  any  technological  work  at  Mt.  Clare  as  is  the  commercial  prosperity 
of  the  city  to  the  revenues  of  the  Baltimore  and  Ohio  Railroad  Company.  If,  in 
order  to  secure  in  its  staff  and  in  the  rank  and  file  of  its  service  the  same  (if  no 
greater)  skill,  intelligence  and  consequent  efficiency  that  our  Northern  and  Western 
rivals  enjoy,  the  Baltimore  and  Ohio  Company  is  unable  in  the  future,  as  during 
the  past  year,  to  procure  from  the  great  mass  of  population  in  Baltimore  enough 
candidates  for  apprenticeship  possessing  the  minimum  elements  of  a  grammar- 
school  education  to  meet  the  requirements  of  the  service,  but  must  undergo  the 
additional  expense  and  labor  of  instructing  its  apprentices  in  those  rudiments  of 
English  education  which  are  absolutely  essential  as  the  groundwork  for  even  the 
most  superficial  technical  training,  it  will  be  well  to  consider  whether  economy 
and  the  best  interests  of  the  service  will  be  promoted  by  continuing  Mt.  Clare  as  a 
construction  station  ;  and  whether  greater  economy  and  more  satisfactory  plant  will 
not  be  secured  by  distributing  its  machinery  among  the  company’s  repair  shops,  and 
depending  for  articles  now  manufactured  at  Mt.  Clare  upon  those  outside  works 
which — by  reason  of  their  employes  having  acquired  a  higher  knowledge  of  the 
scientific  law's  that  underlie  their  trades,  and  greater  skill  and  higher  intelligence 
than  prevail  among  the  artisans  of  Baltimore — turn  out  with  economy  the  highest 
grade  of  such  products  as  we  now  manufacture. 

It  would  seem  that,  in  view  of  our  large  expenditure  for  free  public  schools,  there 
should  be  no  difficulty  in  securing  educated  boys  for  apprentices. 

CITY  SCHOOL  STATISTICS. 

The  appropriations  for  the  public  schools  of  Baltimore  aggregate  about  three- 
fourths  of  a  million  dollars  annually,  out  of  which  nine  hundred  and  sixty-three 
teachers  are  employed  to  conduct  the  schools.  The  estimated  population  of  Balti¬ 
more  at  the  present  time  is  400,000.  The  number  of  children  and  young  people  of 
school  age  (between  0  and  21)  at  the  last  enumeration  in  1879  was  86,961  (it  is  now 
probably  100,000),  of  whom  52,970  were  enrolled  in  the  public  schools  in  the  year 
1885-6,  and  the  average  daily  attendance  was  34,217.  There  are  no  statistics  show¬ 
ing  the  number  in  attendance  at  the  various  private  schools  in  the  city.  Of  the 
100.000  children  and  young  people  who  ought  to  be  in  school,  perhaps  95  per  cent, 
of  the  males,  and  a  large  proportion  of  the  females  are  destined  to  gain  their  own 
livelihood — a  majority  in  the  trades  and  manufactures — and  many  must,  wholly 
or  in  part,  contribute  to  the  support  of  others. 


776  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


NECESSITY  OF  ADAPTING  EDUCATION  TO  WANTS  OF  THE  PEOPLE. 

The  overshadowing  importance  of  so  shaping  our  system  of  education  as  to  con¬ 
vert  this  great  army  of  future  citizens  into  intelligent  and  law-abiding  men  and 
women,  who  shall  be  able  to  maintain  their  self-respect  by  at  least  providing  for  their 
own  wants,  induces  me,  not  only  on  account  of  the  needs  of  our  own  service,  but 
also  from  a  consideration  of  the  future  well-being  of  the  laboring  masses  and  of 
the  city  of  Baltimore,  to  unite  with  General  Counsel  Cowen  in  invoking  your  active 
efforts,  “  both  as  an  officer  and  a  citizen,”  in  solving  the  important  question  how 
best  to  afford  our  working-people  that  character  and  quality  of  knowledge  and 
training  which  will  qualify  them  for  conducting  successfully  the  occupations  of 
industrial  life  as  they  exist  to-day,  and  which  all  interests,  individual,  corporate, 
municipal  and  national,  alike  require  they  should  enjoy.  In  view  of  the  peculiar 
identification  that  exists  between  Baltimore’s  political  and  educational  systems,  it 
is  apparent  that,  to  secure  any  substantial  or  valuable  change  in  existing  methods 
of  education,  will  require  the  active  countenance  and  support — without  respect  to 
political  bias — of  our  entire  business  community,  as  well  as  of  all  other  citizens  of 
responsibility  possessing  knowledge  of  the  conditions  and  needs  of  the  city.  Already 
many  intelligent  working-people  are  beginning  to  realize  that  if  any  improvement 
is  to  be  made  in  their  material  condition,  it  will  be  through  the  proper  education 
of  their  children  in  industrial  occupations,  and  that  therein,  far  more  than  in  the 
false  movements  and  agitations  of  trades  unions,  lie  those  elements  which,  properly 
fostered,  will  insure  the  permanent  betterment  of  their  condition. 

BOTH  LABOR  AND  CAPITAL  MAY  PROFIT  BY  THE  RIGHT  KIND  OF  EDUCATION. 

It  lias  been  wisely  said  that  “  from  domestic  economy  rather  than  from  political 
economy  will  come  the  solution  of  the  labor  question.”  In  thrift  and  industry,  and 
in  recognition,  on  the  part  of  employers,  of  the  justice  and  necessity  of  encourag¬ 
ing,  in  a  practical  way,  all  legitimate  efforts  of  workpeople  to  improve  their  condi¬ 
tion,  surely  lies  the  true  solution  of  the  great  problem  of  labor  versus  capital ;  for 
you  will  have  observed,  from  the  historical  sketch  constituting  the  first  part  of  this 
report,  that  in  those  localities  where  industrial  education  and  technical  training 
have  been  most  promoted  by  employers,  there,  also,  are  the  least  friction  and  the 
least  agitation  of  the  complex  and  vexed  questions  constantly  arising  elsewhere 
between  employer  and  employe. 

VIEWS  OF  A  NEW  ENGLAND  WORKINGMEN’S  CLUB  UPON  THE  EDUCATION  OF 

WORKINGMEN’S  CHILDREN. 

In  this  connection  I  extract  from  the  September  number  of  the  New  Princeton 
Review,  for  the  current  year,  the  following  citation  from  the  proceedings  of  a  New 
England  Workingmen’s  Club : 

We  have  examined  the  reports  of  attendance,  and  the  courses  of  study,  of  many  of  the  public 
schools  in  manufacturing  towns  in  various  parts  of  the  country,  and  the  impression  made  upon  our 
minds  is  that  the  arrangement  of  studies  is,  in  the  main,  adapted  to  the  wants  of  pupils  who  take  the 
full  public-school,  or  high-school,  course,  so  as  to  he  prepared,  or  nearly  prepared,  to  enter  college. 

We  also  lind,  by  extended  inquiry,  that  a  large  proportion  of  the  children  of  laborers,  especially  in 
manufacturing  and  mining  communities,  leave  school  finally  before  they  are  fourteen  years  of  age. 
It  appears  to  us  that  the  education  of  these  children  is,  usually,  peculiarly  inefficient,  and,  as  a 
preparation  for  practical  life,  of  little  utility,  from  the  fact  that  they  have  been  employed  mostly  in 
beginnings  in  various  branches  of  knowledge,  and  have  acquired  but  little  that  is  complete  in  itself. 
The  studies  for  pupils  under  fourteen  years  of  age  seem  to  be,  in  great  measure,  only  a  preparation 
for  the  work  of  the  more  advanced  classes,  and  they  are  therefore  of  uncertain  value  to  those  who 
must  leave  school  at  the  age  mentioned. 

We  recommend  that  the  club  invite  the  co-operation  of  workingmen  who  are  interested  in  educa¬ 
tion  in  the  effort  to  arrive  at  some  practical  conclusion  regarding  the  particular  education  which 
working-people  need — the  kind  of  knowledge  or  training  which  can  lie  obtained  at  school  which  will 
be  of  most  worth  to  them  in  mature  life— and  we  suggest  that  it  would  be  well  to  obtain  and  compare 
opinions  as  to  a  course  of  study,  or  different  special  courses  of  study,  for  boys  and  girls  who  must 
leave  school  at  fourteen  years  of  age. 

We  will  add  that  it  appears  to  us  that  such  inquiries  will  be  more  likely  to  yield  valuable  practical 
results  if  some  division  is  made  of  the  subject  of  education,  than  if  it  is  taken  up  as  whole,  or  in  an 
abstract  or  general  way.  The  following  is  suggested : 

1.  It  is  desirable  that  the  children  of  working-people  should  obtain  at  school  knowledge  and  train¬ 
ing  which  shall  be,  in  some  measure,  complete  in  itself  and  available  for  use  in  after  years  regarding 
means  and  methods  for  the  preservation  of  their  bodily  health.  That  is,  they  should' receive  specific 
instruction  as  to  healthful  waysof  living,  and  in  the  care  of  their  eyes,  teeth,  digestive  organs,  and 
other  bodily  faculties.  The  ordinary  methods  of  teaching  physiology  in  schools  seem  to  us  rather 
vague  and  ineffective,  and,  at  any  rate,  not  suited  to  the  needs  of  the  class  of  pupils  we  now  have  in 
mind.  They  should  be  taught  the  value  of  pure  air  and  of  pure  water,  and  of  some  measure  of  out- 
of-door  enjoyment,  in  relation  to  health  of  body  and  mind. 

2.  Laborers  of  all  classes  need  far  greater  readiness  in  “  the  use  of  figures,”  in  ordinary  business 
operations  with  numbers,  than  is  usually  attained,  even  by  the  advanced  pupils  of  our  public  schools. 
Our  children  should  be  trained  to  thorough  efficiency  in  the  use  of  the  tables  and  rules  used  in 
measuring  or  ascertaining  quantities  of  all  kinds  in  actual  business,  such  as  brick-work,  stone-work, 


EDUCATIONAL  NEEDS  OF  WORKINGMEN^  CHILDREN.  777 


and  everything  connected  with  building  operations ;  in  the  measurement  of  articles  of  merchandise, 
of  surfaces  and  solids  of  various  kinds,  and  in  the  methods  of  computation  for  interest,  percentage,  etc. 

3.  They  should  be  taught  whatever  will  be  in' the  greatest  degree  serviceable  in  enabling  them  to 
make  life  interesting  for  themselves  and  for  those  about  them,  and  should  be  early  taught  that  they 
must  depend  mostly  upon  themselves  for  this  object.  As  one  of  the  best  means  to  this  end,  they  should 
be  taught  to  understand,  enjoy  and  respect  the  powers  of  the  English  language,  and  should  be  trained 
to  speak  and  write  it  with  directness  and  sincerity,  so  that  while  they  subsist  by  the  labor  of  their 
hands,  the  life  of  working-people  may  be  made  attractive  and  interesting  to  themselves  by  thought. 
We  believe  that  the  inefficiency  of  education,  and  the  vagueness  and  uncertainty  of  thought  or  mental 
vision  which  it  produces,  are  highly  injurious  to  the  interests  of  the  working-people  of  our  country. 

SCOPE  AND  METHODS  OF  OUR  SCHOOL  SYSTEM. 

In  order  to  suggest  intelligent  direction  for  your  efforts  and  those  of  other  public- 
spirited  citizens  whose  active  occupations  and  pursuits  forbid  their  giving  this  sub¬ 
ject  the  close  investigation  and  thought  its  importance  and  great  scope  demand,  it 
is  proper  briefly  to  enumerate  the  proposed  objects  and  methods  of  our  school 
system,  as  at  present  conducted,  and  then  invite  attention  to  the  views  of  those  best 
qualified  to  make  suggestions  and  recommendations  for  improving  our  present 
method  of  public  instruction  “in  the  interest  of  those  working-people  of  limited 
means  who  wish  their  children  to  look  forward  to  manual  labor  as  the  means  by 
which  they  are  to  obtain  a  livelihood,”  and  fitting  it  to  the  industrial  conditions  that 
must  exist  hereafter.  It  will  be  sufficient  for  this  purpose  and  will  prevent  unneces¬ 
sary  enlargement  of  this  report  to  review,  very  cursorily,  the  educational  facilities 
and  institutions  of  Baltimore  ;  the  character  of  instruction  afforded  and  its  bearing 
upon  the  industries  that  it  seems  essential  to  our  interests  to  improve  and  promote — 
referring  you  to  our  annual  school  and  other  municipal  reports  for  more  detailed 
information. 

ENROLLMENT  IN  THE  PUBLIC  SCHOOLS. 

First  and  most  important  among  our  educational  institutions  stands  the  system  of 
public  schools.  These  comprise  primary  grades,  enrolling  last  year  24,511  pupils; 
grammar  grades,  enrolling  13,381  pupils ;  city  high  schools,  enrolling  1,163  girls ; 
the  City  College,  enrolling  630  boys ;  the  Manual  Training  School,  enrolling  120 
boys.  [Report  of  Commissioner  of  Public  Schools,  page  56.] 

SUBJECTS  TAUGHT. 

The  subjects  taught  in  the  primary  grades  are  reading,  spelling,  elements  of 
arithmetic,  penmanship,  di-awing,  and  vocal  music.  The  same  studies,  with  geog¬ 
raphy  added,  are  pursued  in  the  grammar  grade,  which  requires  five  years  for  com¬ 
pletion,  and  physiology,  history,  grammar  and  composition,  algebra,  geometry,  and 
elementary  physics,  are  begun  toward  the  close  of  the  grammar  course. 

CITY  COLLEGE. 

The  subjects  taught  in  the  City  College,  in  addition  to  the  common  English 
branches,  are  English  history,  book-keeping,  chemistry,  natural  philosophy,  Latin, 
Greek,  French,  German,  literature,  algebra,  geometry,  trigonometry,  calculus, 
astronomy,  mental  and  moral  philosophy,  logic,  and  Constitution  of  the  United 
States. 

GIRLS’  HIGH  SCHOOLS. 

The  advanced  studies  in  the  girls’  high  schools  are  elocution,  French,  physiology 
etymology,  music,  algebra,  drawing,  literature,  rhetoric,  natural  philosophy, 
geometry,  history  of  the  United  States,  mental  philsophy,  book-keeping,  and 
astronomy. 

OTHER  PUBLIC  AND  ENDOWED  SCHOOLS  IN  BALTIMORE. 

The  other  public  and  endowed  institutions  accessible  to  residents  of  Baltimore 
are  the  McDonogh  Institute,  with  a  capacity  for  about  100  pupils ;  the  Maryland 
Institute,  with  very  inadequate  accommodations  for  perhaps  500  or  600  students ; 
the  University  of  Maryland,  for  students  of  law  and  medicine  ;  the  State  normal 
school  and  colored  normal  school  for  training  teachers ;  and  the  Johns  Hopkins 
University,  which  affords  higher  instruction  to  such  students  from  different  parts 
of  the  world  as  possess  the  high  standard  of  qualifications  necessary  for  admission 
to  its  classes. 

SCHOOLS  AFFORDING  INSTRUCTION  IN  ART  AND  APPLIED  SCIENCE. 

With  the  exception  of  drawing  in  the  public  schools,  but  little  is  taught  that 
serves  to  fit  pupils  for  industrial  handiwork.  Of  the  schools  professing  to  teach,  in 
a  practical  way,  the  science  and  arts  underlying  the  industries  of  this  country,  there 


778  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


are  only  the  Maryland  Institute,  the  Manual  Training  School,  and  the  McDonogh 
School.  The  first  of  these  has  to  do  with  the  arts  and  with  drawing,  while  only  the 
latter  two  pretend  to  teach  applied  science ;  and  together,  they  afford  instruction  to 
fewer  than  three  hundred  boys,  many  of  whom  are  in  these  schools  for  only  a 
secondary  purpose,  expecting,  ultimately,  to  become  clerks,  shopkeepers,  or  profes¬ 
sional  men. 

EVENING  INSTRUCTION. 

At  the  present  time  in  the  city  of  Baltimore  almost  nothing  is  being  done  in  the 
way  of  affording  evening  instruction  to  young  people  who  are  engaged  in  labor  dur¬ 
ing  the  day.  The  attempts  that  have  been  made  towards  doing  something  in  this 
direction  by  the  public  schools  have  not  been  very  successful.  No  doubt  one  of  the 
principal  reasons  of  the  failure  is  that  the  instruction  offered  to  boys  and  girls  has 
not  been  sufficiently  practical  to  induce  them  to  put  forth  the  exertion  required  to 
enable  them  to  profit  by  it. 

BALTIMORE’S  LIMITED  FACILITIES  FOR  PRACTICAL  TRAINING. 

From  these  scanty  statistics  and  citations  it  is  readily  seen  that  only  a  few  schools, 
with  very  limited  capacity  and  insignificant  financial  support,  can  be  classed  as 
affording  our  working  population  a  knowledge  of  the  sciences  as  applied  in  indus¬ 
trial  pursuits,  and,  therefore,  the  members  of  this  large  class  necessarily  enter  the 
usual  occupations  of  life  untaught  in  technical  knowledge  and  untrained  in  manual 
skill.  Lacking  the  technical  knowledge  and  the  manual  training  to  perform  intelli¬ 
gently  and  skillfully  the  operations  of  the  manufactures  and  other  kinds  of  indus¬ 
trial  work  they  expect  to  pursue  all  their  lives,  they  must  waste  years  that  should 
be  devoted  to  school  or  to  earning  wages,  in  acquiring  sufficient  manual  dexterity 
to  make  their  services  valuable  even  in  this  market,  and  in  doing  this  they  forget 
much  of  the  temporary  information  acquired  at  school.  Manifestly,  therefore,  in 
order  to  supply  the  missing  link  in  our  public-school  system,  something  must  be 
done  to  provide  facilities  for  imparting  information  and  affording  training  of  a 
character  that  will  fit  the  workingman's  children  for  acquiring  such  scientific 
knowledge  as  can  be  utilized  in  their  various  occupations.  Of  the  $715,362  appro¬ 
priated  by  the  city  of  Baltimore  for  public-school  instruction  for  the  year  1885,  only 
$12,800  or  11  per  cent,  was  devoted  to  conducting  the  Manual  Training  School, 
and  this  is  the  only  purely  industrial  institute  provided  for  under  our  public-school 
system. 

DISPOSITION  OF  SCHOOL  FUNDS. 

The  remainder  of  this  very  large  sum  is  divided  into  sub-appropriations  for  the 
several  grades  devoted  mostly  to  literary  training.  Included  in  this  general  sum  is 
$6,000  for  conducting  evening  schools,  which,  however,  are  devoted  entirely  to  the 
common  English  branches.  While  only  $12,800  is  devoted  to  special  industrial 
education,  about  $75,000 — or  more  than  10  per  cent,  of  the  school  appropriation — is 
annually  expended  in  maintaining  two  high  schools  and  the  City  College,  which  do 
little  toward  fitting  their  pupils  (about  1,800  or  less  than  4  per  cent,  of  the  enroll¬ 
ment)  for  handicrafts — their  curricula  being  intended  to  qualify  pupils  for  clerk¬ 
ships  and  the  learned  professions. 

THE  CLAIMS  FOR  SPECIAL  INDUSTRIAL  SCHOOL  FACILITIES  ARE  EQUALLY  AS  STRONG 
AS  THE  CLAIMS  FOR  SPECIAL  LITERARY  TRAINING. 

As  the  Johns  Hopkins  University  is  exclusively  devoted  to  higher  education  ;  as 
the  Maryland  Agricultural  College  is  practically  a  cipher  in  affording  technical 
training  ;  as  the  Manual  Training  School,  even  were  it  an  efficient  institution,  as  in 
point  of  fact  it  is  not,  could  instruct  only  150  boys,  or  less  than  three-fifths  of  one 
per  cent,  of  our  public-school  enrollment ;  as  the  Maryland  Institute,  with  its  meagre 
facilities  and  insuffh  lent  support,  affords  only  special  instruction  in  art  and  draw¬ 
ing,  it  may  properly  be  said  that  Baltimore,  with  a  population  of  nearly  400,000,  a 
school  enumeration  of  nearly  100,000,  and  an  annual  school  expenditure  of  nearly 
three-quarters  of  a  million  dollars,  is  practically  devoid  of  facilities  for  fitting  her 
working  classes  for  their  life  work.  In  view  of  these  facts.  I  apprehend  it  is  not 
overstepping  the  bounds  of  propriety  to  suggest,  in  this  report,  that  those  children 
whose  circumstances  or  inclinations  clearly  point  to  an  industrial  career  should 
have  facilities  for  special  training  bearing  on  their  life  work  relatively  equivalent 
in  extent  to  the  facilities  that  are  now  afforded  in  our  City  College  and  high  schools 
to  those  who  expect  to  follow  avocations  of  a  different  character.  It  is  not  intended 
by  these  remarks  to  claim  that  public-school  instruction  should  fit  persons  for  indus¬ 
trial  pursuits  alone,  nor  that  it  should  attempt  unduly  to  dispose  children  towards 


ENGLISH  COMMENTS  ON  AMERICAN  EDUCATION. 


779 


those  pursuits,  but  that  it  should  afford  opportunities  for  qualifying  those  whose 
circumstances  and  dispositions  or  genius  point  directly  to  industrial  occupations, 
for  that  sphere  of  labor,  just  as  it  now  fits  others  for  literary  work  or  the  learned 
professions.  That  technical  education  has  a  claim  on  our  municipal  schools  equal 
to  that  of  literary  education,  and  that  industrial  training  deserves  a  place  in  our 
schools  both  as  a  necessary  compliment  to  intellectual  training  and  as  a  preparation 
for  pursuits  involving  manual  labor,  ought  to  be  patent  to  all. 

TENDENCY  OF  OUR  SCHOOL  INSTRUCTION. 

Without  undertaking  to  discuss  at  greater  length  the  efficiency  or  practicability 
of  the  instruction  in  our  free  schools,  attention  cannot  be  too  strongly  drawn  to  the 
fact  that  the  whole  tendency  of  our  teaching  is  the  imparting  of  temporary  infor- 
rnavon  to  children,  less  than  4  per  cent,  of  whom  pass  into  the  High  School,  and 
probably  90  per  cent,  of  whom  pass  from  our  primary  and  grammar  schools  into 
various  industrial  occupations  before  reaching  fifteen  years  of  age.  On  this  point  I 
cannot  more  forcibly  and  gracefully  present  the  deficiencies  of  its  common-school 
system  than  by  applying  to  the  city  of  Baltimore  the  language  used  by  Mr.  William 
Mather,  of  England,  in  his  testimony  before  the  Senate  Committee  on  Education 
and  Labor,  whose  report  on  labor  and  capital  has  but  recently  been  published. 
This  testimony  is  a  valuable  expost  of  the  practical  relations  of  our  educational 
system  to  our  industries  and,  besides  being  fertile  in  suggestions  of  value  in  refer¬ 
ence  to  the  American  school  system  generally,  bears  directly  upon  the  question  now 
under  consideration — the  educational  needs  of  Baltimore. 

MR.  MATHER’S  COMMENTS  AND  STRICTURES  ON  OUR  EDUCATIONAL  SYSTEM. 

Mr.  Mather  says: 

Id  my  travels  through  your  country  In  pursuit  of  my  inquiries,  I  have  visited  about  twenty-two 
cities,  and  stayed  at  each  for  a  while  making  inquiries.  I  suppose  I  have  visited  over  one  hundred 
institutions  of  various  kinds,  particularly  schools  and  colleges,  and  I  think  I  have  a  pretty  fair  notion 
of  what  you  are  doing  in  the  direction  of  education,  both  generally  and  specifically.  My  opinion  is, 
in  regard  to  the  question  raised  by  your  inquiry,  that  you  would  have  an  immense  effect  upon  ihe 
condition  of  the  working  classes  here  if  you  would  alter  the  methods  of  teaching  in  your  primary  aud 
grammar  schools,  and  very  much  also  in  the  high  schools. 

After  having  given  reading,  writing,  arithmetic,  and  those  rudiments  of  education  which  you  give 
thoroughly  aud  intelligently — you  seem  in  that  respect  to  ground  the  children  thoroughly  well  in  the 
rudiments  of  education — you  then  seem  to  pile  upon  them  a  lot  of  studies  which  do  not  enter  into 
their  lives  afterwards  when  they  come  to  work,  and  you  utterly  ignore  in  all  vour  public  schools  that 
element  of  industrial  training  which  seems  to  me  so  necessary  for  every  people — particularly  a  people 
like  the  Americans,  so  mechanical  and  industrial  in  their  occupations. 

Looking  at  the  course  of  education  of  the  grammar  school,  the  graduates  of  that  school  everywhere 
appear  to  me  to  have  spent  a  great  deal  of  time  on  the  refinements  of  grammar  and  of  literature — 
education  of  very  little  consequence  to  them  when  they  pass  into  their  life-employments— and  during 
that  time  they  have  no  opportunity  of  acquiring  knowledge  of  the  natural  laws  or  elements  of  chem¬ 
istry,  physics,  or  the  various  sciences  that  underlie  all  the  industries  that  abound  in  the  country,  and 
into  one  or  the  other  of  which  these  children  are  passing.  That  is  all  a  dark  and  unknown  land  to 
them,  and  I  think  it  is  a  misfortune  to  the  working  classes  of  this  country  that  their  education  runs 
so  much  to  the  side  of  literature,  and  not  to  the  industrial  and  scientific  side. 

To  illustrate  how  readily  children  can  acquire  such  information,  wo  have  adopted  iu  England,  in  our 
new  “Board”  schools,  quite  a  different  system.  If  you  examine  a  boy  of  twelve  to  fourteen  years 
of  age  in  our  new  “  Board  ”  schools  throughout  any  of  our  large  cities,  you  will  find  that  he  will  at 
that  age  know  as  much  about  the  elements  of  simple  mathematics,  mechanical  drawing,  physics, 
■chemistry,  electricity,  magnetism,  and  all  those  general  elements  of  science,  as  many  of  your  boys  and 
girls  do  in  the  high  schools  when  they  are  sixteen  or  seventeen  years  of  age.  That  is  not  owing  to 
the  fact  that  our  ooys  and  girls  are  any  smarter  or  more  intelligent  than  yours,  but  is  owing  entirely 
to  the  system  of  education  adopted.  We  are  endeavoring  to  bring  this  natural  system  of  education 
in  our  country  to  a  point  where  it  will  be  of  uso  to  the  working  classes  chiefly;  and  vre  endeavor 
to  teach  them  those  subjects  that  will  have  a  direct  bearing  ou  their  future  employments.  Without 
teaching  them  a  trade,  or  any  particular  handicraft,  all  the  tendency  of  the  teaching  is  to  make  them 
oltlier  commercially  or  industrially  a  success,  in  the  way  of  having  some  scientific  knowledge  which 
they  can  utilize  as  they  pass  into  their  various  occupations. 

I  find  in  this  country  what  I  should  call  lamentable  want  in  this  respect.  I  think  it  only  requires 
that  your  public  men,  your  educators,  should  take  this  into  immediate  consideration,  in  order  at  once 
to  alter  the  curriculum  of  the  grammar  schools,  so  that  a  large  portion  of  the  time  should  be  devoted 
to  these  more  important  subjects  and  less  given  to  the  facts  of  ancient  history  or  remote  matters, 
which  the  children  will  probably  never  think  of  when  they  once  pass  out  of  school  into  the  ordinary 
occupations  of  life.  *  *  * 

Under  the  ordinary  arrangements  we  are  now  trying  to  introduce  industrial  occupations  generally, 
and  we  have  thus  far  tried  it  to  the  extent  of  joinery  or  carpentry  classes.  W e  have  in  several  of  tie 
Manchester  schools  put  up  sheds  for  carpentry  classes,  titled  up  with  benches,  and  turned  every  boy 
in  the  school,  nolens  volenti,  who  is  as  much  as  ten  years  of  age,  into  the  carpentry  class  for  three  hours 
every  week,  dividing  the  time  into  three  lessons  per  week.  There  all  the  various  timbers  from  all 
parts  of  the  world  are  collected,  and  a  little  lecture  is  given  to  the  boys  as  to  the  character  of  the 
woods  and  what  they  are  good  for.  Then  each  boy  must  take  his  tools  and  cut  from  a  log  a  certain 
piece  of  timber,  under  the  instruction  of  the  foreman  of  the  department.  So  each  boy  goes  through  the 
different  lines  of  work  in  the  department,  always  under  instructions.  This  has  had  a  wonderful 
effect  on  pupils,  and  has  really  increased  their  intelligence,  so  that  the  three  hours  lost  from  the  other 


780  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


departments  of  the  school  are  not  in  fact  lost,  as  the  hoys  keep  well  abreast  with  the  others  In  the 
other  studies. 

Q.  You  find  this  industrial  education  quite  as  beneficial  to  the  intellect  as  the  pursuit  of  the  studies 
in  the  literary  department? 

A.  Yes ;  it  would  almost  seem  to  have  revealed  to  us  already  that  the  proper  method  of  training  the 
intellect  is  to.ioiu  industrial  work  to  the  teachings  of  the  school.  We  find  these  boys  are  more  capa¬ 
ble  of  understanding  the  oral  teaching  and  they  understand  better  what  they  read.  Their  minds  are 
made  more  reflective  and  receptive  by  the  fact  that  they  have  depended  more  upon  themselves  and 
put  into  operation  the  knowledge  that  they  have  before  acquired  in  the  schools.  That  experiment 
lias  been  tried,  as  you  are  probably  aware,  very  extensively  in  France  since  the  Republic  was  estab¬ 
lished  there,  and  with  very  remarkable  results.  On  seeing,  in  some  cases,  the  benefits  to  be  derived 
from  that  plan,  we  have  made  some  experiments  in  England,  and  we  think  they  are  so  satisfactory 
that  we  shall  endeavor  to  bring  to  adoption  in  all  our  public  schools  some  plan  of  industrial  or 
mechanical  training  to  go  side  by  side  with  the  intellectual  courses. 

Q.  Will  you  be  kind  enough  to  give  us  the  result  of  your  investigations,  if  you  please?  We  shall 
not  often  have  opportunity  to  get  it  from  so  authoritative  a  source. 

A.  Well,  I  hardly  think  it  would  be  quite  pertinent  to  the  question  we  are  discussing.  All  I  need 
to  say  is  that  I  think  the  opportunities  in  France,  Switzerland,  and  Germany  for  technical  training 
have  of  late  years  become  quite  extensive.  In  all  large  cities  the  training  is  very  thorough.  If  they 
err  at  all  there,  it  is,  as  I  think,  that  they  theorize  too  much,  and  cause  their  students  to  imagine  that, 
in  passing  through  their  technical  schools,  they  have  already  acquired  all  the  knowledge  necessary  to 
make  them  engineers,  chemists,  miners,  etc.,  and  that  actual,  practical  work  in  shops,  mines,  and 
laboratories  is  not  necessary.  That  is  the  evil  that  is  encountered  by  their  methods  of  teaching,  and  is 
one  that  I  think  neither  Americans  nor  the  English  are  likely  to  see  in  their  own  systems  when  they 
adopt  anything  of  the  kind. 

As  you  know,  your  country  does  possess  already  a  considerable  number  of  very  remarkable  tech¬ 
nical  schools,  which  certainly  are  not  surpassed  by  any  school  in  Europe.  They  are  schools,  however, 
that  are  not  available  for  the'  working  classes,  as  are  those  of  Germany,  France,  and  Switzerland,  and 
what  little  we  have  done  in  England.  They  belong  to  a  higher  rank  in  society,  and  therefore  you  have 
not  felt  them  in  your  ordinary  life.  But  for  the  training  of  skillful  managers,  foremen,  and  even  pro¬ 
prietors  of  large  industries,  about  a  dozen  of  the  schools  and  colleges  of  this  country  are  not  surpassed 
by  anything  in  Europe.  I  need  only  to  refer  to  the  technological  institute  at  Boston,  for  example. 
That  form  of  school  is  purely  technical,  and,  in  the  branches  which  they  adopt  for  their  course  of 
teaching,  they  have  a  practical  method  of  carrying  out  all  the  occupations,  industrial  and  practical, 
in  a  simple  form  before  the  students  which  I  think  is  much  more  to  the  purpose  than  anything  done 
in  Europe.  The  American  mind  is  essentially  more  practical  than  the  German  or  the  French,  and  in 
these  schools  we  see  the  effect  of  the  difference.  They  keep  their  eyes  fixed  upon  one  thing — that 
these  young  men  are  to  become  masters  or  captains  of  industry— and,  therefore,  all  the  teaching  has 
a  strong  practical  bias.  The  State  universities  in  this  •country — those  coming  under  the  national 
grant — would,  of  course,  become  excellent  sources  for  technical  and  industrial  learning,  which  might 
he  utilized  largely  without  costing  much  money,  either  to  the  State  or  to  the  community. 

You  seem  to  have  a  widespread — almost  universal  —opportunity  for  all  the  people  here  to  get  a  tech¬ 
nical  and  scientific  education.  All  that  you  want  is  a  shuffling'of  the  cards  to  alter  the  curricula  of 
the  various  institutions.  There  is  more  spent  in  this  country  for  education  than  in  any  other  country 
in  the  world — both  I  think  bv private  beneficient  individuals  who  have  left  money  for  certain  colleges 
and  universities,  and,  of  course,  by  the  generosity  of  your  towns  and  cities  in  the  public-school  svs- 
tem — that  is  a  fact  of  world- wide  notoriety.  I  do  not  think  the  working  classes  here  have  anything 
at  all  to  complain  of  in  regard  to  education,  except  that  it  does  not  have  a  strong  enough  and  close 
enough  relation  to  the  industries  which  the  working  classes  pursue. 

When  you  turn  out  nine-tenths  of  all  the  boys  and  girls  in  this  country  from  the  schools  at  the 
grammar-school  age-^ fourteen. or  fifteen — you  can  see  how  important  it  is  that  at  that  age  they  havo 
not  been  carried  through  that  precise  course  of  study  which  those  may  reasonably  pass  through  who 
intend  to  pursue  education  up  to  the  age  of  eighteen  in  the  high  school.  I  suppose  it  would  he  a 
very  simple  matter  to  make  such  regulations  in  regard  to  primary  and  industrial  schools  for  those 
children  whose  parents  intend  they  shall  leave  at  fourteen  or  fifteen  years  of  age,  and  not  pursue  the 
high-school  studies ;  that  in  those  cases  such  a  change  could  be  made  in  the  curriculum  of  all  the 
grades  that  the  teaching  should  he  more  of  an  industrial  character,  and  afford  the  information  and 
training  that  will  enable  them  to  pursue  their  occupations  moro  intelligently.  That,  I  think,  is  a 
thing  that  the  workpeople  have  a  right  to  claim  here — a  revision  of  the  course  of  instruction  in  the 
public  schools. 

One  thing  I  have  heard  remarked  by  many  Americans,  and  observed  myself  as  I  have  gone  through 
the  country — that  boys  and  girls  just  arriving  at  the  age  for  entering  into  occupations  involving  man¬ 
ual  labor  rather  seek  what  we  call  in  England  polite  employments — to  be  clerks,  or  to  be  in  stores,  or 
some  work  that  does  not  involve  manual  labor.  Frequently  there  is  considerable  difficulty  in  some  of 
the  mills  and  manufactories  in  keeping  there  those  who  may  have  commenced  to  learn  a  trade  or  occu¬ 
pation,  because  they  find  manual  labor  uninteresting,  as  they  are  sure  to  find  it  when  they  have  no 
knowledge  whatever  of  the  meaning  of  all  this  labor,  or  of'  the  scientific  truths  underlying  it  all. 
Their  respective  powers  are  not  interested;  hence  manual  labor  becomes  a  drudgery,  and  they  soon 
leave  those  industries  if  they  have  opportunity.  Most  of  your  employers  say  they  can  not  keep 
American  youths  at  this  work.  They  do  not  like  manual  labor. 

We  want  to  elevate  and  exalt  the  idea  of  manual  labor  in  England.  We  do  not  want  our  public 
school  system  to  give  the  children  of  the  working-people  the  idea  that,  labor  is  low,  uninteresting,  and 
vulgar.  We  want  to  avoid  that  by  giving  them  opportunity  to  take  interest  in  the  sciences  that 
underlie  all  our  industries,  and  so  imbue  them,  through  that  instruction,  with  an  intelligence  t  hat 
will  give  them  an  enjoyment  of  life  unknown  to  their  fathers.  That  character  of  instruction  it  is 
not  possible  to  get  at  such  schools  as  I  have  described. 

OPINION  OF  PROMINENT  EDUCATORS. 

At  a  joint  meeting  of  the  National  Teachers’  Association  and  the  American 
Institute  of  Instruction,  held  at  Saratoga  in  1882,  there  was  a  report  on  Industrial 
Education  by  a  committee  previously  appointed,  consisting  of  General  Francis  A. 
Walker,  President  of  the  Massachusetts  Institute  of  Technology ;  President  M.  C. 
Femald,  of  Maine  College  of  Agriculture  and  Mechanic  Arts  ;  President  M.  H.  Buck- 
ham,  of  the  University  of  Vermont ;  Prof.  William  H.  Brewer,  of  the  Sheffield 


REPORT  ON  INDUSTRIAL  EDUCATION,  SARATOGA,  1882.  781 

Scientific  School,  Yale  College ;  William  B.  Weeden,  of  Providence,  R.  I.,  and  John 
S.  Clark,  of  Boston.  This  committee  reported  as  follows  : 

Tour  committee  chosen  to  investigate  the  subject  of  Industrial  Education,  and  to  report  thereon  to 
your  association,  beg  to  submit  the  following  as  their  conclusions  and  their  recommendations: 

Tour  committee  are  of  the  opinion  that  there  should  be  incorporated  in  the  present  scheme  of  pub¬ 
lic  education  broader  provisions  than  now  exist  for  imparting  to  our  youth  the  elements  of  knowledge 
and  skill  required  in  the  industrial  arts:  not  alone  for  the  development  of  those  arts,  but  also  as  a 
part  of  the  general  system  of  public  education,  having  for  its  object  training  for  citizenship  through 
the  normal  development  of  individual  power. 

To  this  end  they  would  recommend : 

First..  The  introduction  into  public  schools  of  proper  appliances  for  the  development  of  the  sense- 
perception  of  pupils,  in  regard  to  color,  form,  proportion,  etc.,  by  contact  with  models  and  with  nat¬ 
ural  objects. 

Second.  The  introduction  into  grammar  schools  of  simple  physical  and  chemical  experiments  for 
the  purpose  of  acquainting  pupils,  through  original  observation,  with  the  elements  of  chemical  and 
physical  science  and  their  common  applications  in  the  arts. 

third.  The  teaching  of  drawing,  not  as  an  accomplishment,  but  as  a  language  for  the  graphic  pres¬ 
entation  of  the  facts  of  form  and  of  matter;  for  the  representation  of  the  appearance  of  objects,  and 
also  as  a  means  of  developing  taste  in  industrial  design. 

Fourth.  The  introduction  into  grammar  and  high  schools  of  instruction  in  the  use  of  tools;  not  for 
their  application  in  any  particular  trade  or  trades,  but  for  developing  skill  of  hand  in  the  fundamental 
manipulations  connected  with  the  industrial  arts,  and  also  as  a  means  of  mental  development. 

In  view  of  the  fact  that  much  misconception  exists  in  regard  to  giving  instruction  in  the  several 
features  recommended  and  of  the  desirability  of  more  information  in  regard  to  their  practical  intro¬ 
duction  into  schools,  your  committee  suggest  a  further  examination  into  the  general  subject  of  indus¬ 
trial  education  and  its  relation  to  public  education. 

Tliis  testimony,  officially  published  by  so  representative  a  body  of  practical  edu¬ 
cators  as  the  National  Teachers’  Association  and  the  American  Institute  of  Instruc¬ 
tion,  hardly  needs  supplementing,  though  much  more  testimony  to  the  same  effect 
can  be  furnished,  if  needed,  to  serve  the  purpose  in  view.  In  lieu  of  more  extended 
comment,  I  herein  make  a  simple  reference  to  Judge  MacArthur's  late  book  on 
“Education  in  its  Relation  to  Industry,”  Charles  Ham’s  new  book  on  “  Manual 
Training,”  and  C.  B.  Stetson’s  work  on  “  Technical  Education,”  remarking  that  all 
of  their  testimony  is  in  perfect  harmony  with  the  strictures  contained  in  the  quota¬ 
tions  from  Mr.  Mather’s  report  [Exhibit  M]  and  those  made  by  Dr.  Philbrick 
[Exhibit  N]  in  the  report  on  the  City  School  Systems  of  the  U nited  States,  which  is 
in  itself  a  compendium  of  the  subject. 

INFLUENCE  OF  PUBLIC-SCHOOL  INSTRUCTION  IN  DETERMINING  THE  FUTURE  CAREER 

OF  PUPILS. 

In  concluding  the1  discussion  of  our  public-school  system  I  may  remark  that, 
broadly  speaking,  our  lower  and  middle  classes  get  no  educational  training  beyond 
what  is  afforded  in  the  public  schools,  and  the  direction  given  their  studies  greatly 
influences,  if  it  does  not  entirely  shape,  their  future  career  and  consequently,  in 
the  aggregate,  our  social,  industrial,  and  national  life.  This  statement  is  simply  a 
reiteration  of  the  fact  that  if  our  school  instruction,  broadly  considered,  is  to  fit 
young  people  only  for  literary  pursuits  and  the  learned  professions,  our  industries 
must  languish  for  want  of  qualified  persons  to  direct  them  and  lack  of  skill  and 
intelligence  in  the  performance  of  the  labor  necessary  to  their  successful  develop¬ 
ment.  On  the  other  hand,  if  our  schools  are  such  as  to  fit  young  people  for  indus¬ 
trial  pursuits,  as  well  as  for  professions  and  clerkships,  thus  placing  the  professions 
and  occupations  requiring  manual  labor  on  an  equal  footing  in  point  of  dignity  and 
qualified  operatives,  we  may  expect  a  systematic  development  of  our  national  wel¬ 
fare.  By  giving  more  attention  to  scientific  instruction,  and  to  the  training  of  the 
hand  and  eye,  our  public  schools  would  not  only  do  much  toward  meeting  the 
present  requirements  of  industry,  but  the  reaction  upon  the  schools  themselves 
would  be  highly  beneficial,  and  intellectual  training  would  assume  a  high  value  in 
all  grades  of  society.  Teach  the  boys  in  our  public  schools  that  to  be  a  carpenter, 
a  machinist,  or  a  moulder,  is  just  as  honorable,  requires  no  less  skill,  and  may  be 
more  profitable,  than  to  be  a  clerk,  or  a  doctor,  or  a  lawyer,  and  there  will  be  hun¬ 
dreds  of  qualified  applicants  for  apprenticeship  in  our  best  shops,  and  soon  educated 
labor  will  take  the  place  of  uneducated  labor,  and  intelligent  mechanics  will  dis¬ 
place  those  who  refuse  to  leam  more  than  they -already  know.  But  as  matters  now 
stand,  with  scarcely  any  facilities  in  our  school  system  for  even  the  most  elemen¬ 
tary  technical  training,  few  boys  who  leave  the  higher  grades  of  our  schools  have 
any  disposition  to  enter  a  workshop  as  apprentices ;  not  because  they  have  no 
mechanical  genius  or  capacity  for  artisanship  (for  oftentimes  their  bent  of  mind  is 
more  in  the  direction  of  such  pursuits  than  otherwise),  but  because  their  education 
has  been  such  as  to  prejudice  them  against  pursuits  requiring  manual  labor  and  to 
predispose  them  toward  some  other  sphere  of  activity  which  they  look  upon  as 
more  dignified  and  as  giving  them  a  higher  social  standing. 


782  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


NEED  OF  FACILITIES  FOR  HIGHER  TECHNICAL  TRAINING. 

It  may  not  be  gainsaid  that  Baltimore  is  sadly  in  need  of  additional  facilities  for 
those  of  her  youth  who  are  to  become  active  managers  of  shops  and  factories  or 
specialists  in  industrial  occupations.  While  there  are  many  considerations  which 
should  induce  the  State  or  our  municipality  to  take  immediate  action  in  the  direc¬ 
tion  of  providing  for  the  great  educational  want  that  has  been  shown  to  exist  in 
our  midst,  one  also  not  unnaturally  looks  for  efficient  help  in  the  direction  of  the 
great  University  which  has  already  become  so  conspicuous  a  part  of  our  educational 
system. 

REASONS  WHY  THE  JOHNS  HOPKINS  UNIVERSITY  SHOULD  PROMOTE  INDUSTRIAL 

EDUCATION  IN  BALTIMORE. 

There  certainly  are  cogent  reasons  why  the  Johns  Hopkins  University  should 
co-operate  to  this  end ;  prominent  among  which  is  the  undeniable  fact  that  its 
trustees  are  charged  with  the  administration  of  a  bequest  that  was  primarily 
intended  by  the  testator  for  the  practical  education  of  the  youth  of  Maryland  and 
the  South.  Upon  casual  reflection  only,  an  extended  reference  to  the  character  of 
instruction  in  that  institution  might  not  be  considered  especially  pertinent  to  such 
a  report  as  this,  but  as  one  of  its  principal  objects  is  to  secure  for  our  service  a 
sufficient  number  of  young  men  possessed  of  such  general  and  varied  knowledge 
and  technical  training  as  will  fit  them  for  the  many  positions  of  responsibility  in 
this  service,  in  which  vacancies  are  constantly  occurring,  and  as  many  of  these 
positions  call  for  greater  skill  and  a  higher  grade  of  education  than  are  at  present 
contemplated  in  connection  with  our  Mt.  Clare  school,  the  curriculum  and  methods 
of  the  Johns  Hopkins  University  become,  as  a  matter  of  fact,  of  great  moment  in 
this  connection. 


RELATIONS  OF  JOHNS  HOPKINS  TO  B.  &  O.  R.  R. 

Such  reference  is  further  justified  by  the  close  financial  and  executive  relations 
which  the  founder  of  that  University  sustained  to  the  Baltimore  and  Ohio  Railroad 
Company,  and  by  the  fact  that  the  greater  part  of  its  endowment  is  vested  in  the 
securities  of  that  Company,  whose  successful  and  economical  administration  is 
vital  to  its  own  prosperity  and  existence.  If,  therefore,  some  part  of  the  large 
annual  income  which  the  University  enjoys  through  this  Company’s  operations 
($136,286),  and  some  portion  of  the  services  of  its  organized  corps  of  experienced 
teachers  and  of  its  extensive  equipment  can  be  secured  in  aid  of  the  higher  training 
in  mechanical  and  industrial  pursuits  of  those  to  whom  we  must  look  for  skilled 
and  intelligent  operatives,  and  of  the  children  of  our  workpeople  generally,  than 
our  limited  facilities  can  afford,  the  interests  of  the  Baltimore  and  Ohio  Railroad 
Company,  as  well  as  of  all  other  manufacturing  corporations,  and  of  the  city  gen¬ 
erally,  will  be  materially  promoted  ;  while  the  University  itself  would  achieve 
great  renown  as  the  champion  of  high  industrial  education  for  the  masses,  and  its 
trustees  would,  at  the  same  time,  relieve  themselves  of  the  blame  which  now 
attaches,  in  the  minds  of  many  of  our  respectable  citizens,  to  their  method  of 
administering  the  Johns  Hopkins  bequest.  The  citizens  of  Baltimore  are  not  alone 
in  thinking  that  the  managers  of  the  Johns  Hopkins  University  Trust  have  mis¬ 
judged,  not  only  the  intention  of  its  founder,  but  also  the  spirit  and  the  want  of 
the  nation  and  of  the  present  age. 


mr.  mather's  criticisms  on  johns  hopkins  university*  methods. 

In  this  connection,  I  again  call  attention  to  that  exhibit  in  the  appendix  of  this 
report  (Exhibit  M)  in  which  Mr.  Mather  regretfully  refers  to  the  devotion  of  this 
University  to  the  highest  mathematical,  physical  and  medical  sciences,  and  to  its 
decided  and  especial  bias  towards  original  research  and  scientific  discoveries  in  pure 
science  and  other  theoretical  rather  than  practical  branches,  and  also  to  his  further 
remark  that  “One  might  expect  from  so  richly  endowed  an  institution  a  more 
direct  relation  to  scientific  industry  than  now  appears  to  be  the  case.  With  an 
income  of  $225,000  a  year,  it  would  appear  possible  for  a  larger  amount  of  work  to 
be  done  among  the  people  of  the  city  without  in  any  degree  diminishing  the  high 
class  of  instruction  in  the  advanced  stages  of  literary  and  scientific  study.” 


METHODS  OF  JOHNS  HOPKINS  UNIVERSITY. 


783 


THE  UNIVERSITY  IS  NOT  DEVOTED  TO  THOSE  PURPOSES  FOR  WHICH  IT  WAS 

FOUNDED. 

It  is  unquestionable  that  its  splendid  endowment  has  stimulated  literary  and 
scientific  education ;  but,  in  view  of  Mr.  Hopkins’s  well-known  practical  turn  of 
mind  and  of  those  terms  of  his  will  which  are  susceptible  of  different  constructions, 
it  is  important  to  consider  the  character  of  work  to  which  the  University  is  now 
devoted,  in  order  to  gauge  its  powers  and  influence  in  affording  educational  facili¬ 
ties  to  the  youth  of  the  States  of  Maryland,  Virginia,  and  North  Carolina,  whose 
preparation  for  the  practical  pursuits  of  life  and  instruction  in  branches  not  taught 
under  our  common-school  system,  for  which,  in  specific  terms,  it  was  incorporated 
and  which  it  is  also  the  testimony  of  his  intimate  associates  the  institution  was 
founded. 

AMOUNT  AND  DISPOSITION  OF  THE  JOHNS  HOPKINS  BEQUESTS  FOR  UNIVERSITY 

PURPOSES. 

The  present  income  of  the  Johns  Hopkins  University  is  (closely  approximated) 
$225,000  per  annum,  derived  from  an  endowment  of  about  $3,500,000 ;  of  which 
$2,207,900  is  in  Baltimore  and  Ohio  securities.  Making  liberal  allowance  for  the 
cost  of  buildings,  apparatus,  etc.,  it  is  ascertained  that  an  average  of  consider¬ 
ably  more  than  $100,000  has,  yearly,  since  1876,  been  expended  for  instructing  an 
average  each  year  of  only  188  students ;  that  the  annual  cost  of  instruction  per 
student  has  been  at  least  $700,  and  that  each  of  the  several  teachers  has  had  an 
average  of  not  more  than  six  students  to  instruct,  for  which  services  they  have  been 
paid  salaries  varying  from  $2,000  to  $5,000  per  annum.  While  these  figures  are 
approximate,  it  is  certain  that  since  the  institution  was  opened  for  students  more 
than  $1,000,000  have  been  expended  for  the  instruction  of  less  than  one  thousand 
individuals,  for  an  average  of  less  than  two  years  each.  Considering  the  magni¬ 
tude  of  this  fund  and  the  almost  unparalleled  expenditure  per  individual  student, 
one  might  certainly  look  for  encouraging  results  in  those  lines  for  which  the  trust 
was  primarily  founded  ;  but,  as  a  matter  of  fact,  out  of  the  923  students  who  have 
matriculated  during  the  ten  years  of  its  existence,  fewer  than  fifty  have  followed 
the  occupation  of  merchants,  engineers,  electricians,  manufacturers,  or  engaged  in 
other  industrial  pursuits ;  while  all  the  rest  were  educated  for  professions  not 
directly  related  to  our  industries. 

THE  COURSE  OF  INSTRUCTION  IN  JOHNS  HOPKINS  UNIVERSITY  DOES  NOT  FIT  FOR 

INDUSTRIAL  CALLINGS. 

Even  the  few  who  have  gone  from  the  University  to  engage  in  practical  industry 
have  done  so  by  chance  or  from  previous  inclination,  as  the  training  received  there 
did  not  particularly  fit  them  for  an  industrial  calling.  Certainly  those  in  whose 
behalf  Mr.  Hopkins’s  magnificent  bequest  was  made  have  a  right  to  expect  greater 
results  than  these  from  the  proper  management  of  that  fund. 

WHAT  THE  PRESIDENT  AND  TRUSTEES  MAY  CLAIM  AS  THE  RESULT  OF  THE 

UNIVERSITY  WORK. 

If  the  President  and  Trustees  are  asked  what  the  University  has  done  for  the 
public,  they  will  doubtless  say  that  it  has  provided  a  large  staff  of  able  teachers, 
well  equipped  laboratories,  and  carefully  selected  libraries ;  that  it  affords  broad 
and  liberal  courses  of  study;  that  it  encourages  original  research  and  investigation, 
and  that  important  discoveries  have  been  made  in  science ;  that  several  serial  pub¬ 
lications  are  sent  out  for  general  and  special  information  ;  that  gratuitous  courses 
of  lectures  have  been  afforded  the  public  ;  that  the  University  offers  a  number  of 
free  scholarships  and  fellowships  to  the  meritorious ;  and,  finally,  that  an  average  of 
nearly  two  hundred  students  annually  receive  instruction  in  its  various  departments. 

QUESTIONS  CONCERNING  THE  UNIVERSITY’S  METHODS  WHICH  THE  PUBLIC  MAY 

PROPERLY  ASK. 

The  public  certainly  have  a  right  to  ask  what  some  of  these  important  discoveries 
have  been,  and  to  know  what  practical  bearing  they  have  had  upon  the  welfare  of 
the  community  at  large.  The  beneficial  results  of  these  discoveries  have  not  yet 
been  seen  or  felt  in  Baltimore.  Most  of  the  University’s  serial  publications  do  not 
profit  the  general  public  of  this  city,  because  the  matter  contained  in  them  consists 
largely  of  glittering  generalities  in  science,  mathematics  and  literature,  that  are  of 
no  interest  or  value  to  most  people,  while  its  public  lectures  are  said  to  be  of  such  a 


784  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


character  as  to  be  understood  and  appreciated  only  by  those  who  are  themselves 
specialists,  and  who  might  easily  go  to  original  sources  for  the  information  thus 
afforded.  Likewise  it  may  not  be  out  of  place  to  ask  who  are  the  students  upon 
whom  the  resources  of  this  institution  have  been  expended  so  lavishly.  Are  they 
from  Maryland  and  the  Southern  States ?  Are  they  the  sons  of  poor  parents?  Are 
they  young  men  who  have  to  work  their  way  up  in  the  world?  Very  few  of  them 
indeed  have  been  drawn  from  the  laboring  classes  or  from  those  who  are  likely  to  take 
any  part  in  industrial  pursuits.  As  far  as  I  can  ascertain,  they  are  the  sons  of  the 
wealthy ;  they  are  young  men  who  have  already  received  a  liberal  education  in 
preparatory  schools  and  in  colleges,  and  most  of  whose  parents  are  amply  able  to 
send  their  sons  to  any  of  the  already  numerous  high-class  literary  universities,  such 
as  Yale,  Harvard,  or  Michigan.  At  any  rate  it  is  from  this  latter  class  that  those 
who  fill  the  Hopkins  scholarships  and  fellowships  are  mostly  drawn. 

THE  UNIVERSITY  DOES  NOT  MEET  THE  MOST  URGENT  EDUCATIONAL  NEEDS  OF  THE 
COUNTRY  AND  OF  THE  PRESENT  AGE. 

The  present  tendency  of  the  Johns  Hopkins  University  management  savors  too 
much  of  the  classic  and  metaphysical  scholasticism  of  the  Middle  Ages.  In  their 
efforts  to  imitate  or  surpass  the  great  European  universities,  its  President  and 
Trustees  seem  not  only  to  have  ignored  the  educational  needs  of  Maryland  and  the 
South,  but  of  the  entire  nation.  Our  country  is  comparatively  new.  Very  few  of 
our  citizens  have  leisure  for  the  higher  study  of  the  classics,  for  speculative  philos¬ 
ophy,  or  for  the  study  of  pure  science  for  its  own  sake.  The  time  has  come  when 
education  ought  to  mean  more  than  it  once  did.  Proficiency  in  speaking  Greek,  in 
composing  Latin  verse,  or  in  displaying  dialectical  skill,  ought  no  longer  to  be  the 
sole  or  leading  purpose  of  a  university  training.  As  education  ceases  merely  to  lead 
a  favored  few  into  the  realms  of  classic  and  philosophical  thought,  and  begins  to 
elevate  whole  classes  of  society  by  increasing  general  intelligence,  and  to  dignify 
their  labor  by  uniting  the  power  of  the  mind  with  the  skill  of  the  hand,  it  will 
become  a  blessing  as  well  as  an  ornament  to  society.  The  continuation  of  vigorous 
and  healthful  national  life  and  development  depends  largely  upon  the  aid  which 
such  education  as  this  alone  can  afford.  A  hundred  years  later  we  may  need  to 
afford  more  extensive  facilities  than  can  now  be  had  in  our  universities  for  the 
highest  classical  and  philosophical  culture  of  men  and  women,  who  may  then  be  in 
a  position  to  devote  their  whole  lives  to  study  and  metaphysical  discussions  ;  but 
now  we  need  educational  facilities  of  a  different  character.  Most  of  our  citizens 
have  to  labor  in  some  way  in  order  to  gain  a  livelihood.  We  have  vast  resources  of 
wealth  that  are  awaiting  development.  Specialists  highly  trained  in  industrial 
science  are  needed  to  direct  our  manufacturing  and  engineering  enterprises.  As  a 
people  we  have  a  bias  for  the  practical.  Our  citizens  have  a  genius  for  invention. 
So  great  is  their  ability  in  this  direction  that,  with  scarcely  any  scientific  or  mechan¬ 
ical  training,  they  have  wellnigh  led  the  world  in  the  number  and  usefulness  of 
their  inventions.  If  now  to  this  native  bias  we  were  to  add  the  power  that  would 
result  from  intelligent  training  in  applied  science,  and  if  we  could  give  our  artisans 
a  chance  to  attain  the  highest  skill  and  intelligence  in  the  execution  of  their  work, 
for  what  might  we  not  reasonably  hope  in  the  way  of  national  development? 

ADVANTAGES  OF  A  TECHNICAL  DEPARTMENT  IN  A  GREAT  UNIVERSITY. 

Why  should  not  the  Johns  Hopkins  University  sustain  a  department  for  higher 
technical  training  in  industrial  pursuits?  There  are  many  reasons  why  such  train¬ 
ing  can  be  better  afforded  in  a  great  university  than  in  a  special  technical  school. 
The  same  library,  apparatus,  laboratories  and  class  instruction  would  answer  for 
both,  in  many  departments  of  study.  The  association  of  the  students  in  the  regular 
University  classes  with  those  pursuing  technical  studies  would  be  mutually  benefi¬ 
cial  to  the  students  themselves  and  the  country  at  large.  This  is  shown  to  be  true 
in  the  experience  of  such  leading  universities  as  Cornell  and  Columbia,  where 
classical  and  technical  students  are  daily  brought  together.  Whatever  serves  to  do 
away  with  antagonism,  whether  between  labor  and  capital,  or  between  industry 
and  culture,  ought  to  be  availed  of  as  a  social  and  national  blessing. 

THE  PRESIDENT  AND  FACULTY  OF  JOHNS  HOPKINS  UNIVERSITY  FAVOR  TECHNICAL 

TRAINING. 

In  certain  branches,  as  chemistry,  physics  and  biology,  there  are  no  more  capable 
instructors  anywhere  than  in  the  Johns  Hopkins  University,  and  I  have  no  doubt 
that  they  would  cheerfully  render  to  the  city  and  to  this  Company  the  assistance 


TECHNICAL  TRAINING  APPROVED  AT  JOHNS  HOPKINS.  785 


they  are  so  capable  of  affording,  in  any  commendable  effort  for  promoting  indus¬ 
trial  education.  It  is  gratifying  to  be  able  to  note,  in  this  connection,  that  President 
Gilman  and  his  Faculty  seem  to  be  in  accord  with  the  general  idea  here  advanced. 
Professors  on  his  staff  have  expressed  and  taken  great  interest  in  the  question  of 
technical  training  in  Baltimore ;  some  have  delivered  lectures  to  the  working 
classes ;  papers  on  economics  and  kindred  subjects,  calculated  to  bring  the  Uni¬ 
versity  into  intimate  relations  with  the  people  of  Baltimore,  have  been  published, 
while  its  President  has  directly  expressed  his  willingness  to  use  the  institution  as 
a  source  of  technical  training  as  soon  as  a  practical  scheme  to  that  end  could  be 
devised.  [Exhibit  M.] 

THE  TRUSTEES  HAVE  IT  IN  THEIR  POWER  TO  FORGE  THE  MISSING  LINK  IN  OUR 

EDUCATIONAL  SYSTEM. 

Is  it,  therefore,  too  much  to  hope  that,  all  things  considered,  the  governing  body 
of  this  institution,  recognizing  that  there  is  not  now  an  extensive  demand,  in  our 
locality,  for  such  high-grade  literary  and  philosophical  study  as  is  afforded  in  the 
Johns  Hopkins  University,  will  change  their  present  policy  (which  appears  to  look 
to  founding  a  university  that  shall  favorably  compare  with  the  great  literary  uni¬ 
versities  of  Europe),  and  will,  aided  by  the  city  or  through  their  own  corporate 
individuality,  forge  the  missing  link  in  Baltimore’s  educational  system,  by  estab¬ 
lishing,  in  connection  with  the  present  course  of  instruction,  a  department  of  higher 
technical  training,  and  thus  more  directly  benefit  the  hundreds  of  thousands  of  our 
citizens, who  can  never  hope  to  derive  any  practical  benefit  from  the  University  as 
at  present  conducted  ? 

BALTIMORE  IS  A  DESIRABLE  LOCATION  FOR  A  TECHNICAL  UNIVERSITY. 

Besides  the  great  demand  in  Baltimore  for  facilities  for  higher  technical  training, 
there  are  many  circumstances  that  combine  to  make  it  a  desirable  location  for  a  high- 
grade  technical  university.  It  is  situated  nearer  than  any  other  city  to  Washing¬ 
ton,  and  the  teachers  and  advanced  students  of  such  a  school  could  have  ready  and 
comparatively  easy  access  to  the  Smithsonian  Institution  and  the  Patent  Office. 
These  places  would  contribute  much  towards  the  success  of  an  industrial  course  in  the 
University,  or  of  a  separate  polytechnic  school.  Washington  is  not  sufficiently  of  a 
manufacturing  city  to  sustain  such  a  school.  Baltimore  is  the  only  city  that  is 
close  enough  to  the  Capital  to  profit,  educationally,  to  any  great  extent  by  the  col¬ 
lection  of  models,  scientific  apparatus,  and  specimens  that  abound  therein.  In 
point  of  healthfulness,  and  moral  and  social  influence,  Baltimore  is  probably  not 
surpassed  by  any  other  city  of  its  size  in  the  country. 

ADVANTAGES  OF  HAVING  SUCH  A  SCHOOL  LOCATED  IN  OUR  CITY. 

Situated  here,  midway  the  Atlantic  seaboard,  a  high-grade  technical  school  would 
attract  students  from  the  North  and  the  South,  thus  bringing  about  a  better  sectional 
feeling  and  widely  disseminating  knowledge  of  the  resources  of  both  the  Northern 
and  Southern  States.  The  effect  upon  our  own  city  would  be  beneficial  in  many 
directions.  We  would  have  finer  architecture  (in  which  we  are  sadly  deficient  at 
the  moment),  better  sanitary  measures,  and  a  greater  manifestation  of  public  spirit 
in  all  deserving  enterprises  on  the  part  of  our  citizens.  A  polytechnic  school,  or 
technical  department  in  the  University,  would  supply  a  gap  in  our  educational 
facilities  between  the  education  afforded  by  the  common  schools  and  the  high 
scientific  and  literary  education  offered  by  the  Johns  Hopkins  University.  It  would 
exert  a  very  healthful  influence  upon  the  public  schools  of  the  city,  by  modifying 
their  course  of  study,  by  furnishing  trained  specialists  to  teach  technical  subjects, 
by  stimulating  young  people  to  avail  of  their  advantages  so  as  to  pass  into  the 
technical  school,  and  by  demonstrating  that  education  is  an  important  factor  in 
fitting  young  people  for  skilled  labor  and  industrial  pursuits  generally,  as  well  as 
in  fitting  them  for  clerkships  or  soft-handed  professions ;  and  thus  those  callings 
involving  industrial  dexterity  and  knowledge  would,  in  point  of  dignity  and  of 
qualified  and  intelligent  operatives,  soon  secure  an  equal  footing  with  what  are 
popularly  known  as  the  “learned  professions.”  A  good  high-grade  technical  school 
in  our  midst  would  do  much  towards  supplying  competent  teachers  and  suggesting 
a  practical  course  of  study  for  our  evening  schools,  and  for  secondary  technical 
schools  that  would  spring  up,  and  the  more  ambitious  of  the  pupils  from  such 
schools  would  have  something  to  stimulate  them  to  greater  exertion ;  for,  besides 
competent  teachers  and  suitable  instruction,  there  would  be  the  additional  incentive 
of  making  sufficient  advancement  to  secure  admission  to  the  higher  technical  school. 

ART — YOL  4 - 50 


786  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


It  is  well  known  that  many  young  people  in  Europe  fit  themselves  for  the  higher 
technical  institutions  by  attending  evening  schools.  Finally,  with  facilities  for  both 
higher  and  secondary  technical  training  to  supplement  the  general  education  now 
afforded  in  our  public  schools,  we  might  reasonably  hope  that  the  frequent  labor 
troubles  resulting  from  the  apparent  antagonism  between  capital  and  labor,  or 
rather  the  real  antagonism  between  capital  and  uneducated  labor,  would  cease  ; 
for  educated  labor  would  soon  supplant  uneducated  labor  in  all  our  leading  indus¬ 
tries.  Intelligent  mechanics  will  do  more  for  themselves  and  their  brethren  than 
any  number  of  “labor  agitators.” 

EXTRACTS  FROM  AN  ADDRESS  OF  HON.  S.  TEACKLE  WALLIS. 

I  cannot  better  close  this  section  of  my  report  than  by  quoting  the  following  from 
the  address  of  Hon.  S.  Teackle  Wallis,  before  the  Maryland  Institute,  June,  1882, 
to  which  Mr.  Cowen  called  your  special  attention  : 

Can  we  let  our  people  go  untaught  of  the  arts  of  construction  and  design,  when  all  the  sister  com¬ 
munities  with  which  we  rank  ourselves  are  straining  every  nerve  to  teach  them  !  Are  the  mechanic 
arts  so  small  an  element  in  our  prosperity  that  we  can  safely  let  them  run  or  rust  in  the  worn-out 
grooves  of  thirty  years  ago?  When  the  demand  all  around  us  is  for  skilled  workmen,  are  we  to  set¬ 
tle  down  without  skill?  Are  the  people  who  are  horn  to  the  necessity  of  labor  to  he  furnished  with 
no  means  of  lightening  and  refining  it?  Do  the  best  we  may,  we  can'never  dispense  with  the  prole¬ 
tary  and  the  drudge;  nut  in  heaven’s  name  let  us  help  him,  if  we  can,  to  something  better— let  us 
make  the  hewers  of  wood  and  drawers  of  water  as  few  as  may  he.  This  is  not  only  the  duty  of  a 
republic  and  Christian  community,  but  its  best  interest  as  well.  Think  of  the  weariness  that  will  bo 
lightened  by  art  labor  of  those  who  are  weak  and  yet  must  toil.  Think  of  the  penniless  and  helpless 
women  who  will  have  pleasant  and  congenial  work  away  from  rude  contact  with  piteous  temptation. 
Think  of  the  young  men  of  poor  estate  whoso  tastes  will  be  developed,  whose  natures  will  be  refined, 
and  to  whom  avenues  of  independence  and  perhaps  distinction  will  be  opened.  Can  any  man  look 
another  in  t  he  face  and  say  that  these  things  are  not  to  be  coveted  ?  And  yet  ho  w  shall  we  attain  them  ? 
The  children  of  toil  cannot  educate  themselves.  Of  the  many  even  to  whom  work  brings  comfort  it 
brings  but  little  more.  As  maturity  comes  on  the  son  takes  up  the  father’s  tools,  and  his  education 
for  the  most  part  ends.  What  the  workshop  teaches  him,  more  or  less  rudely,  he  learns,  and  little 
else.  Unless  some  one  helps  him  to  improvement  and  development,  it  is  only  exceptional  that  he  ever 
reaches  them.  Individual  help  may  serve  in  individual  cases,  it  is  true,  but  a  large  and  public  need 
can  only  be  supplied  by  public  effort  and  the  public  hand.  *  *  *  In  this  city  of  ours,  and  this  year 
of  grace,  there  is  not  one  single  public  academy  of  art  of  any  sort  except  that  within  whoso  almost 
naked  walls  we  are.  The  elementary  instruction  in  drawing  which  is  given  in  our  public  schools  is 
necessarily  limited,  and  a  large  portion  of  the  pupils  are  compelled  to  leave  at  an  early  age,  as  the 
report  of  the  Commissioners  explains,  in  order  to  learn  trades  for  their  future  support.  *  *  * 

It  has  long  been  my  own  conviction  that  one  of  the  most  direful  needs  of  education  in  this  State 
is  the  establishment  of  a  technical  school  for  scientific  mechanical  instruction.  There  is  absolutely 
nothing  of  the  sort  upon  the  soil  of  Maryland— a  blot  indeed  upon  the  intellectual  and  the  business 
record  of  a  community  whose  productive  and  mechanical  capacity  is  so  large  and  varied  as  our  own. 
The  class  for  whom  such  instruction  is  needed,  are  the  very  ones  who  cannot  afford  to  seek  it  at  a 
distance;  and  except  out  of  Maryland,  no  Maryland  man  can  find  it.  Every  one  who  is  at  all  familiar 
with  the  subject  knows  that  in  the  large  enterprises  where  mechanical  agencies  are  needed,  the 
demand  is  now  for  mechanics,  not  only  skilled,  hut  thoroughly  and  scientifically  educated.  The  so- 
called  “practical  man,”  whose  knowledge  is  simply  empirical,  and  whose  facts  lie  isolated  in  a  vacuum, 
is  fast  being  pushed  to  the  wall.  He  is  a  victim  of  the  survival  of  the  fittest.  Our  mechanics  are  at 
a  sad  disadvantage,  from  the  absence  of  opportunity  to  qualify  themselves  for  this  new  order  of 
things.  An  honorable  and  lucrative  profession,  which  may  well  be  classed  among  those  best  deserv¬ 
ing  the  appellation  of  “  learned, "  is  thus  practically  closed  to  a  largo  number  of  the  most  vigorous 
intellects  of  our  State. 


Advantages  to  Railway  Interests  of  Scientific  Training  of  Workmen. 

All  that  has  been  set  forth  in  the  preceding  sections  of  this  report  may  be  con¬ 
sidered  as  paving  the  way  for  an  intelligent  consideration  of  the  bearing  of  scientific 
and  technical  training  upon  railway  interests  perse.  The  wide  scope  and  the 
importance  of  the  subject  bewilder  the  investigator  who  seeks  to  know  why  tech¬ 
nical  instruction  has  not  more  rapidly  advanced  and  prospered  in  this  country, 
where  the  field  of  industrial  enterprise  is  so  wide,  and  what  its  effects  are  upon 
interests  with  which  railroads  are  directly  identified.  An  early  recognition  of  the 
difficulty  of  securing  a  proper  appreciation  of  the  necessity  for  more  thorough  and 
widespread  scientific  knowledge  among  railroad  people,  led  me  to  afford  you  a 
comparison  of  how  it  has  affected  manufacturing  and  kindred  interests  in  those 
localities  where  it  has  been  sufficiently  and  systematically  cultivated,  with  other 
places  approximately  similarly  situated  with  respect  to  trade  facilities  and  compe¬ 
tition,  but  which  have  despised  or  disregarded  its  aid.  This  preliminary  presenta¬ 
tion  materially  narrows  the  discussion  of  technical  education  from  our  particular 
standpoint,  and  yet  I  approach  this  division  of  the  subject  with  great  diffidence, 
and  with  full  recognition  of  the  pitfalls  surrounding  one  who,  lacking  experience 
in  many  practical  details  of  railway  operation  and  of  those  industries  that  have  to 
do  with  the  production  of  railway  plant  and  appliances,  attempts  or  suggests 
reformations  or  modifications  of  time-honored  methods  and  practices, 


VALUE  OF  SCIENTIFIC  TRAINING. 


787 


RAILROADING  AS  A  PROFESSION. 

Considering  its  importance  and  magnitude,  there  has  been  a  singular  dearth  of 
discussion  and  testimony  upon  the  subject  of  technical  training  for  railway  officers 
and  employes.  While  there  seems  to  be  a  general  agreement  that,  because  of  the 
enormous  capital  and  allied  interests  involved,  and  of  the  technical  knowledge  and 
skill  necessary  to  successfully  conduct  its  varied  and  far-reaching  operations,  rail¬ 
roading  has  acquired  the  dignity  of  a  profession,  fully  as  exacting  and  requiring 
equal  professional  skill  and  intellectual  attainments  as  the  liberal  professions. 

ABSENCE  OF  FACILITIES  FOR  THOROUGH  AND  SYSTEMATIC  TRAINING  OF  RAILWAY 

OFFICIALS  AND  EMPLOYES. 

I  fail  to  find  that  any  of  our  railway  managers  have  a  proper  appreciation  of  the 
situation,  or  that  there  has  been  any  well -digested  effort  in  the  direction  of  edu¬ 
cating  railway  officials  or  employes  upon  systematic  lines,  such  as,  for  example, 
produce  at  West  Point  and  Annapolis  corps  of  young  men  whose  basic  education 
and  training,  with  a  little  experience,  fit  them  for  any  position  of  responsibility 
and  trust  in  our  military  and  naval  service.  Unquestionably  there  must  be  in 
many  of  our  large  railway  organizations  those  who  have  long  recognized  the  need 
of,  and  would  warmly  welcome,  this  educational  factor  in  railway  management, 
and  doubtless  many  of  them  are,  from  previous  education  and  long  experience, 
peculiarly  qualified  for  making  a  forcible  presentation  of  the  advantages  of — and  in 
view  of  the  great  changes  that  scientific  discoveries  are  making  in  methods  of  pro¬ 
duction  and  transportation,  and  the  new  industries  that  are  continually  springing 
up,  I  may  say  the  absolute  necessity  for — a  combination  of  scientific  and  technical 
education  for  the  operatives  of  the  transportation  service  of  the  country.  But, 
unfortunately,  men  of  this  type  are,  as  a  rule  with  few  exceptions,  overtasked  with 
responsibilities  and  harassed  with  anxieties  that  leave  few  opportunities  and  little 
inclination  for  expressing  their  views  on  any  subject  foreign  to  their  specific  duties. 

DEARTH  OF  TESTIMONY  AS  TO  EFFECTS  OF  TECHNICAL  INSTRUCTION  UPON  RAILROAD 

INTERESTS. 

Having  accepted  the  task  of  investigating  this  subject,  I  shall  endeavor  to  crys¬ 
tallize  for  you  the  testimony  of  such  well-known  authorities  as,  though  not  actually 
railroad  men,  have  themselves  been  connected  with  the  details  of  industries  more 
or  less  related  to  railway  interests,  and  who  are,  therefore,  competent  witnesses ; 
and  I  shall  further  endeavor  to  set  forth  as  clearly  and  succinctly  as  possible,  such 
conclusions  and  considerations  as  have  been  evolved  from  a  careful  and  somewhat 
prolonged  inquiry  and  study  of  this  subject  from  various  standpoints. 

ALL  APPOINTMENTS  OF  RAILROAD  OFFICERS  IN  LINE  OF  PROMOTION  SHOULD  BE 
BASED  UPON  HIGH  STANDARD  OF  QUALIFICATIONS. 

I  do  this  in  the  hope  that  my  labors  will  be  fruitful  of  results  in  the  direction  of 
at  least  stimulating  those  in  our  service  who  have  its  welfare  at  heart  (and  espe¬ 
cially  those  officers  who  are  charged  with  making  net  results)  to  inaugurate  a  new 
policy,  which  shall  require  of  all  candidates  for  all  positions,  however  insignificant, 
that  are  in  the  line  of  promotion,  a  reasonably  high  standard  of  qualifications,  and 
shall  then  look  to  fostering  and  developing  the  youth  of  the  service  into  a  corps  of 
educated  operatives,  mentally  and  mechanically  skilled  in  their  various  handicrafts, 
with  at  least  sufficient  breadth  of  knowledge  and  capacity  to  render  unnecessary 
and  unjustifiable  the  selection  of  men  outside  the  service  to  fill  the  highest  positions 
of  responsibility  and  trust,  even  in  the  administrative  and  executive  staffs  of  the 
company.  Such  a  policy  would  not  be  chimerical,  but  one  easy  of  accomplishment 
with  (considering  the  interests  involved)  an  insignificant  expenditure,  if  accorded 
the  hearty  good-will  and  co-operation  of  those  upon  whom  devolves  the  duty  of 
developing  our  resources  and  increasing  the  net  earning  capacity  of  our  system. 

If  the  testimony  previously  set  forth  affirmatively  show's  that  scientific  and  tech¬ 
nical  education  stimulates,  develops  and  secures  economical  processes  in  the  manu¬ 
factures  and  other  industrial  avocations,  a  much  stronger  case  can  be  made  out  in 
favor  of  broad  technical  education  in  connection  with  cur  railways ;  which,  col¬ 
lectively.  employ  in  the  production  and  repair  of  plant,  more  workmen  than  are 
engaged  in  any  other  class  of  commercial  business. 


788  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


SCIENTIFIC  KNOWLEDGE  SECURES  ECONOMY  IN  ALL  RAILROAD  DEPARTMENTS. 

In  the  same  ratio  that  our  extensive  railway  system  surpasses  all  other  branches 
of  industry  in  the  magnitude  of  its  business,  the  number  of  its  departments  and 
the  interests  affected,  is  there  greater  need  for  economy  of  administration  and 
greater  necessity  for  the  application  of  the  highest  obtainable  scientific  knowledge 
and  manual  skill  to  its  various  operations.  It  has  become  the  almost  universal 
practice  of  our  great  railway  corporations,  and  especially  those  whose  lines  are 
reaching  out  into  undeveloped  and  sparsely  settled  territory,  to  assume  the  entire 
repairs  of  their  plant,  even  when  they  amount  to  practical  reconstruction,  and 
there  is  also  a  steady  tendency  on  the  part  of  such  companies  in  the  direction  of 
manufacturing  their  own  equipment  from  raw  materials. 

RAILWAY  CORPORATIONS  HAVE  BECOME  MANUFACTURERS. 

This  places  them  in  the  category  of  manufacturers,  and  makes  them  amenable  to 
the  laws  and  factors  regulating  production,  and,  further,  makes  applicable  to  them 
much  of  the  testimony  heretofore  given  as  to  the  value  of  technological  instruction 
in  mechanical  pursuits.  Because  of  the  nature  of  their  service,  involving  the  trans¬ 
portation  and  care  of  many  lives  and  valuable  property,  no  less  than  as  a  matter  of 
economy,  is  it  of  prime  importance  to  such  corporations  that,  in  the  construction 
and  in  the  repair  of  their  rolling  stock  and  appliances,  they  should  employ  work¬ 
men  of  exceptional  competency.  It  is  unnecessary,  in  this  connection,  to  comment 
upon  their  great  responsibilities  as  guardians  of  life  and  property,  but  from  a 
merely  sordid  point  of  view  a  few  illustrations  will  demonstrate  that,  in  their  exten¬ 
sive  mechanical  operations,  economy  and  credit  result  from  the  employment  of 
intelligent  laborers,  who  understand  the  theory  and  purposes  of  their  work,  and 
who  have  the  scientific  knowledge  that  gives  them,  beforehand,  a  realization  of  the 
proper  quality  and  quantity  of  material  to  be  used,  and  enables  them  to  anticipate 
the  results  of  the  labor  they  must  expend  upon  that  material  to  produce  given 
results ;  per  contra,  that  corresponding  danger  and  loss  result  from  the  employ¬ 
ment  of  workmen  who,  lacking  this  knowledge,  are  compelled  to  experiment  upon 
their  material,  and  who  require  constant  supervision,  instruction  and  1  e-instruction. 

METHODS  OF  TRANSPORTATION  REVOLUTIONIZED  BY  WATT’S  INVENTIONS  AND 

INTRODUCTION  OF  STEAM. 

The  fact  is  that  with  the  discoveries  or,  more  properly  speaking,  inventions  of 
Watt  and  the  introduction  of  steam  as  a  motive  power,  began  a  new  and  eventful 
era  in  the  history  of  mechanical  science.  The  wonderful  development  of  land  and 
water  transportation  that  followed  the  inauguration  of  steam  locomotion  created  a 
demand  for  a  class  of  operatives,  artisans  and  mechanics  before  unknown. 

EVOLUTION  OF  “PRACTICAL”  MEN. 

Entering  upon  a  new  field  of  operations  wholly  unrelated  to  their  previous  expe¬ 
rience,  without  preparation  or  present  instruction,  save  what  they  absorbed  in  the 
performance  of  exacting  duties  on  the  railway,  in  the  workshop  and  in  the  engine 
and  boiler-rooms,  men  who  had  been  “picked  up”  from  many  walks  of  life,  and 
who  altogether  lacked  scientific  training,  would  naturally  be  guided  solely  by 
“rule-of-thumb”  practice,  and  their  lives  -were  sure  to  be  narrowed,  until  they 
acquired  a  pride  in  being  known  as  “  practical  ”  men — a  term  nearly  synonymous 
with  the  habitual  but  unreasoning  work  of  many  familiar  species  of  the  brute 
creation. 


DEFECTIVE  METHODS  OF  TRAINING  APPRENTICES. 

The  railroad  workman  of  to-day  is  largely  the  outgrowth  of  this  condition  of 
affairs,  and  yet  is  not  wholly  responsible  for  his  educational  deficiences.  When 
learning  their  trades  railroad  apprentices  were  generally  placed  under  “  railroad 
men  ”  of  the  “ practical  ”  type  I  have  described  ;  who  despised  or  affected  to  despise 
scientific  knowledge  and  scientific  methods  of  operation ;  generally  not  because 
they  understood  or  were  able  to  weigh  their  bearings  and  value  upon  their  pursuits, 
but  because,  knowing  absolutely  nothing  about  them,  they  thought  thus  to  disguise 
their  ignorance.  Under  such  circumstances  apprentices  received  little  if  any  special 
instruction,  but  were  mostly  left  to  pick  up  their  trades  as  best  they  could.  Of 
course,  under  such  a  system,  instead  of  having  their  special  aptitudes  developed 
they,  in  turn,  became  “  practical"  men  ;  and  of  this  type  is  the  present  rank  and 
file  of  railroad  operatives.  It  is  therefore  not  remarkable  that  blunders  and  acci¬ 
dents  frequently  occur :  that  the  lives  and  property  of  the  public  should  be  entrusted 


DEFECTIVE  TRAINING  OF  RAILROAD  APPRENTICES.  789 


to  men  whose  limited  knowledge  f-requently  does  not  enable  them  to  judge  of  or  to 
reflect  upon  the  responsibilities  attached  to  their  several  duties,  painfully  illustrates 
the  recklessness  and  indifference  to  public  duty  that  characterize  our  age  and 
country.* 

RAILWAY  COMPANIES  DEPENDENT  FOR  SUCCESS  UPON  THE  COURTESY  AND 
INTELLIGENCE  OF  THEIR  EMPLOYES. 

Perhaps  no  large  class  of  men  are  more  subjected  to  public  observation  and 
criticism  than  the  employes  of  transportation  companies,  and  there  is  certainly  no 
other  class  that  can  more  materially  promote  their  employers'  interests  by  the 
exhibition  of  such  courtesy,  manly  spirit  of  accommodation,  and  general  informa¬ 
tion  upon  current  topics  as  a  fairly  liberal  education  manifests,  and  yet  you  can¬ 
not  have  failed  to  notice — and  as  a  railroad  manager  to  regret — what  is  so  commonly 
commented  upon  by  the  observing :  the  intellectual  deficiencies  and  narrow¬ 
mindedness  of  this  very  class.  That  our  railway  operatives  are  one-ideaed  is  small 
matter  for  wonder;  it  would  be  more  remarkable  if,  as  a  class,  they  were  otherwise. 
I  have  already  pointed  out  that  the  operating  departments  of  a  railroad  which  most 
expose  their  employes  to  public  observation  are  those  which  require  the  longest  and 
most  exacting  apprenticeship  for  the  acquisition  of  that  degree  of  knowledge  and 
expertness  which  secures  the  performance  of  their  functions  as  public  carriers  with 
safety  and  dispatch  ;  that  the  heads  of  administrative  and  operative  railway  depart¬ 
ments,  who  must  of  necessity  be  men  of  technical  knowledge  and  familiarity  with 
all  the  intricate  workings  of  their  respective  branches,  which  can  only  be  acquired 
by  progressive  service,  generally  commence  their  careers  in  the  lowest  grades,  with 
little  or  no  preparatory  education  ;  and  yet  their  duties  throw  them  into  constant 
contact  with  a  public  which  is  indifferent  to  the  measure  of  their  experience,  but 
which  judges  them  by  the  standard  of  business  men,  and  demands  of  them  gentle¬ 
manly  courtesy  and  general  and  varied  knowledge,  and  which,  I  may  add,  favors 
or  obstructs  the  operations  of  a  railway  company  according  as  its  officials  are  judged 
worthy  of  commendation  or  condemnation.  The  managers  and  owners  of  railway 
property  are  the  ultimate  sufferers  from  the  deficiencies  and  derelictions  of  sub¬ 
ordinates  in  this  regard,  and  yet  they  are  mainly  responsible;  for  if,  instead  of 
exacting  a  high  standard  of  qualifications  on  the  part  of  applicants,  they  open  their 
service  to  uneducated  boors  and  then  fail  to  provide  them  with  facilities  for  acquir¬ 
ing,  with  manipulative  and  technical  skill,  at  least  the  rudiments  of  those  branches 
of  knowledge  and  the  opportunity  for  extended  observation  without  which  no  man 
can  be  intelligent,  liberal,  progressive,  how  can  it  be  expected  that  those  employes, 
when  taxed  with  the  cares  and  anxieties  of  an  active  business,  shall  display  such 
enlightenment  and  refinement  as  will  reflect  credit  upon  themselves  and  service? 

LACK  OF  GENERAL  AND  TECHNICAL  KNOWLEDGE  AMONG  RAILWAY  OPERATIVES. 

Many  of  our  railroads  employ  armies  of  people,  all  of  whom  are  supposed  to  be 
technically  expert  in  their  various  avocations — and  they  need  to  be  Even  a  good 
track  laborer  is  not  found  ready  made.  It  is  a  well-known  fact  that  in  many  rail¬ 
roads  only  one  or  two  men  in  a  road  gang  know  how  to  properly  tamp  a  tie  so  that 
it  will  not  require  resetting  the  same  season  ;  and  I  know  of  extensive  lines  that  do 
not  possess  a  foreman — perhaps  not  a  supervisor — who  can  adjust  a  curve  with 
instruments.  Does  it  not  behoove  executive  and  administrative  officers  who  are 


*  That  this  is  neither  an  unjust  nor  groundless  statement  can  he  easily  proven  from  the  abundant 
evidence  before  me,  and  also  from  personal  experience.  In  too  many  shops  apprentices  are  looked 
uj ion  as  convenient  lackeys,  and  although  they  may  have  strong  predilections  for  certain  kinds  of 
work  they  are  more  likely  to  receive  rebutt'  than  encouragement  in  attempting  to  utilize  their  abilities. 
It  is  very  probable  that  much  industrial  usefulness  both  to  employers  and  society  has  been  blighted 
in  the  bud  from  lack  of  recognition  and  wise  direction. 

A  very  interesting  article,  opportunely  appearing  in  the  November  number  of  the  Century  Maga¬ 
zine  (Vol.  33,  No.  1)  as  this  report  is  passing  through  the  press,  very  fully  discusses  “The  Need  of 
Trade  Schools,”  and  especially  this  particular  point  of  apprentice  education,  and  in  that  connection 
1  commend  it  to  your  notice. 

Mr.  Robert  Thomas  Eadon,  an  English  manufacturer,  says:  “I  am  fully  impressed  with  the  impor¬ 
tance  of  technical  education.  Some  time  ago  I  was  in  Bradford,  and  I  saw  that  preparations  had  been 
made  worthy  of  the  town.  There  is  no  trade,  however  wanting  it  may  be  in  taste  or  form,  that  does 
not  benefit  iii  the  hands  of  a  tasty  man.  One  great  reason  why  technical  schools  should  be  encouraged 
is  because  of  the  very  great  division  of  labor  that  takes  place  in  some  of  the  largest  engineering  estab¬ 
lishments.  There  is  a  great  tendency  to  put  a  boy  at  one  machine,  and  he  understands  but  little 
beyond  that  machine.  The  result  is,  though  he  has  been  in  an  engineering  shop,  he  has  no  idea  of 
the  work  carried  on  as  a  whole,  when  he  comes  out.  He  is  a  helpless  man  if  you  take  him  away  from 
that  one  machine.  It  may  not  be  always  to  the  interest  of  excellent  workmen  to  inculcate  their  skill 
in  the  minds  of  the  boys  under  them ;  in  fact,  they  may  not  have  time  to  do  it ;  but  the  advantages  of 
a  college  or  school  of  this  kind  will  be  that  if  a  youth  has  a  desire  to  improve  himself,  the  facilities 
will  he  ottered,  and  at  such  a  rate  as  would  he  attainable.” 


790  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


entrusted  with  such  vast  interests  as  those  of  railroads  to  look  well  to  the  qualifica¬ 
tions  of  their  operatives?  A  recent  and  generally  accurate  writer  has  fixed  the 
value  of  railroad  property  in  this  country  at  one  thousand  millions  of  dollars. 
Another  writer  says  that  the  number  of  skilled  laborers  required  in  the  operation  of 
railroads  is  much  greater  than  is  commonly  supposed,  embracing  large  numbers 
of  men  not  usually  classed  as  railroad  operatives.  In  such  extended  enterprises 
the  efficiency  of  the  unit — the  individual  workman — becomes  an  item  of  grave 
economic  consideration  ,  for  if  it  be  true  that  the  value  of  the  individual’s  work 
(whatever  it  be)  is  increased  through  greater  intelligence  and  special  training, 
though  it  be  only  by  a  few  cents  per  day,  the  total  is  of  no  inconsiderable  moment, 
when  his  services  continue  through  a  series  of  years  and  when,  instead  of  one 
workman,  thousands  are  employed. 

THE  ECONOMIC  VALUE  OF  SPECIAL  TRAINING  FOR  RAILWAY  OPERATIVES. 

If  even  a  slight  deficiency  in  the  skill  and  intelligence  of  one  workman  makes  a 
few  cents’  or  a  few  dollars’  difference  in  the  cost  of  the  products  of  each  week’s 
labor ;  if  the  incompetency  of  one  foreman  or  one  manager  lacking  scientific  train¬ 
ing  does  usually — as  so  positively  stated  by  competent  authorities — net  an  apprecia¬ 
ble  loss ;  multiply  the  result  to  corporations  like,  for  instance,  our  Eastern  trunk 
lines  (one  of  which  employs  at  least  50,000  people  on  that  part  of  its  system  east  of 
the  Ohio  River,  and  more  than  half  as  many  more  west  of  it :  others  may  exceed 
or  nearly  equal  this  enormous  force) ;  realize  that  in  such  extensive  organizations 
few  if  any  of  the  practical  details  of  the  operating  departments  can  be  accurately 
gauged  by  those  whose  interests  are  most  vitally  concerned ;  comprehend  how 
many  important  matters,  involving  grave  consequences  in  their  execution,  must  be1 
entrusted  to  superintendents,  master  mechanics  and  foremen  ;  then  obtain  a  cor¬ 
rect  measure  of  their  education  and  general  knowledge  (to  say  nothing  of  their 
scientific  attainments),  and  you  will  begin  to  appreciate  the  importance  and  bear¬ 
ing  of  this  question  of  technological  education,  and  the  enormous  losses  the  lack  of 
it  yearly  entails  upon  investors  in  railway  securities.* 

FIDELITY  BUT  ONE  OF  THE  ELEMENTS  CONSTITUTING  A  VALUABLE  RAILROAD 

OFFICER. 

That  most  of  those  who  have  risen  to  positions  of  responsibility  and  trust  in 
railway  service  in  this  country  are  honest  and  faithful,  goes  without  saying ;  but 
integrity  and  industry  are  not  sufficient :  they  should  also,  as  aforesaid,  be  men  of 
intelligence,  and  should  possess  not  only  a  special  knowledge  of  then  own  depart¬ 
ments,  but  also  an  accurate  understanding  of  related  departments  of  the  service. 
By  intelligent  direction  of  those  under  him  a  foreman  may  largely  increase  the 
efficiency  of  a  score  of  workmen  ;  and,  on  the  other  hand,  by  failure  to  compre¬ 
hend  the  scientific  principles  involved  in  the  work  he  superintends,  he  may  cause 
constant  loss  or  make  destructive  accidents  possible. 


*  It  is  a  great  misfortune  to  our  railroad  properties  tliat  their  owners  are  not  brought  into  contact 
with  the  stall'  and  rank  and  tile  of  their  operative  departments,  so  as  to  appreciate  their  value  and 
deficiencies  or  their  needs  and  aspirations.  Says  Mr.  Kirkham,  in  his  work  on  the  Maintenance  of 
Railways,  p.  35 : 

“  No  one  who  is  dependent  upon  the  good  will  and  fidelity  of  others  for  the  maintenance  of  his  inter¬ 
ests  can  afford  to  shun  their  acquaintance  or  permit  them  to  remain  in  ignorance  of  his  good  intent  ions 
towards  them.  On  the  contrary,  his  duty  and  interest  alike  demand  that  he  should  cultivate  such 
relations  with  them  as  may  he  necessary  to  assure  them  of  his  constant  and  friendly  regard  and  the 
beneficence  of  his  purpose.  When  it  is  necessary  that  men  should  entrust  the  immediate  and  general 
management  of  their  property  to  others  they  must  do  so  unqualifiedly  and  heartily,  hut  such  delega¬ 
tion  of  power  should  never  extend  so  far  as  to  relinquish  the  right  and  duty  of  enquiry  into  thestatus 
of  subordinate  employes.  The  proprietor  will  ever  consult  his  welfare  by  such  manifestation  of  inter¬ 
est  in  his  servants,  and  any  general  or  prolonged  neglect  on  his  part  to  fulfill  this  cardinal  duty  of 
ownership  will  redound  to  his  great  and  permanent  injury.  By  many  owners  such  manifestation 
of  interest  is  thought  to  he  subversive  of  discipline,  and  it  is  possible  that  they  have  been  encouraged 
in  this  monstrous  delusion.  It  is  a  sufficient  answer  to  say  that  where  the  owner  of  a  railroad  cannot 
como  in  contact  with  his  employes  without  jeopardizing  the  discipline  of  the  organization,  it  ought 
not  to  require  an  outbreak  among  his  servants,  or  the  destruction  of  his  property,  to  convince  him 
thiit  there  was  a  radical  defect  somewhere  in  its  method  of  administration.  The  discipline  of  an 
organization  that  is  dependent  upon  terrorism,  upon  ostracising  or  sequestrating  the  employe,  upon 
separating  him  from  the  acquaintance  or  sympathy  of  the  owner,  is  manifestly  a  gross  perversion  of 
responsible  methods  of  government,  and  wherever  practised  evinces  mismanagement,  and  may  be' 
accepted  as  evidence  of  discontent  and  insubordination  and  outrageous  disregard  of  the  rights  of  own¬ 
ers  by  those  who  encourage  or  practice  it.  If  the  tendency  of  corporate  history  in  the  United  States 
teaches  one  fact  more  clearly  than  another  it  is  that  the  owners  of  such  property  will  find  it  to  their 
advantage  to  manifest  immediate  and  personal  concern  in  ils  affairs  and  in  the  affairs  of  those  who 
operate  it,  lest  their  personality  be  lost  and  their  property  alienated  or  its  value  seriously  impaired. 
The  possession  of  property  presupposes  the  duty  of  guardianship,  including  a  paternal  interest  in 
those  who  operate  it,  and  its  preservation  to  the  owner  will  ultimately  depend  upon  the  general  and 
wise  exercise  of  this  duty.” 


GENERAL  EDUCATION  NEEDED  BY  RAILWAY  OFFICERS.  791 


THE  VALUE  OF  THE  SERVICES  OF  FOREMEN  AND  OTHER  RAILWAY  OFFICERS 
DEPENDENT  UPON  THEIR  TRAINING. 

And  what  is  true  of  a  foreman  applies  with  greater  force  to  his  superior  officers. 
Where  is  the  intelligent  railroad  official  who  has  failed  to  realize  the  many  prob¬ 
lems  yet  to  be  solved  in  the  matter  of  railway  operations  and  appliances,  and  who 
is  not  also  conscions  that,  for  the  most  part,  railroad  officers  and  operatives  are 
much  more  likely  to  fail  in  appreciation  of,  and  even  to  oppose,  improvements  and 
contrivances  of  merit  in  this  field  worked  out  by  others,  than  to  originate  them  t 

TECHNICAL  EXPERIENCE  MUST  BE  SUPPLEMENTED  BY  GENERAL  KNOWLEDGE. 

The  exigencies  of  railway  service  require  men  of  special  training,  of  peculiar 
qualifications,  of  minute  practical  knowledge.  There  are  no  important  exceptions 
to  this  rule  in  any  of  the  departments  or  branches  of  the  business.  To  perform 
their  duties  wisely  and  efficiently  supervisory  officials  must  be  relatively  as  well 
skilled  as  the  general  manager.  They  must  possess  a  general  knowledge  of  the 
branches  of  the  service  to  which  they  are  assigned,  as  well  as  a  particular  acquaint¬ 
ance  with  the  peculiarities  that  are  spec.al  to  the  immediate  positions  they  hold. 
This  general  and  particular  knowledge  involves  an  intimate  acquaintance  with  the 
property,  its  defects,  its  resources  and  its  peculiarities,  and  presupposes  prolonged 
association  and  years  of  observation  and  thought,  without  which  such  knowledge 
is  not  attainable. 

TESTIMONY  OF  MR.  ItlRKHAM  AS  TO  THE  UNRECORDED  LOSS  INCIDENT  TO  THE 
EMPLOYMENT  OF  NEW  AND  INEXPERIENCED  OFFICERS. 

In  a  recent  work  on  “  Railway  Expenditures ;  Their  Extent,  Object  and  Economy” 
[p.  Ill],  Mr.  Marshall  J.  Kirkham  says  : 

Those  not  familiar  with  the  practical  operations  of  railroads  can  hardly  estimate  the  innumerable 
mishaps  and  unrecorded  losses  that  occur  to  a  property  in  consequence  of  the  introduction  into  its 
life  of  new  and  inexperienced  officers,*  of  officers  unacquainted  with  the  duties  they  are  to  perform, 
unacquainted  with  the  manner  in  which  these  duties  have  been  performed  in  the  past,  or  the  scope 
and  circumstances  that  are  expected  to  characterize  them  in  the  future.  The  result  is  always  disas¬ 
trous,  no  matter  how  great  the  ability  or  how  upright  the  intention  of  the  new  official.  Under  the 
most  favorable  circumstances  he  is  placed  in  the  position  of  a  man  called  upon  to  act  without  possess- 
ing  the  definite  and  trustworthy  knowledge  necessary  to  enable  him  to  act  intelligently.  He  has 
everything  to  learn,  from  the  arrangement  of  his  files  and  office  furniture  to  the  unrecorded  policy 
that  has  governed  his  predecessor  He  has  to  learn  the  local  and  foreign  geography  of  the  line,  it's 
peculiarities,  traditions  and  prospects;  what  it  possesses  and  what  it  does  hot  possess;  its  contracts, 
agreements  and  leases;  the  officers  and  employes  who  operate  it,  and  the  people  who  give  it  support. 
All  these  things  must  he  learned  by  rote  before  a  now  officer  is  either  valuable  or  trustworthy.  In 
the  acquisition  of  his  knowledge  ho  is  harassed  by  doubts,  and  his  path  is  otherwise  beset  by 
obstacles.  • 

THE  B.  &  O.  POLICY  OF  PRODUCING  RAILWAY  APPLIANCES  FROM  CRUDE  MATERIAL. 

I  have  already  referred  to  the  increasing  tendency  of  railroad  corporations  to 
repair  and  even  to  manufacture  their  own  plant.  This  seems  to  have  been  the  tra¬ 
ditional — as  it  is  certainly  the  present — policy  of  the  Baltimore  &  Ohio  Company.  It 
is  patent  that  if  everything,  or  most  of  the  important  things,  needed  in  the  oper¬ 
ations  of  the  service  could  be  manufactured  from  the  raw  materials,  in  our  own 
shops,  by  our  own  employes,  of  as  good  quality  and  character  of  construction  as  can 
be  had  elsewhere,  and  always  with  economy,  the  interests  of  our  stockholders  would 
dictate  that  policy. 

NEED  OF  REFORM  IN  METHODS  OF  SHOP-WORK  AND  MANAGEMENT. 

But,  in  order  to  produce  in  the  shops  of  corporations  of  such  extended  and  diver¬ 
sified  interests  as  railroads,  work  of  a  high  order,  with  economy,  very  material 
progress  must  be  made  over  the  situation  as  I  now  regard  it.  We  have  seen  that 
no  productive  enterprise  can  in  our  day  be  made  an  economic  and  commercial 
success  without  intelligence  and  skill,  and  that,  other  things  being  equal,  it  will  be 
profitable  just  in  proportion  to  the  degree  in  which  those  elements  are  utilized. 
Surely,  enough  has  already  been  said  to  establish  these  two  elements  as  of  the  highest 
importance  in  the  production  and  in  the  operation  of  railway  plant  and  appliances. 


*  And  they  never  will  be  able  to  appreciate  these  mishaps  and  unrecorded  losses,  for  the  reason  that 
it  is  the  interest  of  the  class  who  precipitate  them  to  conceal  the  real  facts  from  the  owners  of  the 

property. 


792  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


I  presume  no  more  difficulty  is  experienced  in  procuring  for  railway  service  men 
who  have  manual  skill,  and  who  are  frequently  superior  artisans  in  their  several 
occupations,  than  it  is  to  obtain  them  for  other  pursuits ;  and  I  know  that  many 
railway  shops  contain  many  such  men,  whose  worth  as  mechanics  cannot  be  denied, 
and  who  have  doubtless  made  the  best  of  their  opportunities. 

THE  DEMAND  IS  FOR  SKILL  COMBINED  WITH  GENERAL  AND  TECHNICAL  KNOWLEDGE. 

But  the  great  want  in  railway  service  is  men  who  combine  technical  skill  with 
disciplined  minds  and  broad  intelligence  ;  men  who,  with  professional  experience  and 
knowledge,  possess  minds  disciplined  to  accurate  observation  and  logical  thought- 
qualities  that  come  from  sustained  mental  application,  and  are  not  likely  to  exist 
without  it ;  men  whose  qualifications  make  them  worthy  of  promotion,  and  guar¬ 
antee  efficient  and  economical  management.  I  cannot  too  often  emphasize  the 
statement  that,  to  the  extent  such  qualities  are  lacking  in  heads  of  departments, 
and  intelligent  service  is  lacking  in  the  rank  and  file,  railway  operations  will  be 
conducted  crudely,  inefficiently  and  with  high  percentages  of  operating  expenses 
to  gross  revenue. 

SCARCITY  OF  EDUCATED  TALENT  IN  R.  R.  SERVICE. 

While  this  is  so  patent  as  to  be  undeniable,  it  is  certainly  a  fact  that  we  have  not 
generally  been  successful  in  securing  enough  of  educated  skill  and  intelligence  to 
even  leaven  the  mass  of  “ practical ”  men  who  constitute  the  operating  forces — to 
say  nothing  of  other  departments — of  our  railways.  Whether  this  be  because  the 
managers  of  railway  interests  are  apprehensive  of  the  disapproval  of  their  stock¬ 
holders  if  they  pay  more  than  the  loivest  market  price  for  labor,  or  personally 
entertain  too  indifferent  notions  respecting  educated  talent  to  induce  them  to  com¬ 
pete  for  it  with  private  firms  and  local  corporations  that  clo  value  it  at  its  commer¬ 
cial  worth,  is  not  for  me  to  say  ;  but  I  do  assert  that  it  is  folly  for  such  long-lived 
corporations  as  railroads  to  hazard  their  future  prosperity  for  temporary  profits,  as 
they  do  when  allowing  and  encouraging  their  administrative  officers  to  seek  and  to 
prefer  uneducated — because  nominally  cheap— labor.  If  we  expect  to  operate  such 
properties  on  busiuess  principles,  and  not  for  mere  speculative  results,  our  railway 
managers  must  provide  for  the  better  education  of  the  rank  and  file  of  their 
employes.* 


TYPES  OF  RAILWAY  SERVANTS. 

Historically  considered,  the  first  servant  of  a  railroad  in  whom  technical  knowl- 
edge  is  an  essential  qualification  is  the  locating,  followed  by  the  constructing, 
engineer.  Our  colleges  and  technological  schools  are  yearly  turning  out,  in  increas¬ 
ing  numbers,  young  mining,  civil  and  mechanical  engineers— the  latter  in  less  num¬ 
bers  than  the  wants  of  the  country  require.  Electrical  engineers  and  industrial 
chemists  are  also  making  their  appearance,  and  as  electricity,  mechanically  applied, 
is  coming  to  the  front  as  an  important  accessory  of  railway  service,  and  wall  soon 
form  an  essential  part  of  our  transportation  operations,  this  class  of  specialists 
ready  made  to  our  hands  will,  when  competent,  easily  find  lucrative  employment, 
and  it  wrill  be  many  years  before  they  overstock  the  telegraph  and  railroad  markets 
alone.  The  industrial  chemist  is  also  destined  to  play  no  insignificant  partin  the 
railway  management  of  the  future.  But  none  (or  at  least  very  few)  of  the  members 
of  any  of  these,  or,  in  fact,  of  any  other  classes,  enter  upon  professional  life  under¬ 
standing,  or  qualified  to  meet,  the  necessities  of  railway  service. 


*The  purchase  of  low-grade  materials  because  they  are  cheap  and  can  be  made  to  serve  present 
purposes  is  even  a  lesser  evil  than  depending  on  low-grade  labor.  Parenthetically,  a  writer  already 
quoted  says : 

“Only  an  experienced  and  farseeing  manager,  I  have  remarked,  can  withstand  the  seductive  influ¬ 
ence  that  envelops  an  article  of  prime  necessity  to  his  company  when  ottered  at  a  low  rate.  The  fact 
that  its  ultimate  cost  will  be  out  of  all  proportion  to  the  temporary  saving  is  lost  sight  of  or  ignored 
by  some.  The  immediate  and  visible  reduction  in  the  cost  of  operating,  and  the  notoriety  that  will 
attach  to  him  for  effecting  such  reduction,  are  too  strong  for  a  weak  man  to  withstand.  This  would 
not  be  the  case  to  the  extent  it  is  if  so  great  a  proportion  of  the  loss  which  a  company  must  ultimately 
sutt'er  in  consequence  of  the  purchase  of  inferior  material  was  not  unavoidably  blotted  out  or  covered 
up  under  foreign  headings,  and  remained,  in  consequence,  unknown.  .  .  .  Tn  considering  the  cost 

of  car  and  locomotive  wheels,  axles,  frames,  springs,  bolts,  nuts,  and  kindred  appliances,  we  find  the 
relative  cost  between  the  good  and  the  bad  articles  is  not  alone  manifest  in  the  price  paid  for  the 
article  itself,  it  will  be  discovered  that  the  use  of  the  inferior  article  materially  swells  the  disburse¬ 
ment  accounts  for  deaths  and  injuries  from  accidents,  for  losses  and  damages,  and  all  the  multitude 
nous  expenditures  enumerated  above  in  connection  with  the  use  of  inferior  lubricants,  including  the 
cost  of  repairing  tracks,  torn  up  by  derailed  trains,  the  interruption  of  business  and  its  manifold 
losses,  the  swelling  of  the  account  lor  wages,  and  finally  the  cost  of  repairing  the  injured  equipment.'' 


WORKSHOP  SCHOOLS  ESSENTIAL. 


793 


SCHOOLS  NOT  CONNECTED  WITH  WORKSHOPS  CANNOT  FURNISH  THE  KIND  OF 
TRAINING  THAT  IS  NEEDED  IN  RAILWAY  SERVICE. 

It  might,  indeed,  with  some  reason  be  assumed  that  a  competent  civil  engineer, 
at  least,  would  be  qualified  to  undertake  railway  engineering,  but  a  railway  engi¬ 
neer  is  not,  to  the  present  time,  the  creation  of  any  educational  institution  in  this 
country.  Upon  this  single  point,  a  paper  just  read  before  the  Society  of  Arts  of 
the  Massachusetts  Institute  of  Technology  (one  of  the  best  conducted  in  the  country) 
is  exceedingly  interesting,  and  I  therefore  append  it  hereto  as  Exhibit  T :  recom¬ 
mending  it  to  your  careful  perusal.  Much  of  what  is  therein  said  may  be  taken  to 
apply  with  equal  force  to  other  branches  of  railway  service,  and  it  will  well  repay 
the  reading. 

COMPETENT  MEN  OF  VARIED  ATTAINMENTS  A  NECESSITY  IN  RAILWAY  SERVICE. 

In  railway  service,  especially,  there  is  frequent  necessity  for  sending  to  a  dis¬ 
tance,  and  beyond  supervision,  one  or  more  thoroughly  competent  men,  who  shall 
not  be  simply  mechanics,  in  the  ordinary  acceptation  of  the  term,  but  who  shall 
be  able  to  turn  their  attention  to  work  coming  under  their  notice,  whether  they 
have  before  done  that  thing  or  not. 

YOUNG  MEN  OF  INTELLIGENCE  MAY’  BE  ENTRUSTED  WITH  RESPONSIBLE  DUTIES. 

I  think  we  are  all  prepared  to  admit  that  at  present  such  men  are  rarely  found 
enrolled  in  the  rank  and  file  of  railway  mechanical  departments  ;  yet  it  is  testified 
by  many  manufacturers  who  have  afforded  their  employes  the  advantages  of  tech¬ 
nological  instruction,  that  they  have  no  difficulty  in  filling  such  positions  with  boys 
of  20  or  21  years  of  age,  whom  they  send  long  distances  and  place  in  their  hands 
work  with  which  they  have  had  little  or  no  previous  acquaintance,  and  by  their 
intelligence  they  not  only  give  the  greatest  satisfaction,  but  frequently  develop  into 
competent  teachers  of  others. 

Quite  enough  has  been  said  in  this  report  to  show  the  necessity  of  technical  knowl¬ 
edge  on  the  paid  of  machinists  and  other  artisans  employed  in  constructing  and 
repairing  railway  equipment.  As  a  class,  the  men  thus  employed  are  doubtless  of 
average  skill  in  their  several  trades,  but  it  is  apparent  that  in  such  a  hard  service 
as  railroading,  where  machinery,  rolling-stock  and  roadbed  are,  as  a  rule,  taxed  to 
their  maximum  strength  and  capacity,  even  a  slight  lack  of  appreciation,  on  the 
part  of  mechanics  and  those  supervising  them,  of  the  special  and  technical  require¬ 
ments  of  their  work  will  result  in  the  failure  of  their  productions  at  critical 
moments,  always  to  the  pecuniary  loss  of  the  owner  and  sometimes  causing  serious 
disasters. 


NEED  OF  FLEXIBILITY’  IN  WORKMEN. 

Mechanical  trades  are  at  present  acquired  in  this  country  through  very  general 
instruction  or  in  shops  devoted  to  special  construction.  When  work  is  stagnant  in 
one  branch  of  a  trade  it  is  generally  active  in  other  directions,  and  the  mechanic 
must,  from  necessity,  often  drift  from  that  kind  of  work  in  which  he  is  educated 
to  others  to  which  he  can  apply  only  manual  skill,  with  a  smattering  of  general 
knowledge,  perhaps  altogether  inadequate  to  the  proper  performance  of  his  new 
duty.  Even  our  foremen,  master  mechanics  and  supervisors,  who  are,  almost 
without  exception,  men  of  practical  knowledge  and  long  experience  in  their  par¬ 
ticular  lines  of  work,  have  very  seldom  received  such  general  or  technical  instruc¬ 
tion  as  would  enable  them  to  appreciate  the  effect,  upon  their  own  productions,  of 
changes  in  methods  of  operation  such  as  are  constantly  occurring  in  ail  transporta¬ 
tion  service  and  to  meet  them. 

EDUCATION  OF  ENGINEERS. 

Every  one  understands  why  locomotive  engineers  should  be  well  educated,  and 
yet  we  know  quite  well  that  very  few  have  enough  education  to  enable  them  to 
respond  to  emergencies  requiring  higher  qualities  than  mere  mechanical  skill,  cour¬ 
age  and  local  knowledge.*  In  our  road  departments  very  few  foremen  or  super- 


*Savs  Mr.  Wm.  Fairbaim,  of  Manchester,  F.  R.  S.,  and  an  authority  on  the  subject: 

“The  locomotive-engine  drivers  and  stokers  have  only  been  known  to  us  for  the  last  twenty  years, 
but  they  constitute  at  the  present  moment  an  important  branch  of  the  industrial  community,  and  so 
far  as  their  acquisition  of  knowledge  and  respectability  of  character  are  concerned,  we  are  all,  indi¬ 
viduals  as  well  as  the  public,  deeply  interested.  Engine  drivers  and  stokers,  above  all  others,  should 
have  a  regular  and  rigid  course  of  training.  They  should  have  a  keen  eye  and  a  clear  perception ; 
they  should  be  taught  care  and  attention  to  signals,  and  every  minutia  connected  with  the  rules  and 


794  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


visors  understand — or  if  they  understand  can  intelligently  describe — the  causes 
which  deteriorate  their  track  or  bridge  structures,  or  otherwise  affect  their  every¬ 
day  work.* * 

I  might  in  similar  manner  go  over  the  whole  list  of  railroad  operatives,  but  it  is 
unnecessary.  The  reason  for  all  their  educational  deficiencies  is  apparent  when  we 
•consider  how  few  opportunities  they  have  for  acquiring  theory  and  practice  in  the 
.same  place  or  at  the  same  time  during  any  period  of  their  lives. 

SKILL  AND  INTELLIGENCE  DIVORCED  BY  PRESENT  PUBLIC  SCHOOL  METHODS. 

It  has  been  shown  that  so  wide  is  the  chasm  between  our  schools  and  our  work¬ 
shops  that  those  in  the  one  seldom  pass  directly  into  the  other,  and  consequently 
manual  skill  and  intelligence  remain  divorced.  By  means  of  workshop-schools, 
properly  conducted,  a  railway  company  may  not  only  obtain  intelligent  help 
•cheaper  than  it  could  otherwise  be  secured,  but  it  may  also  so  shape  the  instruction 
herein  as  to  exactly  adapt  it  to  the  requirements  of  its  service,  and  thus  give  it  a 
pecial  value  not  attainable  elsewhere  at  any  price. 

ADVANTAGEOUS  EFFECTS  OF  WORKSHOP  SCHOOLS  UPON  RAILWAY  INTERESTS. 

Such  schools  also  seem  to  offer  the  easiest  and  cheapest  solution  of  the  problem 
how  to  secure  a  corps  of  workmen  and  operatives  combining  technical  skill  and 
general  intelligence  in  a  high  degree  with  that  special  acquaintance  with  the  needs 
and  details  of  operation  so  important  in  railway  service. 

Again,  it  is  matter  of  common  observation  that  our  universities,  colleges,  acade¬ 
mies  and  high  schools  turn  out,  in  superabundance,  young  men  possessing  theoret¬ 
ical  knowledge  and  dialectical  skill  in  sufficiency,  but  who,  lacking  manual 
expertness  and  practical  knowledge,  are  comparatively  useless  for  industrial 
purposes. 

CHARACTER  AND  DEGREE  OF  EFFICIENCY  OF  ACADEMIC  GRADUATES  IN  RAILWAY 

SERVICE. 

Similar  complaint  is  also  very  generally  made  against  all  our  technological 
schools — that  their  graduates  are  too  theoretical  and  not  sufficiently  practical,  and 
this  must  necessarily  be  so  wherever  such  schools  are  unconnected  with  shops 
operated  as  bona-ficle  industrial  enterprises.  On  the  other  hand,  it  is  difficult  to 

Erocure  at  any  price  men  who  combine  superior  skill,  comprehensive  mechanical 
nowledge  and  general  intelligence  in  such  proportions  as  to  make  them  valuable 
as  foremen,  managers  and  specialists  in  mechanical  pursuits  or  in  the  operating 
branches  of  railway  service.  An  appreciation  of  this  fact,  and  of  the  necessity  for 
educating  their  workpeople  to  an  understanding  of  modern  railway  machinery, 
appliances  and  methods,  has  led  a  number  of  managers  to  seek  the  services  of  the 
graduates  of  technical  schools  as  assistant  foremen,  assistant  supervisors,  assistants 


government  of  the  lines  on  which  they  are  employed,  and,  above  all,  they  should  he  instructed  in  the 
management  of  the  engine,  the  value  of  time,  and  the  absolute  necessity  of  working  the  distance 
according  to  the  time  table  and  those  established  rules  by  which  they  and  the  public  are  to  be  gov¬ 
erned  in  their  departure  from  and  arrival  at  tho  different  stations.  A  driver  should  also  be  acquainted 
with  the  principles  upon  which  the  steam  in  the  boiler  is  generated,  its  elastic  force,  the  security  and 
free  working  of  tho  safety  valves,  and,  in  fact,  in  order  to  prepare  him  for  public  service,  he  should 
attain  his  degree  and  character  in  the  Workingman's  College  before  he  is  considered  eligible  to  mount 
the  foot-plate  or  to  handle  an  engine.  Lastly,  other  classes,  such  as  blacksmiths,  carpenters,  masons, 
bricklayers,  turners,  tilers,  moulders,  etc.,  exclusive  of  innumerable  others,  such  as  spinners,  weavers, 
dyers,  printers,  etc.,  employed  in  the  manufacture,  might  each  of  them  reasonably  demand  to  he 
included  in  a  national  system  of  industrial  education.” 

*  In  this  connection  the  following  is  suggestive : 

“  The  acquisition  of  knowledge,  as  every  one  has  occasion  to  remark,  is  not  of  so  much  value  for 
the  specific  thing  that  we  learn  as  for  its  contingent  revelations,  the  correlative  ideas  that  it  suggests; 
and  so  it  may  be  possible  that  even  an  imperfect  conception  of  the  fixed  expenses  of  a  railroad  may 
utiord  suggestion  to  those  who  are  not  disposed  to  regard  the  information  itself  of  especial  value. 
Thus,  while  we  may  not  care  what  relation  the  fixed  expenses  bear  to  contingent  outlay  as  a  whole ,  if 
we  knew  accurately  the  efiect  of  wear  and  tear  of  traffic  upon  particular  classes  of  expenses,  and  the 
percentage  of  deterioration  from  natural  causes,  there  can  be  no  doubt  that  the  knowledge  would 
prove  of  value  to  particular  men,  if  not  to  railway  men  as  a  whole.  The  truth  of  this  bears  apt  illus¬ 
tration  iu  the  case  of  track -rails. 

"Practical  men  with  whom  I  have  communicated  as  to  the  relative  deterioration  of  rails  from  cli¬ 
mate  and  traffic,  have  stated  that  a  rail  will  remain  fit  for  use  forever  if  trains  do  not  run  over  it; 
others  put  the  deterioration  from  natural  causes  at  two  per  cent. ;  others  at  five  per  cent.,  and  so  on. 
As  a  matter  of  fact,  the  deterioration  of  rails  due  to  climate,  while  not  great,  is  marked  and  cumula¬ 
tive.  The  deterioration  from  climate  in  the  case  of  other  materials  is,  as  a  rule,  much  greater.  It  is 
not  necessary,  nor  would  it  he  propi  r,  hero  to  enter  into  a  minute  or  scientific  statement  of  the  effect 
of  climate  njion  different  classes  of  material.  The  subject  belongs  more  properly  to  scientists.  I 
merely  cite  the  case  of  rails  to  illustrate  the  lack  of  information  on  such  subjects  by  those  whose 
duties  are  connected  wholly  with  the  care  of  such  property.” — [Marshall  M.  Kirkham,  "Maintenance 
of  Railways.1'] 


EXAMPLE  SET  BY  PENNSYLVANIA  KAILWAY. 


795 


to  engineers  of  roadway,  master  mechanics,  etc.  After  some  actual  experience 
these  young  men  are  put  in  line  of  promotion,  and  inquiry  shows  that  generally 
they  stand  well  in  their  respective  corps,  but  even  after  going  through  the  shops, 
such  graduates  continue  more  theoretical  than  practical,  and  this  constitutes  the 
great  objection  to  railroads  taking  into  service  technological  school  graduates, 
instead  of  educating  their  own  young  men. 

As  already  shown,  combined  mental  and  physical  education  alone  give  satisfac¬ 
tory  results,  and  no  substitute  for  this  method  will  yield  a  railroad  the  highest 
value  of  its  talent.* 

POLICY  OF  PENNSYLVANIA  R.  R.  IN  EMPLOYING  COLLEGE  GRADUATES. 

The  Pennsylvania  Railroad  pursues  the  plan  of  exacting  of  the  graduates  of  tech¬ 
nological  institutions  entering  its  service  a  novitiate  in  the  construction  and  repair 
shops  at  Altoona  before  they  are  permitted  to  enter  active  service.  Many  young 
graduates  of  technical  schools  so  highly  value  the  opportunity  of  studying  the 
scientific  methods  and  enjoying  the  instruction  of  the  Altoona  shops  as — it  is  said — 
to  disregard  pecuniary  compensation,  in  a  wise  desire  to  avail  of  the  fine  training 
obtainable  there.  At  the  same  time,  if  I  am  correctly  informed,  this  instruction  is 
neither  so  specific  nor  so  thorough  as  it  should  be,  nor  can  any  method  by  which 
it  is  sought  to  qualify  young  men  as  railroad  officers  be  successful  which  does  not 
provide  for  theoretical  instruction  in  those  branches  of  knowledge  that  comprise 
what  maybe  designated  as  railroad  science,  pari  passu  with  actual  commercial 
shop-work  ;  the  latter  illustrating  and  confirming  the  former. 

THE  METHOD  NOW  IN  FORCE  AT  MT.  CLARE  FOR  SECURING  EDUCATED  APPRENTICES. 

This  method  of  combining  theory  and  practice  so  as  to  give  both  an  educational 
value  has  during  the  past  year  been  pursued  with  signal  success  in  preparing  the 
apprentices  at  Mt.  Clare  for  cadetships  in  the  B.  &  O.  service,  under  the  program 
announced  in  your  circular  of  January  15,  1885.  When  it  became  publicly  known 
that  technological  instruction  had  been  inaugurated  at  Mt.  Clare,  we  were  besieged 
by  applicants  for  admission  to  the  school  whose  social  status,  scholarship  and  cul¬ 
ture  were  infinitely  superior  to  anything  found  among  the  147  apprentices  already 
in  service,  whom  we  had  examined  under  the  terms  of  that  circular.  Many  of 
these  young  gentlemen  entered  as  regular  apprentices,  without  favorable  discrimina¬ 
tion  as  to  hours  of  work  or  pay  ;  in  fact,  they  accepted  low  wages  for  services  far 
more  valuable  to  the  company  than  those  of  the  average  uneducated  apprentice. 
By  supplementing  their  shop-work  with  the  class-instruction  which  was  specially 
adapted  to  it,  they  have  achieved  excellent  records,  and  now  possess  a  very  solid 
foundation  for  a  higher  technical  course,  in  which  theoretical  instruction  may  pre¬ 
dominate,  and  after  a  year  or  two  of  further  study  they  will  honor  the  service  in 
whatsoever  positions  may  be  assigned  them. 

INTELLIGENT  WORKMANSHIP  WILL  REDUCE  ACCIDENTS. 

With  educated  and  intelligent  workmen  and  operatives,  railway  companies  will 
have  fewer  accidents,  and  the  saving  on  this  single  account  would  doubtless  often 
more  than  cover  the  cost  of  a  liberal  educational  provision.  Of  the  graduates  of  a 
technical  school  at  Lille,  M.  Hovarez  says:  “  Those  engaged  in  working  mines  soon 
perceived  that  workmen  who  came  from  this  school  heated  their  boilers  better  and 
with  less  coal  than  did  the  other  workmen,  and  that  they  escaped  many  accidents 
and  repairs  and  stoppage  of  machinery.”  If  this  be  true  of  simple  stationary 
engines,  how  much  greater  must  be  the  effect  upon  such  complicated  machinery  as 
railroads  operate  !  On  this  point  Judge  McArthur  says  that  technical  and  scientific 
education  becomes  a  subject  of  universal  interest ;  that — 

The  ordinary  accidents  to  which  we  are  exposed  arise  in  too  many  instances  from  some  error  in  the 
work  of  the  draughtsman  or  the  machinist.  The  unexpected  fall  of  buildings,  and  their  had  construc¬ 
tion,  as  developed  in  cases  of  fire,  are  sometimes  attended  with  horrors  that  curdle  the  blood  and  sweep 
away  precious  lives  by  the  most  excruciating  deaths.  The  wheel  or  axle  of  the  locomotive  maybe 
unsound  in  material  or  model,  and  the  train  in  its  rapid  flight  be  plunged  over  a  viaduct  or  embank¬ 
ment,  bruising  and  maiming  its  living  freight  and  sending  our  best  and  most  beloved  ones  into  the 
grave  without  warning  or  preparation.  Boilers  explode,  machines  are  shattered,  owing  to  defective 
work  of  some  kind,  and  the  newspapers  publish  a  daily  catalogue  of  disasters  more  appalling  than  the 
carnage  of  war.  The  lesser  evils  are  also  considerable. 


*Dr.  Quincke,  formerly  Professor  of  Physics  in  the  Berlin  Polytechnic  School,  and  now  Professor 
of  Physics  at  the  University  of  Heidelberg,  pointed  out  to  the  Royal  Commissioners  the  error  made 
by  many  in  believing  that  any  polytechnic  course  of  instruction  could  by itself  teach  a  student  (for 
instance)  to  erect  an  engine,  work  a  blast  furnace,  or  manufacture  sulphuric  acid ;  the  real  objectof  a 
technical  school  being  to  facilitate  the  transition  from  pure  science  to  practice  by  means  of  appropriate 
lectures  and  laboratory  work,  which  are  obviously  insufficient  to  prepare  the  student  for  carrying  on 
actual  work  where  practical  experience  is  needed. 


1 96  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


UNEDUCATED  WORKMEN  UNABLE  TO  UTILIZE  SCIENTIFIC  DISCOVERIES  AND  METHODS. 

Many  of  the  discoveries  of  the  day  are  not  used  because  workmen  do  not  under¬ 
stand  them  or  are  incompetent  or  unwilling  to  utilize  them,  and  there  is  also  an 
acknowledged  deficiency  in  the  ability  of  railroad  employes  to  determine,  with 
scientific  accuracy,  the  shapes  and  dimensions  which  are  best  adapted  to  stand  the 
strains  of  the  various  working  parts  of  the  locomotives  and  other  machinery  used 
by  railroad  companies.  Though  much  has  been  done  in  this  direction  by  specialists, 
it  is  more  than  probable,  from  their  testimony  and  from  the  deficiencies  of  such 
machinery,  that  scarcely  a  tithe  of  the  facts  that  may  and  ought  to  be  known  in 
this  matter  are  yet  discovered,  or,  where  known,  availed  of. 

INDUSTRIAL  PROBLEMS  MAY  BE  ECONOMICALLY  SOLVED  IN  CONJUNCTION  WITH 

SCHOOL  WORK. 

Such  investigations,  owing  to  the  scarcity  of  men  combining  both  practical  and 
theoretical  knowledge,  are  so  costly  and  uncertain,  and  require  so  much  skill  and 
technical  training  to  conduct  them,  that  manufacturing  companies  cannot  often 
afford  to  hire  specialists  or  bear  the  expense  of  experimenting  ;  but  in  a  school  con¬ 
nected  with  railway  shops,  under  competent  guidance  and  instructors  of  ability, 
much  may  be  done,  as  a  part  of  the  school  and  shop-work  instruction,  that  will,  at 
the  same  time,  accomplish  desirable  results  in  other  fields.  It  is  the  testimony  of 
many  of  our  best  educated  engineers  that  the  engineering  profession  in  all  its 
departments  is  continually  hampered  by  the  want  of  more  extensive  and  more 
accurate  experiments.  They  say  that  “  in  far  too  many  matters  they  have  nothing 
to  rely  on  but  the  imperfect  or  imperfectly  reported  results  of  antiquated  experi¬ 
ments.”  The  difficulty  is  that  most  of  their  experiments  and  observations  have 
necessarily  to  be  of  short  duration,  and  that  they  have  insufficient  data  upon  which 
to  base  their  conclusions.  If,  now,  we  can  introduce  the  scientific  method  of 
original  research  and  experiment  into  our  workshops ;  if,  instead  of  one  experi¬ 
menter,  there  may  be  dozens  of  wideawake,  observing  and  energetic  men  in  search 
of  scientific  and  mechanical  truth  ;  if,  instead  of  one  experiment  at  a  time,  there 
may  be  several  under  different  circumstances  going  on  at  the  same  time ;  if,  instead 
of  continuing  a  single  day  or  a  single  week,  these  experiments  in  the  workshop  may 
be  continued  through  months  and  even  years ;  if,  in  other  words,  our  workmen,  or 
a  large  number  of  them,  can  be  taught  to  regard  the  workshops  themselves  as  great 
laboratories  for  continued  research,  experiment  and  observation  with  a  view  to 
gaining  original  information  for  practical  purposes ;  then  there  need  be  no  more 
complaint  in  the  realm  of  applied  science  about  inadequate  data  and  uncertain 
conclusions. 

But  there  are  other  important  considerations  which  should  induce  railway  man¬ 
agers  to  promote  the  education  of  their  people.  The  advance  of  our  civilization  is 
seen  in  an  awakened  eagerness  for  scientific  discoveries,  and  disposition  to  use  sci¬ 
entific  investigations,  not  alone  as  a  method  of  mental  gymnastics,  but  as  a  torch 
to  illumine  great  fields  of  productive  and  commercial  industries  and  to  shed  light 
upon  the  pathway  of  the  laboring  masses. 

SCIENTIFIC  INVESTIGATION  OF  INDUSTRIAL  PROBLEMS  PROFITABLE  TO  RAILWAYS. 

What  the  outcome  of  this  spirit  of  invention  and  discovery  in  the  realm  of  applied 
science  will  be  can  only  be  conjectured,  but  whatever  other  industries  may  be 
affected  by  it.  none  are  more  likely  to  reap  rich  harvests  from  its  encouragement 
and  growth  than  those  railroads  that,  in  point  of  qualified  managers,  scientific 
specialists  and  intelligent  and  skilled  workmen,  are  best  prepared  for  promptly 
utilizing  su*h  developments.  No  industry  has  fixed  boundaries,  nor  can  any  be 
said  to  have  reached  maturity.  The  inventions  of  to-morrow  may  necessitate  radi¬ 
cal  changes  in  the  processes  and  in  the  kind  and  manner  of  manipulating  the 
machinery  of  to-day.  We  have  seen  how  combined  scientific  and  technical  educa¬ 
tion  conduces  to  economy  and  net  results,  by  cultivating  habits  of  thought  and 
observation,  and  developing  special  aptitudes ;  thus  enabling  workmen  to  utilize 
improvements  and  inventions  at  large,  and  encouraging  them  in  attempting  inven¬ 
tions  and  seeking  for  more  economical  methods  of  work,  which  inure  mainly  to 
the  benefit  of  the  employer. 

HOW  IMPROVEMENTS  IN  MECHANICAL  PROCESSES  ARE  ACHIEVED. 

Original  mechanical  contrivances;  new — and  improvements  in  existing — processes 
and  methods  of  manufacture,  are  seldom  the  result  of  accident  or  the  fruit  of  a  low 
degree  of  intelligence.  Analysis  of  the  history  of  industrial  and  mechanical  prog¬ 
ress  demonstrates  that  the  large  majority  of  inventors  who  belonged  to  the  artisan 


HUXLEY  OX  INDUSTRY  AND  EDUCATION. 


797 


class  were  deserving,  faithful,  investigating  and  generally  well-educated  men,  whose 
minds,  through  technical  training,  had  acquired  flexibility,  and  whose  faculties 
were  stimulated  by  study.  If  our  workmen  do  not  make  inventions  and  develop 
economical  methods  of  labor,  others  in  the  employ  of  rival  companies  will  do  so, 
and  the  active  competition  of  the  age  will  give  those  corporations  that  are  advanced 
enough  to  cultivate  the  intelligence  of  their  employes  material  advantages  over 
others.  Even  if,  in  order  to  neutralize  this  superiority,  we  are  willing  to  pay  well 
for  the  privilege  of  utilizing  improvements  and  inventions  owned  by  antagonistic 
interests,  we  may  still  lack  the  power,  through  want  of  intelligence  and  skill  on  the 
part  of  our  own  people.  Because  of  the  lack  of  scientific  knowledge  that  would 
have  enabled  its  managers  to  appreciate  the  value  of  a  meritorious  improvement,  a 
railroad  company  with  whose  affairs  you  are  familiar,  now  has  to  pay  a  rival  cor¬ 
poration  for  the  use  of  a  slide-valve  for  its  locomotives,  invented  a  few  years  ago  by 
one  of  that  company’s  employes,  who,  for  a  nominal  consideration,  would  have 
licensed  it  to  manufacture  this  very  valve  for  its  own  use  and  for  sale  to  other 
companies. 

PROFESSOR  HUXLEY’S  TESTIMONY  AS  TO  DEPENDENCE  OF  INDUSTRY  UPON  EDUCATED 

KNOWLEDGE. 

In  this  connection  I  again  quote  from  Professor  Huxley’s  declaration  that  “  the 
advance  of  industry  in  all  countries  depends  on  employers  being  able  to  find  to 
their  hand  persons  of  sufficient  knowledge  and  sufficient  flexibility  of  mind  to  be 
able  to  turn  from  the  one  thing  they  have  been  doing  to  something  different,  accord¬ 
ing  to  the  nature  of  the  improvement  that  has  been  made”;  and  that  “  the  develop¬ 
ment  of  industry  under  its  present  conditions  is  almost  entirely  the  result  of  the 
application  of  science  to  the  development  of  mechanical  processes  of  complexity, 
requiring  a  great  deal  of  attention  and  intelligence  to  carry  them  out.” 

SO-CALLED  PRACTICAL  SKILL  UNPROGRESSIVE  AND  NON-INVENTIVE. 

In  this  connection,  the  citation  of  two  curious  circumstances,  bearing  on  a  branch 
of  trade  in  which  we  are  greatly  concerned,  will  interest  you.  The  iron  and  steel 
workers  of  Cheshire  and  Lancashire  are  the  most  skilled  manipulators  of  the  com¬ 
mon  metals  in  the  United  Kingdom,  and  their  mechanical  instinct  has  been  heredi¬ 
tary  for  centuries.  The  first  Earl  of  Chester  was  Master-of-Arms  to  William  the 
Conqueror.  His  workmen  resided  in  the  villages  of  those  counties,  and  when  the 
use  of  armor  was  discontinued  they  were  still  notable  workers  in  iron  and  steel. 
Their  descendants  still  call  their  tools  and  implements  by  Norman-French  names. 
They  jwssessed  hereditary  skill  and  knack  such  as  no  other  workingmen  in  the  King¬ 
dom  had;  yet  from  all  this  body  of  skilled  labor  no  inventions  came;  they  were  and 
are  satisfied  to  go  on  as  their  fathers  and  forefathers  had  done,  and  the  inventions 
which  have  made  this  the  age  of  steel  came  from  those  who  were  destitute  of  their 
practical  skill.  The  introduction  of  the  hot  blast  in  the  furnace  ;  the  application  of 
the.  cold  blast  in  the  Bessemer  converter,  which  changed  liquid  iron  into  steel ;  the 
production  of  steel  direct  from  ore  on  the  open  hearth,  and  the  discovery  of  the 
basic  lining,  by  which  phosphorus  is  eliminated  and  all  grades  of  iron  made  con¬ 
vertible  into  steel,  revolutionized  the  mechanic  arts  ;  and  yet  it  is  remarkable  that 
only  one  of  the  inventors  of  these  processes  was  directly  connected  with  the  iron 
trade,  and  not  one  came  from  all  this  body  of  workmen  whose  skill  in  manipulating 
iron  had  descended  to  them  through  many  generations. 

WHO  ARE  THE  VALUABLE  INVENTORS  IN  METALLURGY. 

The  hot  blast  was  discovered  accidentally  by  an  engineer ;  Sir  Henry  Bessemer 
was  an  engraver;  William  Siemens  was  a  mechanical  engineer  and  electrician, 
unconnected  with  iron  industries ;  Gilchrist  Thomas  was  a  member  of  the  Civil 
Service ;  James  Watt  was  an  instrument  maker  ;  so  that  the  iron  and  steel  industry 
owes  its  development  to  science,  distinct  and  apart  from  itself,  and  in  no  material 
degree  to  its  rule-of-thumb  workers. 

DISADVANTAGE  OF  USING  ANTIQUATED  MACHINERY,  AND  CRUDE  WORKMANSHIP  IN 

RAILWAY  SHOPS. 

The  rapid  and  important  improvement  of  machinery  and  mechanical  appliances 
has  placed  many  of  our  older  railway  companies  at  a  disadvantage,  in  respect  to 
economical  construction  and  repair,  in  that  their  shops  are  filled  with  machinery 
and  appliances  of  obsolete  patterns,  costly  and  slow  in  action,  while  works  more 
recently  established  are  generally  equipped  witli  the  latest  and  best  the  market 
affords.  Mechanical  processes  enter  so  largely  into  railway  operations,  and  the 


798  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


results  of  using  crude  help  or  plant  so  directly  and  seriously  affect  the  percentage 
of  operating  expense  to  gross  receipts,  that  one  unacquainted  with  the  history  of 
railway  management  would  naturally,  but  vainly,  look  to  railway  shops  for  the 
latest  improvements  in  processes  and  machinery  there  used  ;  for  probably  few  man¬ 
agers  would  have  the  temerity  to  propose  the  periodical  replacement  of  obsolete  for 
the  latest  approved  practice  and  inventions  in  shop- work,  though  able  to  prove  the 
wisdom  and  economy  of  such  a  procedure. 

MOST  WORKMEN  IGNORANT  OF  NATURAL  LAWS  AND  SCIENTIFIC  METHODS. 

I  might  almost  indefinitely  multiply  testimony  respecting  the  difference  in 
efficiency  and  economy  between  educated  and  uneducated  labor  ;  but  I  apprehend 
it  is  only  necessary  to  prompt  the  minds  of  those  experienced  in  handling  labor  to 
the  line  of  reflections  above  suggested,  to  lead  them  to  convictions  respecting  the 
economy  in  time,  material,  supervision,  and  value  of  products  turned  out  by  edu¬ 
cated  help  fully  as  strong  and  emphatic  as  those  I  have  quoted.  At  least  those 
employers  and  supervisors  of  labor  who  possess  the  kind  of  knowledge  that  can 
only  be  acquired  from  the  combined  reading  of  books  and  extended  observation 
know  that  at  the  present  time  most  workmen  in  America  have  little  general  intel¬ 
ligence  and  less  general  skill ;  that  most  of  them  see  machinery  in  motion  governed 
by  laws  of  the  existence  and  nature  of  which  they  are  totally  ignorant ;  that  they 
see  operations  performed  the  nature  and  scope  of  which  they  are  incapable  of 
understanding ;  that  they  are  accustomed  to  make  parts  of  machinery  which, 
together  with  other  parts  of  machines  made  by  other  workmen,  go  to  make  up  art 
organic  whole,  and  yet  neither  know  nor  care  to  know  how  to  put  those  parts 
together,  nor  how  to  operate  them  when  combined.  It  is  needless  to  comment 
upon  the  results  of  such  ignorance,  except  to  point  out  that,  aggregated,  it  must 
entail  enormous  losses.* 

CHEAPER  TO  EDUCATE  APPRENTICES  THAN  TO  PURCHASE  SKILL  AND  INTELLIGENCE; 

IN  THE  MARKET. 

How  best  to  remedy  this  condition  of  affairs  is  a  problem  of  very  serious  import ;; 
but  I  have  written  this  report  in  vain  if  it  has  not  at  least  demonstrated  that,  if  we 
are  to  continue  manufacturing  our  own  plant,  it  will  be  cheaper  to  manufacture 
also  our  own  skilled  artisans,  mechanics  and  other  operatives  out  of  the  crude 
materials  which  abound  in  the  shape  of  applicants  for  apprenticeship,  than  bid  for 
them  in  the  market;  especially  as,  thereby,  we  will  secure  a  corps  familiar  with 
the  needs  of,  and  attached  by  various  ties  to,  the  service. 

Let  me  here  add  a  little  to  the  testimony  in  the  first  section  of  this  report  as  to 
what  technological  schools  are  capable  of  accomplishing,  especially  in  aid  of  rail¬ 
way  interests.  I  call  your  attention  to  the  mass  of  evidence  contained  in  the 
Exhibits  to  this  report,  and  in  further  and  effective  support  thereof  I  adduce  the 
testimony  of  Mr.  J.  Scott  Russell,  the  eminent  English  engineer  and  builder,  and 
other  intelligent  directors  of  labor.  Although  a  highly  educated  man  and  an  able 
scientist,  whose  scholarship  has  received  recognition  from  several  of  England’s 
learned  societies,  Mr.  Russell  is  not  a  mere  theorist  on  questions  relating  to  manu¬ 
facturing  and  constructive  industries.  When  a  boy  he  served  a  regular  apprentice¬ 
ship  at  a  mechanical  trade,  after  which  he  long  followed  the  business  of  practical 
engineering  ;  gaining  such  prominence  that  the  building  of  the  famous  Great 
Eastern  was  entrusted  to  his  superintendency.  The  testimony  of  a  man  who  thus 
combines  great  intelligence  and  learning  with  experience  in  the  workshop,  in  the 
art  of  originating,  and  in  the  supervision  of  workmen,  ought  to  command  careful 
consideration  from  those  who  are  largely  interested  in  enterprises  requiring  con¬ 
structive  and  mechanical  ability. 

WIIAT  TECHNOLOGICAL  SCHOOLS  ACCOMPLISH.  TESTIMONY  OF  J.  SCOTT  RUSSELL. 

In  his  “  Systematic  Technical  Education  for  the  English  People,”  a  book  pub¬ 
lished  in  1869,  Mr.  Russell  says  : 

It  seems  to  me  almost  an  axiom  that  intelligent  men  must  do  better  work  than  boors;  that  trained, 
skilled  men  must  do  better  work  than  clumsy  and  awkward  ones;  and  that  the  more  any  man  knows. 


*  While  labor  with  band-tools  and  machines  should  be  wisely  blended,  yet,  since  machinery  has  a 
constantly  increasing  share  in  the  conversion  of  material  into  useful  forms,  the  educated  mechanic 
should  know  how  to  design,  construct  and  assemble  the  parts  of  a  machine,  as  well  as  how  to  make 
its  product;  and  excellence  in  construction  is  to  be  sought  as  a  most  valuable  factor  in  instruction. 

The  power  of  the  engineer  to  decide  upon  general  grounds  the  best  form  and  material  for  a  machine, 
and  to  calculate  its  parts,  is  vastly  increased  by  blending  with  it  the  skill  of  the  craftsman  in  manip¬ 
ulating  the  material,  and  the  fact  that  the  product  is  to  be  tested  and  used  kindles  interest  in  its  man¬ 
ufacture  and  furnishes  additional  incentive  to  thoroughness  and  exactness.  [Catalogue  of  Worcester 
Free  Institute.] 


J.  SCOTT  RUSSELL  ON  TECHNICAL  SCHOOLS. 


799- 


of  the  objects  and  methods  of  his  own  work,  and  the  work  of  all  those  who  around  him  are  engaged' 
in  co-operation,  the  more  likely  he  is  to  do  bis  own  part  well,  so  as  to  exactly  fit  into  and  form  one 
with  his  neighbor's  work.  Thus  I  think  that  an  intelligent  community  of  workmen  will  get  through 
their  work  quicker,  will  fit  its  parts  more  nicely,  will  finish  ott'  everything  more  sharply,  will  waste 
less  material  by  trial  and  error,  and  so  give  higher  value  as  well  as  quality  and  durability  to  all  their 
work,  than  ignorant,  unrefined,  uneducated  men. 

Unhappily,  mechanics,  when  taught  to  workingmen,  is  generally  either  taught  superficially,  unplii- 
losophically,  or  with  little  or  no  reference  to  the  business  of  their  life.  Economy  of  bodily  strength, 
best  ways  of  handling  things,  best  ways  of  helping  each  other,  best  ways  of  carrying,  lilting,  shift¬ 
ing  things — these  are  seldom  taught.  Some  algebraical  formula,  or  abstract  geometrical  diagram,  is 
put  before  the  poor  mechanics  and  called  science;  as  well  call  it  magic! 

*  *  *  *  *  *  *  *  *  * 


BEARING  OF  TECHNICAL  TRAINING  ON  RAILWAY  CONSTRUCTION. 

I  will  now  come  to  practical  matters  which  show  directly  the  results  of  technical  education  in  the 
production  of  one  of  its  chief  objects— the  creation  of  wealth.  It  is  notorious  that  those  foreign  rail¬ 
ways  which  have  been  marie  by  the  people  themselves,  in  the  educated  countries  of  Germany  and 
Switzerland,  have  been  built  far  cheaper  than  those  constructed  by  us  in  England  ;  it  is  known  that 
they  have  been  made  by  the  pupils  of  the  industrial  schools  and  technical  colleges  of  these  countries ;  and 
I  know  many  of  their  distinguished  men  who  take  pride  in  saying  that  they  owe  their  positions  entirely 
to  their  technical  schools.  1  find  everywhere  through  their  work  marks  of  that  method,  order ,  sym¬ 
metry,  and  absence  of  waste  which  arise  from  plans  well  thought  out,  the  judicious  application  of  prin¬ 
ciples,  conscientious  parsimony,  and  a  high  feeling  of  professional  responsibility.  In  the  accurate 
cutting  of  their  slopes  and  embankments,  in  the  careful  design  and  thoughtful  execution  of  their 
beautiful  but  economical  stone  masonry,  in  the  self-denying  economy  of  their  large  span  bridges,  the 
experienced  traveler  can  read  as  he  travels  the  work  of  a  superiorly  educated  class  of  men;  and 
when  we  come  down  to  details,  to  the  construction  of  permanent  way,  arrangement  of  signals,  points 
ami  sidings,  and  the  endless  details  of  stations,  we  everywhere  feel  that  we  are  in  the  hands  of  men 
who  have  spared  no  pains,  and  who  have  applied  high  professional  skill  to  minute  details.  It  is  well 
known  that  many  years  before  we  could  follow  their  example,  the  engineers  of  the  German  railways- 
had  introduced  a  system  of  constructing  and  uniting  to  each  other  the  iron  rails  of  the  permanent 
way  which  made  them  cheaper,  safer  ami  more  durable  than  those  employed  in  England.  *  .  *  * 

It  is  remarked  by  every  traveler  that  the  work  of  their  railway  stations  is,  when  compared  with  ours, 
much  more  beautiful,  convenient  and  fit,  both  within  and  without ;  the  construction  of  their  trains, 
the  proportions  of  their  carriages,  the  fitness,  convenience,  and  comfort  of  their  internal  arrange¬ 
ments,  all  tell  to  the  disadvantage  of  ours,  and  the  only  thing  in  which  our  railways  excel  theirs  is  in 
high  speed.  Theirs,  on  the  other  hand,  are  economical  in  capital  and  high  in  revenue. 

*  *  *  *  ****** 


ECONOMIC  VALUE  TO  EMPLOYERS  AND  TO  SOCIETY  OP  EDUCATED  WORKMEN. 

To  return  to  the  mere  vulgar  usefulness  of  educated  human  beings.  I  will  venture  a  remark  from 
personal  experience  in  my  profession,  which  1  trust  may  illustrate  the  vast  importance  to  us  of  edu¬ 
cating  not  only  governors,  or  masters,  hut  of  extending  a  high  scientific  education  and  skilled  technical 
training  to  the  workingmen  of  all  skilled  occupations.  It  is  this:  The  community  at  large  are 
deprived  of  the  use  of  enormous  treasures  iu  mechauical.invcntion,  and  enormous  progress  iu  scien¬ 
tific  arts,  by  the  fact  of  the  general  want  of  education  in  those  who  practise  them,  ft  may  not  be 
known,  but  it  is  yet  true,  that  the  mechauical  power  employed  in  all  our  manufactures  is  infinitely 
more  costly  than  it  need  he.  It  is  equally  true  that  some  skilled  men  of  such  professions  know 
thoroughly  how  to  produce  immense  economy  in  the  production  and  use  of  mechauical  power,  hut 
that  we  dare  not  put  the  means  into  the  hands  of  the  uneducated  masters  under  whoso  control  they 
would  be  applied.  I  am  not  now  speaking  of  a  loss  of  five,  ten,  twenty,  or  thirty  per  cent. :  1  say 
that  I  know  that  we  are  only  utilizing  one-tenth  to  one-twentieth  of  the  power  we  employ  and  waste,  and 
that  an  economy  of  one  hundred,  two  hundred,  three  hundred,  and  four  hundred  per  cent,  is  quite  within 
our  power  so  soon  as  a  better  informed,  higher  skilled,  more  perfectly  trained  class  of  men  and  masters 
shall  arise,  who  arc  fit  to  be  trusted  with  the  use  of  instruments  and  tools  at  present  utterly  beyond 
tlieir  comprehension,  control  or  application  to  use.  Special  knowledge  is  not  sufficient  to  produce 
even  the  best  special  results.  The  best  workman  is  always  the  one  who  has  a  knowledge  of  tools  and 
principles  beyond  the  direct  requirement  of  his  work,  whatever  that  maybe.  The  best  scientist  is 
always  the  one  who  acquaints  himself  with  other  departments  of  science  than  the  one  to  which  he  is 
specially  devoted.  The  best  artist  is  always  the  one  who  does  not  limit  himself  to  his  specialty,  but 
studies  the  whole  circle  of  art.  This  breadth  of  study  and  work  gives  a  breadth  of  knowledge  and 
training  which  decidedly  strengthens  a  man  for  his  specialty,  be  that  however  rude. 

********** 

I  am  continually  asked  why  a  man  whose  business  it  is  to  turn  a  furrow,  dig  a  ditch,  wheel  a  bar- 
row,  move  bricks,  saw  trees,  plane  boards,  quarry  stones,  get  coals,  or  hammer  bot  iron,  need  know 
anything  more  than  how  to  handle  a  spade,  use  his  arms,  or  manipulate  his  hammer;  and  whether 
more  knowledge  than  that  would  not  spoil  their  minds  and  set  them  above  their  work. 

THE  EDUCATED  MAN  MAKES  THE  CHEAPEST  AND  BEST  WORKMAN  FOR  THE  MOST  VULGAR  PURSUITS. 

To  this  I  can  answer  that,  taking  the  matter  on  the  very  lowest  grounds,  I  never  saw  any  kind  of 
labor  in  which  the  man  of  greater  intelligence  could  not  do  more  work  in  shorter  time,  to  better  pur¬ 
pose,  and  with  less  waste,  than  the  mere  uneducated  savage  of  civilized  society.  I  have  seen  at  the 
plough  the  clodhopper,  little  more  intelligent  Ilian  the  well-fed  brutes  in  front  of  him,  let  his  clumsy 
plough  wriggle  on  with  small  care  how  it  went,  and  little  thought  as  to  how  its  work  were  clone;  anil 
I  have  seen  the  skilled  ploughman,  with  half  the  number  of  horses,  and  with  no  greater  toil  to  them, 
cover  double  space  ou  the  same  kind  of  land  with  clean,  straight,  even,  well-finished  work.  The  one 
knew  all  about  the  draft  on  his  team,  the  strains  on  his  harness,  the  adjustment  and  action  of  his 
plough,  and  felt  at  liis  fingers  (instinct  with  intelligence)  every  variation  of  direction  or  force  which 
indicated  whether  his  own  slight  pressure  on  the  plough-stilt  should  give  it  bias  one  way  or  the  other. 
The  one  man  avoids  difficulty  because  he  sees  it  beforehand ;  the  other  endures  it  because  he  is  iu  the 
middle  of  it  before  he  knows  it,  and  so  must  go  through  it.  The  intelligent  ditcher  who  lays  out 
wisely  his  day’s  work  before  he  puts  a  spado  in  the  soil,  lias  so  forecast  and  arranged  it  that  every  hit 
of  earth  is  moved  out  of  its  old  place  into  its  new  the  shortest  way,  over  the  least  distance,  with  the 
least  force.  The  skilled  navvy  can  do  double  the  work  iu  the  day  of  the  equally  stout  hut  uuskilled 


800  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


rustic;  and  if  this  be  the  case  in  the  lowest  operations  of  moving  earth,  it  needs  no  iteration  on  my 
part  to  show  that  in  every  succeeding  stage  of  work — in  getting  stone  or  getting  coal — even  before  we 
come  to  shaping,  selecting,  fitting,  fixing  and  finishing  articles  of  workmanship,  the  more  intelligent 
and  better  trained  man  will  use  his  mind  to  apply  his  strength  and  wield  his  tools  so  as  to  spare  his 
strength  and  material  either  for  himself  or  his  master.  Estimated,  therefore,  on  the  lowest  scale  of 
social  value,  education  means  economy,  profit,  absence  of  waste. 

TESTIMONY  OF  JOHN  NYSTROM  ON  TECHNICAL  EDUCATION. 

Mr.  John  W.  Nystrom,  at  one  time  Acting  Chief  Engineer,  U.  S.  Navy,  who 
received  his  education  in  the  Royal  Technological  Institute  at  Stockholm,  in  which 
theoretical  training  is  supplemented  by  workshop  and  laboratory  practice,  in  a 
report  advocating  a  Techno-Naval  Academy,  says  : 

There  is  now  a  very  distinct  line  drawn  between  scientific  and  practical  men.  The  more  we  study 
and  cultivate  the  branches  separately,  the  more  distinct  will  this  lino  become  and  the  less  will  they 
understand  each  other,  and  may  ultimately  fall  into  irreconcilable  estrangement.  The  prejudice 
against  science  is  in  our  day  a  very  serious  evil. 

A  blind  man  can  walk  on  roads  and  streets,  but  when  he  finds  an  obstacle  must  stop;  at  a  ditch  be 
may  tumble  into  it ;  he  cannot  turn  from  his  accustomed  track.  Such  is  the  case  with  many  practical 
and  otherwise  most  valuable  men  working  without  a  knowledge  of  physical  laws.  In  order  to  follow 
up  the  improvements  of  the  age,  the  track  pursued  by  our  fathers  must  often  be  abandoned  and  a  new 
one  selected  and  surveyed  for  ourselves. 

Without  the  application  of  science  wo  go  ahead  without  knowing  where  we  are  going.  In  verifica¬ 
tion  of  which  we  have  many  examples  in  engineering  blunders,  sometimes  submitted  to  a  committee 
of  inquiry,  which  may  result  iD  tho  discharge  of  the  engineer,  accompanied  by  extravagant  abuse  of 
the  department  concerned,  and  the  evil  only  temporarily  remedied  by  substituting  another,  who  will 
most  likely  not  lopeat  the  same  blunders,  but  will  do  something  worse.  There  is  yet  no  attempt  made 
to  permanently  remove  these  evils  and  secure  success  in  our  enterprises  by  proper  institutions. 

******  *  *  *  * 

At  tho  present  time  scientific  attainments  .and  true  practical  knowledge  are  very  little  respected ; 
physical  laws  established  by  the  Creator  of  the  universe  are  often  derided  as  theoretical;  ignorance 
has  taken  the  lead,  and  rules  in  the  ascendant,  and  often  adopts  that  which  is  opposite  alike  to  science, 
experience  and  common  sense. 

**  ******** 

We  must  in  all  ages  and  in  all  countries  expect  active  and  operative  minds  to  come  forward  with 
ingenious  contrivances,  sometimes  with  wild  ideas,  ridiculous  in  design,  and  wrong  in  mechanical 
principles ;  but  then  it  is  the  function  of  science  and  knowledge  to  step  in  and  correct  their  aberra¬ 
tions,  or,  if  necessary,  to  guard  against  or  prevent  their  further  introduction  until  developed  to  an 
educated  design,  which  otherwise  might  lead  to  destruction  of  life  and  property. 

On  the  other  hand,  most  ingenious  and  valuable  ideas  are  sometimes  submitted  to  the  opinion  of 
scientific  men  with  no  practical  knowledge,  who  may  condemn  them  from  an  imperfect  perception  ot 
their  merit.  It  is  only  a  knowledge  of  combined  theory  and  practice  that  can  accomplish  justice  in 
all  cases. 

********** 

W e  have  numerous  examples  in  Europe,  particularly  in  Rnssia,  where  engineers  are  educated  to  only 
scientific  attainments,  anti  who,  when  they  enter  a  machine  shop  or  engine  room,  are  incompetent  for 
the  proper  conception  of  work,  but  are,  nevertheless,  entrusted  with  responsible  stations,  where  their 
practical  achievements  only  lead  to  mischief. 

Our  experience  throughout  life  teaches  us  that  a  practical  man  without  science  seldom  makes  such 
serious  blunders  as  a  scientific  man  without  practice.  The  merit  then  of  the  Techno-Naval  Academy 
would  be  in  the  education  of  engineers  in  tho  practice,  and  not  with  mere  scientific  precepts  of 
professors. 

The  writer  has  often  observed  the  career  of  students  from  colleges,  and  regrets  to  say  that  too  few 
of  them  turn  their  attention  to  work.  Those  who  have  received  scientific  education  generally  prefer 
to  become  professors,  scientific  advocates,  patent  agents,  lawyers,  philosophical  secretaries,  etc.,  etc., 
while  the  practical  operations  of  our  workshops  sutler  in  the  extreme.  Every  once  in  a  while  we  have 
a  steam-boiler  explosion,  killing  off  a  great  number  of  men,  with  great  destruction  of  property;  we 
build  vessels  which  will  not  fioat ;  are  often  disappointed  in  the  performance  of  vessels  and  machinery ; 
we  waste  great,  amounts  of  fuel,  and  wo  make  extensive  and  costly  experiments  in  steam  engineering 
without  consulting  the  physical  laws  involved  in  the  operation. 

In  iron  foundries  castings  are  often  made  with  too  littlo  metal,  and  sometimes  too  much ;  the  hydro¬ 
static  action  of  the  fluid  cast  iron  in  the  mould  is  rarely  understood;  the  laws  of  shrinkage,  strain, 
direction  of  crystallization,  anu  sinking  iu  castings  ot  irregular  form,  are  not  generally  compre¬ 
hended  ;  and  many  defects  of  experience  exist  which  often  cause  the  loss  of  valuable  castings,  for 
want  of  applied  science.  When  tho  casting  turns  out  a  failure,  it  is  generally  said  that  the  foundry 
superintendent  is  not  skillful,  or  has  not  experience  enough,  which  often  means  that  he  has  not  made 
blunders  enough  to  secure  success. 

The  general  impression  about  tho  business  of  moulding  and  casting,  as  well  as  all  other  branches  of 
mechanic  arts,  is,  as  has  been  repeatedly  told  to  the  writer,  namely,  that  “tho  profession  cannot  bo 
brought  within  the  scope  of  science,  and  must  bo  learned  by  experience  alone.” 

On  tho  other  hand,  scientific  men  without  technical  education,  entrusted  with  practical  problems, 
are  generally  not  familiar  with  important  circumstances  involved  in  the  operation,  which  accordingly 
results  iu  blunders ;  they  are  then  derided  as  “  scientific  men." 

ENGLAND  UNABLE  TO  MAINTAIN  HER  INDUSTRIAL  PRE-EMINENCE  BY  MANUAL  SKILL 

OF  HER  WORKPEOPLE. 

England  has  long  had  a  large  body  of  skilled  workmen,  by  whose  labor  she  has 
attained  commercial  and  manufacturing  pre-eminence.  But  mere  ‘ ‘  rule-of-thumb” 
work,  without  general  intelligence  and  scientific  knowledge,  was  insufficient  to  hold 
that  pre-eminence,  which  has  several  times  been  in  jeopardy,  and  is  now  maintained 
only  through  recognition  of  the  fact  that  her  laborers  must  be  intelligent,  and  that 


MR.  MATHER  TESTIFIES  BEFORE  SENATE  COMMITTEE.  801 


their  technical  and  scientific  education  is  a  national  work.  In  this  connection  I 
call  your  attention  to  the  following  and  to  other  quotations  in  Exhibit  M  about  the 
waste  of  material,  etc.,  in  construction,  due  to  lack  of  educated  labor. 

In  the  report  relative  to  technical  education  by  the  Schools  Inquiry  Commission  of 
2d  July,  1867,  Mr.  McConnell,  one  of  the  English  jurors,,  is  quoted  as  saying  : 

In  tlie  class  for  which  I  was  juror  for  England,  I  made  a  very  careful  examination  and  comparison 
of  our  locomotives,  engines,  carriagos,  railway  machinery,  apparatus  and  material  with  those  exhibited 
by  France,  Germany  and  Belgium  (which  governments  support  schools  of  technology).  I  am  firmly 
convinced  that  our  former  superiority,  either  in  material  or  workmanship,  no  longer  exists.  .  .  . 
17111083  wo  adopt  a  system  of  technical  education  for  our  workmen  in  this  country,  we  shall  soon  not 
even  hold  our  own  in  cheapness. 

TRAINED  SPECIALISTS  IN  INDUSTRIAL  ESTABLISHMENTS  OF  EUROPE. 

The  Royal  Commissioners  make  frequent  mention  of  the  fact  that  in  the  most 
enterprising  and  successful  factories  and  shops  of  Europe  they  found  men  peculiarly 
fitted  and  trained  for  their  special  duties  placed  at  the  head  of  the  various  depart¬ 
ments  and  shops  as  managers  and  foremen.  But  they  particularly  noticed  that 
very  many  of  these  firms  had  been  compelled  to  make  provision  for  the  training  of 
their  own  managers  and  foremen,  so  as  to  secure  men  specially  adapted  to  then- 
particular  industries.* 

In  his  testimony  before  our  Senate  Committee  on  Education  and  Labor  (Exhibit  R), 
Mr.  Mather  said  that,  as  the  result  of  the  long  and  thorough  study  of  our  institutions 
which  he  had  made  preparatory  to  reporting  to  the  Royal  Commissioners  on  the 
industrial  and  educational  facilities  of  the  United  States,  he  had  recognized  the 
“  native  ingenuity  ”  of  Americans  in  contriving  helpful  devices  in  various  industries, 
and  particularly  in  matters  of  transportation  ;  but  he  had  also  seen  that,  notwith¬ 
standing  their  enterprise  and  ingenuity,  Americans  owed  much  of  their  rapid 
advance  to  technically  educated  Europeans,  and  that  in  so  far  as  their  achievements 
are  the  result  of  native  efforts,  it  is  due  to  lately  established  technical  schools.  I 
quote  his  language  on  this  point : 

MB.  MATHER’S  TESTIMONY  ON  INDUSTRIAL  EDUCATION  BEFORE  U.  S.  SENATE  COMMITTEE  ON  LABOR. 

The  workmen  of  America  have  been  educated  and  brought  up  under  conditions  different  from  those 
prevailing  in  Europe.  It  is  impossible  to  traverse  this  vast  continent  (America)  without  witnessing 
the  evidence  of  originality  of  application  and  of  a  growing  development  due  to  education  in  the  scien¬ 
tific  arts.  In  the  railroad  system,  from  the  locomotive  to  the  baggage  car,  there  are  original  design 
and  naked  ingenuity  in  every  contrivance;  in  bridge-building,  great  daring  and  ready  devices  for  tem¬ 
porary,  yet  safe,  structures ;  in  the  navigation  of  rivers  there  are  boats  which  differ  from  all  European 
systems.  The  shallow  rivers  like  the  Mississippi,  in  summer,  are  navigated  for  thousands  of  miles 
by  steamers  drawing  less  than  twelve  inches  of  water.  The  Ohio  conveys  thousands  of  tons  of 
material  from  Pittsburgh  by  boats  drawing  nine  inches  of  water.  Towns  like  Chicago,  Denver  and 
San  Francisco  were  built  under  difficulties  which  requiro  an  entire  departure  from  all  old  methods  of 
applying  science.  The  produce  of  the  great  agricultural  regions  suggested  new  methods  of  tilling, 
sowing  and  reaping,  and  in  agricultural  machinery  the  Americans  showed  how  quickly  and  directly 
science  could  deal  with  vast  products,  which  would  rot  in  the  field  but  for  mechanical  skill  to  preserve 
them.  The  same  aptitude  that  dealt  with  the  overwhelming  abundance  of  the  West  has  turned  to 
account  the  sterility  of  the  East,  where  in  Maine,  New  Hampshire  and  Vermont  the  mechanical  skill 
of  the  farmer  in  devising  economy  has  contributed  as  much  to  his  support  as  his  knowledge  of  cattle 
and  crops. 

It  is,  of  course,  in  the  more  recent  structures  and  modern  mechanical  appliances  that  the  evidence 
of  scientific  truths  and  methods  is  observable.  The  rough-and-ready  contrivances  of  early  railroad 
development  indicate  originality  and  “mother  wit,"  but  in  the  waste  of  material  and  crudeness  of 
design  may  bo  noticed  the  absence  of  technical  or  scientific  training  on  the  part  of  tlioso  who  con¬ 
ducted  extensive  engineering  and  mechanical  operations  in  those  days.  The  gradual  diffusion  of 
science,  is  very  marked  in  the  rapid  reconstruction,  during  recent  years,  of  the  great  railroads  of  the 
past,  and  in  the  new  main  lines.  Also  iu  railway  plant  generally,  the  old  is  being  replaced  by  the 
new,  and  the  latter  exhibits  high  theoretical  knowledge  combined  with  practical  ingenuity. 


*It,  will  be  noted  that  the  British  Commissioners’  report  expresses  astonishment  at  the  great  prog¬ 
ress  on  the  Continent  of  industrial  methods  and  the  successful  application  of  scientific  principles  to 
manufacture  since  the  Paris  International  Exhibition  in  1878.  [Second  Report,  Vol.  I,  p.  505,  et  seq.] 
They  say  that  the  great  industrial  establishments  are  almost  perfect  in  their  management  and  efficiency 
of  production,  especially  in  Franco,  iu  Germany,  in  Belgium  and  in  Switzerland,  the  countries  where 
technical  education  has  been  most  effectually  tried  and  adopted.  In  1878  the  English  nation  was  con¬ 
ceded  to  bo  far  ahead  of  these  countries  in  the  production  and  manipulation  of  machinery,  but  the 
Commissioners  now  admit  that  much  machinery  of  all  kinds  is  produced  abroad  equal  in  finish  and 
efficiency  to  that  of  England,  and  that  it  is  applied  to  manufactures  with  great  skill  and  intelligence. 

When  we  remember  that  England  has  heretofore  taken  the  lead  in  European  manufactures ;  that 
she  has  decided  advantage  over  her  Continental  rivals  in  the  abundance  of  crude  materials  and  cheap¬ 
ness  of  fuel ;  that  heretofore  her  machinery  has  been  acknowledged  to  he  far  superior  to  that  used  in 
the  factories  of  other  European  countries ;  that  the  concessions  above  referred  to  are  made  and  pub¬ 
lished  to  the  world  by  a  commission  consisting  of  English  manufacturers,  legislators  and  educators; 
and  when  we  consider  further  that  not  until  very  recently  has  England  done  anything  worthy  of 
mention  for  the  education  of  her  artisan  class,  while  Continental  nations  have  made  strenuous  efforts 
to  this  end  through  the  establishment  and  munificent  endowment  of  polytechnic  and  other  industrial 
schools,  the  economic  value  and  great  importance  of  technical  education  appear  in  a  most  striking 
light. 


ART — VOL  4- 


51 


802  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS, 


The  Americans  undoubtedly  owe  to  many  European  engineers  the  rapid  advance  they  have  been 
able  to  make  in  their  public  works.  The  "conservation  of  water  power  for  the  use  of  the  mills  at 
Lowell  and  Lawrence,  in  Massachusetts,  is  due  to  the  eminent  hydraulic  engineer,  Mr.  Frances,  an 
Englishman  who  practiced  for  forty  years  in  America,  and  who  is  deservedly  esteemed  as  the  highest 
authority  on  hydraulic  engineering  "in  America.  Although  a  lucrative  held  was,  in  the  early  days, 
open  to  European  engineers  and  machinists  having  a  thorough  scientific  knowledge  of  their  profes¬ 
sion,  yet  it  is  evident  that  they  soon  found  apt  scholars  in  America,  who,  as  they  acquired  some  the¬ 
oretical  science,  launched  out  into  new  paths,  untrammeled  bv  the  traditions  of  older  countries. 

Even  the  science  of  foreigners,  when  applied  here,  takes  different  methods.  The  Englishmen  and 
Germans  become  bold  and  self-confident  to  a  degree  only  manifested  by  rare  men  in  Europe.  The 
everlasting  thirst  for  something  new  excites,  stimulates  and  drives  men  to  venture  into  untrodden 
paths  of  applying  their  knowledge. 

******* 

All  these  evidences  of  scientific  skill  (in  America)  speak  well  for  the  methods  of  education  in  the 
recent  past,  so  far  as  it  goes,  but  other  influences,  such  as  “necessity  the  mother  of  invention,”  and 
the  presence  in  America  of  foreign  experts,  will  account  for  much  of  the  rapid  growth  in  the  mechan¬ 
ical  arts.  The  future  development  will  depend  upon  a  population  not  compelled  to  dare  and  endure 
and  experimentalize  for  “very  life.”  In  the  past  the  waste  of  material  has  been  excessive.  To  make 
the  best  use  of  a  given  quantity  of  material  requires  a  sound  knowledge  of  its  properties  and  of  its 
disposal  in  the  arts  and  manufactures  by  scientific  methods.  In  this  direction  the  technical  and 
science  schools  already  instituted  have  accomplished  much  in  providing  foremen  and  managers, 
chemists,  miners  and  "intelligent  employes  in  the  engineering  and  manufacturing  products.  (For 
schools  referred  to  see  Exhibit  L.) 

It  is  remarkable,  however,  that  in  the  great  centres  of  the  mining  and  iron-producing  districts, 
where  so  large  an  amount  of  mechanical  construction  is  carried  on,  as,  for  instance,  in  Pittsburg, 
Chicago,  Detroit,  Cleveland  and  Philadelphia,  so  little  has  been  done  by  the  owners  of  large  estab¬ 
lishments,  or  by  the  town  or  State  authorities,  in  the  direction  of  technical  schools,  or  evening  science 
schools.  These  industries  represent  a  large  proportion  of  the  working  pojiulation  in  those  large 
cities,  and  yet  the  owners  of  works  have  to  rely  upon  the  scientific  knowledge  obtained  through  many 
institution's  remote  from  these  districts. 

Mr.  Mather  is  only  one  of  many  who  have  seen  and  regretted— and  have  called 
attention  to — the  lavish  waste  of  material  and  reckless  expenditure  of  time  and 
money,  and  even  sacrifice  of  human  life,  that  have  resulted  from  our  lack  of  scien¬ 
tific  knowledge  and  failure  to  appreciate  the  economy  of  its  application  to  produc¬ 
tive  industries.  The  facts  cited  in  his  report  form  an  eloquent  appeal  for  its  greater 
application  to  our  arts  and  manufactures. 

Elementary  knowledge  is  most  easily,  economically  and  thoroughly  acquired  in 
youth,  when  the  mind  is  free  from  cares  and  distractions  inseparable  from  man¬ 
hood.  Upon  this  point  Mr.  John  B.  Jervis,  a  civil  engineer,  who  has  lately  written 
on  the  construction  and  management  of  railroads,  well  says  : 

ELEMENTARY  KNOWLEDGE  ECONOMICALLY  ACQUIRED  ONLY  IN  YOUTH. 

Though  there  are  exceptions,  it  is  a  general  truth  that  it  is  expensive  to  learn  a  new  occupation  in 
maturer  manhood ;  and  consequently,  the  railway  company  that  commit  their  business  to  unskilled 
or  uneducated  men,  must  be  at  the  expense  of  educating  them  during  their  supervision  of  business,  and 
while  they  are  learning  its  arts  and  duties;  meanwhile  depending  on  advice,  trusting  to  the  guidance 
of  others  as  they  may  chance  to  find  out  matters  beyond  their  powers  of  criticism.  Can  there  be  a 
doubt  that  the  proceedings  of  the  pupil  will  often  be  Undecided,  wavering,  and  wanting  in  that  sys¬ 
tem  indispensable  to  the  efficient  and  successful  conduct  of  intricate  and  important  business?  Now, 
ithas  happened  that  such  men  have  in  some  cases  eventually  acquired  a  good  knowledge  of  business, 
butit  is  obvious  that  this  education  has  been  of  the  most  expensive  kina,  and,  what  is  particularly 
important,  it  has  been  at  the  expense  of  the  proprietors,  who  paid  a  salary  while  the  incumbent  was 
obtaining  the  qualifications  that  w'ould  enable  him  to  earn  it. 

It  will  be  admitted  that  training  of  some  sort  is  necessary  for  every  department  of  labor  or  business. 

A  man  who  is  educated  to  a  particular  business — whose  time  is  devoted  to  a  full  understanding  of 
its  requirements — and  who  is  stimulated  by  the  consideration  of  professional  reputation,  is  more 
likely  to  conduct  affairs  advantageously  than"  one  who  picks  up  his  ideas  at  random,  and  though  doing 
some  things  very  well,  will  often  fail  in  respect  to  others.  Certainly  the  important  matter  of  main¬ 
taining  the  track  and  machinery  of  a  railway  should  be  committed  to ‘the  most  competent  hands. 

CAPACITY  OF  TECHNOLOGICAL  SCHOOL  GRADUATES  FOR  WORK. 

I  also  repeat  that  it  is  the  universal  testimony  of  employers  that  the  graduates  of 
good  technological  schools  have  a  greater  capacity  for  work  than  other  workmen 
of  average  intelligence,  and  that  they  easily  adapt  themselves  to  changes  of 
employment,  oftentimes  to  the  great  financial  advantage  of  their  masters. 

It  has  already  been  shown  that  many  manufacturing  companies  in  Europe  have 
recognized  the  importance  of  affording  technical  training  to  their  employes,  and  I 
have  also  called  your  attention  to  many  workshop  schools  in  various  parts  of  Europe 
that  are  wholly  or  partly  supported  by  proprietors. 

RECOGNITION  BY  EUROPEAN  EMPLOYERS  OF  THE  VALUE  OF  SPECIAL  TECHNICAL 

TRAINING. 

So  valuable  is  such  previous  technical  training  recognized  to  be,  that  I  have 
learned  of  a  large  number  of  instances  where  employers  are  in  the  habit  of  send¬ 
ing  to  home  and  foreign  exhibitions,  at  their  own  expense,  those  of  their  young 
people  most  advanced  in  technological  study  and  of  quickest  perceptions,  in  order 


WORTH  OF  WORKSHOP  SCHOOLS  AND  OF  DRAWING.  803 


that  they  may  study  new  inventions,  machinery,  etc. ;  while  many  others  allow 
their  apprentices  and  young  men  to  leave  their  work  an  hour  or  more  before 
stopping-time,  on  class-nights,  without  abatement  of  their  wages.  Many  European 
manufacturers  and  the  managers  of  some  foreign  railway  works  now  call  the  par¬ 
ticular  attention  of  their  workmen  to  new  designs,  improvements  in  machinery 
and  methods  of  work,  and  to  successful  inventions  that  have  been  made  by  other 
workmen  trained  in  technical  schools. 

INTELLIGENCE  AND  THE  LOVE  OF  INVESTIGATION  PROFITABLE  TO  EMPLOYERS. 

Such  workmen,  partly  as  a  result  of  greater  intelligence,  recognize  and  are  stimu¬ 
lated  by  the  great  possibilities  that  are  constantly  opening  up  to  them,  and  partly 
through  a  love  of  study  and  investigation  acquired  in  technological  schools  are  con¬ 
stantly  on  the  alert  for  opportunities  to  accomplish  something  above  the  perform¬ 
ance  of  mere  routine  duty;  whereas,  lacking  scientific  knowledge  and  technical 
training,  they  would  probably  not  only  have  contentedly  followed  in  the  footsteps 
of  their  predecessors,  willing  subjects  to  the  tyranny  of  routine,  but  would,  in  all 
probability,  have  opposed  the  introduction  of  improvements  made  or  suggested  by 
others. 

FURTHER  ENGLISH  TESTIMONY  OF  THE  VALUE  OF  WORK-SHOP  SCHOOLS. 

Valuable  information  in  the  same  strain  is  furnished  by  a  number  of  the  leading 
manufacturers  of  England,  who  state  that,  as  one  beneficial  result  of  the  instruc¬ 
tion  given  their  employes  in  classes  and  evening  schools,  they  have  perceptibly 
advanced  in  intelligence  and,  understanding  better  the  directions  given  them,  and 
the  objects  had  in  view  in  the  work  assigned  them,  their  usefulness  and  value  have 
been  materially  increased.  That  whereas,  before  they  received  a  technical  training, 
their  workmen  would  have  to  return  to  the  shops  to  get  personal  instructions  on 
every  emergency  or  case  of  difficulty,  the  same  workmen,  after  acquiring  the  ability 
to  make  sketches  and  to  reason  about  their  work,  now  make  suggestions  themselves 
and  remedy  such  difficulties  without  delay ;  also,  that  instead  of  requiring  a 
draughtsman  or  foreman  to  look  after  every  separate  shop,  the  young  fellows  who 
are  growing  up  under  their  system  of  technical  instruction  are  making  their  own 
drawings,  working  from  them,  fitting  their  work  together  and  erecting  it  with  great 
economy,  because  one  man  now  does  what  it  used  to  require  a  separate  man  in  each 
department  to  accomplish ;  and,  generally,  that  their  workmen  are,  at  a  much 
earlier  date  than  formerly,  acquiring  intelligence  and  ability  to  understand  and  to 
execute  their  tasks,  and  at  much  less  cost  to  the  manufacturer.  [Royal  Commis¬ 
sion,  Second  Report,  Vol.  II,  p.  430 ;  Vol.  Ill,  pp.  217-18.] 

EDUCATIONAL  AND  MECHANICAL  VALUE  OF  DRAWING. 

One  of  the  most  valuable  and  effective  agencies  for  increasing  the  intelligence 
and  efficiency  of  workmen  is  instruction  in  drawing.  The  habit  of  working  from 
drawings  and  from  careful  measurements ;  the  ability  to  make  drawings  and  to 
construct  machinery  and  other  products  according  to  scale  (which  may  readily  be 
acquired  in  a  school  of  technology  by  any  one  of  ordinary  intelligence)  will  always 
be  a  source  of  profit  and  economy  to  employers,  and  is  probably  of  greater  impor¬ 
tance  in  railroad  shops  than  in  any  other  branch  of  industry.  Very  few  of  our 
artisans  (and  in  this  general  term  are  included  carpenters,  shipbuilders,  masons, 
machinists,  etc.)  know  enough  of  the  principles  of  projection  to  be  able  to  read  the 
working  drawings  placed  in  their  hands,  to  say  nothing  of  the  skill  required  to 
make  such  drawings,  and  are  therefore  obliged  to  work  under  constant  supervision 
and  at  reduced  wages.  While  in  some  few  cities  drawing  is  taught  in  the  common 
schools,  it  is  an  exceptional  case  where  enough  of  the  theory  and  application  of 
projection  is  taught  to  meet  this  universal  want  of  artisans ;  while,  as  a  matter  of 
fact,  no  school-child  of  either  sex  can  well  afford  to  dispense  with  the  peculiar  dis¬ 
cipline  which  is  derived  from  instrumental  drawing  and  free-hand  practice.  A 
finished  draughtsman  must,  for  many  years  to  come,  be  the  production  of  special 
schools.  Professor  Thompson,  of  the  Worcester  School  of  Technology,  says  that — 

A  boy  who  spends  two  hours  a  week  in  drawing  and  the  rest  of  the  time  in  working  at  the  bench, 
learns  his  business  faster  and  becomes  more  skillful  in  it  than  one  who  works  all  the  time,  and  he 
calculates  that  the  productive  efficiency  of  every  machine-shop  would  be  increased  thirty-threo  per 
cent,  if  every  journeyman  could  read  any  common  drawing  and  work  by  it. 

Professor  Ware,  of  the  Boston  Institute  of  Technology,  says  : 

Drawing  is  an  invaluable  element  in  a  general  education.  To  the  workman  it  is  of  the  greatest 
practical  use.  It  makes  him  more  intelligent  and  serviceable.  If  he  attains  to  real  skill  in  the  use  of 
his  pencil,  and  develops  the  tastes  and  talents  that  cannot  without  this  training  be  either  discovered 
or  made  use  of,  he  becomes  a  valuable  person  at  once.  Every  branch  of  our  manufactures  is  suffering 
from  the  want  of  just  this  intelligence  and  skill. 


804  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS 


LABOR  TROUBLES  LARGELY  ATTRIBUTABLE  TO  IGNORANCE. 

That  technological  schools  adapted  to  the  wants  and  standard  of  our  workmen  will 
do  much  to  prevent  and  overcome  labor  troubles,  is  self-evident.  Such  troubles 
frequently  occur  through  the  inability  of  the  workmen  to  understand  the  mutual 
relations  existing  between  labor  and  capital.  Dense  ignorance  makes  men  the  easy 
and  ready  tools  of  demagogues,  while  the  influence  of  a  few  well-educated,  think¬ 
ing  mechanics,  scattered  among  a  mass  of  workmen,  is  an  invaluable  nervine  in 
labor  agitations. 

That  such  training  as  is  here  advocated  will  also  be  a  source  of  profit  to  rail¬ 
way  corporations,  by  diminishing  the  tendency  to  dissipation  on  the  part  of 
workmen,  and  thus  increasing  their  efficiency  in  the  shops  and  on  the  line,  is  easily 
demonstrable. 


IGNORANCE  THE  PROLIFIC  SOURCE  OF  MANY  VICES. 

It  is  not  putting  it  too  strong  to  say  that  ignorance  is  the  great  centre  from  which 
radiate  intemperance,  coarseness,  brutality,  vice,  conceit,  arrogance,  irregular 
habits,  and  almost  every  other  trait  of  character  that  a  good  workman  should  not 
possess.  An  ignorant  and  unskilled  workman  can  never  be  anything  more  than 
“  a  hand,”  often  untrustworthy  and  troublesome  to  his  employers  and  to  the  com¬ 
munity  in  which  he  lives,  while  an  educated  laborer  is  a  valuable  citizen  in  any 
community,  and  likely  to  be  the  helpful  adviser  of  those  availing  of  his  services. 
In  both  Europe  and  America  many  promising  enterprises  are  rendered  unprofitable 
by  the  bad  characteristics  of  employes,  and  capitalists  abroad  are  beginning  to  see 
that  the  surest  remedy  for  this  evil  is  the  education  of  the  laboring  classes.  In 
Chemnitz,  Saxony,  one  of  the  greatest  centres  of  European  industry,  where  the 
standard  of  education  among  all  classes,  including  the  poorest,  is  exceptionally  high, 
there  is  a  corresponding  high  standard  of  decency  and  self-respect  among  the 
laborers.  Very  little  time  is  wasted  through  intemperance,  and  the  workmen 
attend  their  tasks  with  great  regularity.  (Royal  Commission,  Vol.  I,  p.  304.)  The 
same  kind  of  testimony  comes  from  Windisch,  Switzerland,  and  from  many  other 
places,  where  the  employers  look  after  the  education  of  their  laborers.  It  is  claimed 
that  in  Windisch  dissipation  is  not  known  to  the  managers  of  shops.  (Vol.  I,  p.  273.) 

Mr.  William  Anderson,  a  member  of  the  Institute  of  Civil  Engineers,  and  also  of 
the  Institute  of  Mechanical  Engineers,  says  : 

When  we  established  works  in  1864,  we  used  to  have  groat  difficulty  as  regards  the  drinking  habits 
of  the  people,  and  wo  had  great  difficulty  in  managing  them  generally.  Monday  was  a  blank  day, 
for  instance ;  but  that  is  completely  changed  now,  since  the  establishment  of  schools.  The  young  men 
now  engaged  in  the  works,  who  have  passed  through  the  schools,  are  of  a  very  different  character 
from  those  we  used  to  have.  Instead  of  having  letters  from  our  men  t  hat  wo  can  hardly  decipher,  we 
^<‘t  well- written  letters,  sensible  in  every  way;  and  this  improvement  in  elementary  education  has 
improved  the  whole  moral  tone  of  the  class  from  which  our  workmen  are  derived.  We  are  getting  a 
better  raw  material  to  ileal  with,  and  the  young  men  are  beginning  to  show  a  desire  for  self-culture 
and  self-improvement. 

IGNORANCE  ENCOURAGES  DISSIPATION  IN  WORKMEN. 

It  is  not  surprising  that  men  whose  intelligence  is  so  little  developed  that  they 
have  no  source  of  pleasure  or  enjoyment  within  themselves,  should  easily  acquire 
habits  of  dissipation.  The  workman  who  is  incapable  of  deriving  enjoyment  from 
useful  reading  ami  elevating  thought ;  whose  home  is  probably  nothing  more  than 
a  place  to  eat  and  sleep  in,  possessing  none  of  the  comforts  and  social  attractions 
that  emanate  from  culture,  and  whose  associates  are  not  of  a  type  calculated  to 
elevate  or  inspire  him  with  aspirations  to  do  something  and  be  somebody,  is  handi¬ 
capped  in  the  march  of  morality  and  civilization,  and  naturally  falls  an  easy 
victim  to  habits  of  vice  and  dissipation. 

DISSIPATION  DISQUALIFIES  FOR  GOOD  WORK. 

It  is  the  universal  testimony  of  managers  of  labor  that  the  usefulness  of  work¬ 
men  diminishes  in  proportion  to  the  frequency  with  which  they  spend  their  even¬ 
ings  in  places  of  dissipation.  This  is  natural,  for  after  a  night  or  even  an  evening 
spent  in  such  haunts,  a  workman  must  resume  his  work  dissatisfied  with  himself 
and  with  his  surrounding ;  Iris  brain  will  be  dull,  his  hand  unsteady.  He  will  be 
irritable  and  unwilling  to  receive  instruction  or  advice;  indifferent  as  to  how  he 
does  his  work,  or,  if  he  can  escape  the  penalty,  if  he  does  it  at  all.  Of  course  I  do 
not  mean  to  intimate  that  all  ignorant  laborers  are  dissipated  or  predisposed  by 
ignorance  to  vice,  but  it  is  an  established  fact  that  the  mass  of  people  who  are  vicious 
and  dissipated  are,  if  not  wholly  without  mental  training,  mentally  and  physically 
unskillful,  and  that  an  educated  man  is  not  nearly  so  apt  to  indulge  in  dissipation 
as  an  uneducated  one. 


WORTH  OF  EDUCATION  TO  WORKMEN. 


805 


CU.TURE  GUARANTEES  FIDELITY  AND  ENHANCES  A  WORKMAN’S  USEFULNESS. 

A  man  whose  mind  has  been  cultivated  as  his  hands  become  skillful,  finds  enjoy¬ 
ment  in  his  work  ;  pleasure  and  profit  in  reading  useful  books  and  papers,  and  in 
innocent  social  pleasure  of  a  higher  type  than  can  be  found  in  bar-rooms  or  on  the 
street-corners.  His  home,  however  humble  it  may  be,  is  likely  to  be  tidy,  and  to 
afford  him  an  appreciable  degree  of  comfort  and  enjoyment.  Such  a  man  is  free 
from  many  temptations,  and  the  probabilities  are  strongly  in  favor  of  his  leading  a 
sober  and  useful  life;  which,  of  itself,  is  a  guarantee  of  fidelity  to  his  employer. 
Instead  of  diminishing  his  ability  for  efficient  work  he  will,  in  all  probability,  when 
out  of  the  shop,  bestir  himself  in  acquiring  useful  information  and  in  taking  that 
rest  which  nature  demands,  and  which  will  enable  him  to  resume  his  duties  with 
efficiency  and  satisfaction  to  himself  and  to  his  employers.  It  follows,  therefore, 
from  this  point  of  view  alone,  that  the  necessary  result  of  educating  laborers  will 
be  increased  profit  to  the  capitalist  and  the  elevation  and  greater  remuneration  of 
the  laboring  classes. 

THE  ADVANTAGES  OF  TRADE  SCHOOLS  IN  EDUCATING  AND  PRESERVING  THE  MORALITY 

OF  APPRENTICES. 

Trade  schools,  by  providing  useful  and  congenial  employment  for  the  leisure 
time  of  apprentices,  have  an  especially  beneficial  effect  upon  their  future  ;  keeping 
them  from  idleness  and  dissipation ;  increasing  their  self-respect  and  moral  tone 
and  confirming  them  in  studious  and  steady  habits  at  a  critical  period  of  their  lives. 
One  of  the  greatest  advantages  that  comes  from  operating  evening  schools,  or 
classes  that  require  evening  preparation  of  lessons,  in  connection  with  shops  employ¬ 
ing  many  apprentices,  is  that  such  schools  fix  the  knowledge  and  continue  the 
habits  of  thought  and  mental  application  acquired  in  school-life,  at  a  time  when  all 
previous  school-acquired  learning  would  otherwise  become  so  indistinct  as  to  exert 
little  if  any  influence  in  forming  or  confirming  in  them  tastes  for  useful  work  and 
enjoyment. 

Says  Mr.  J.  Scott  Russell : 

I  am  hopeless  in  I  ho  matter  of  educating  the  “  workingman”  who  has  grown  up  into  manhood  with¬ 
out  education.  For  the  most  part,  such  men  are  too  old  to  learn.  I  have  never  seen,  but  exceptionally, 
much  good  come  of  trying  to  drive  figures  and  geometrical  problems,  and  mechanical  theorems,  and 
light  and  shade,  into  the  head  of  a  full-grown  workman  who  had  failed  to  got  a  good  education  when 
young.  There  have  been  brilliant  exceptions — how  brilliant !  how  few  ! 

I  also  quote  again  from  Mr.  Nystrom  : 

It  is  not  expected,  neither  is  it  necessary,  that  the  student  shall  become  an  accomplished  mechanic, 
but  the  object  is  to  concentrate  his  mind  on  the  work  about  which  he  is  studying  and  calculating. 
When  confined  only  to  books  and  blackboards,  his  conceptions  rarely  extend  any  further.  He  acquires 
the  knowledge  by  routine,  as  it  were;  the  study  becomes  tedious  to  him;  and  when  brought  to  bear  on 
practice,  the  most  simple  problem  may  confound  him.  When  a  student  is  brought  up  in  the  combined 
science  and  practice,  however,  ho  generally  acquires  a  taste  for  work — good  workmanship  and  proper 
proportions — and  the  application  of  his  science  becomes  a  pleasure.  He  studies  mathematics  at  the 
same  time  he  learns  drawing;  physics  and  mechanics  at  tho  same  time  he  makes  his  tools  and  models 
for  machinery.  His  science  is  applied  as  fast  as  it  is  acquired,  and  he  will  never  forget  it.  When  a 
student  is  thus  equipped  for  the  journey  of  life,  he  is  able  to  bring  such  physical  laws  into  action  as 
to  secure  success  in  all  his  enterprises.  He  will  be  able  to  record  and  report  back  to  tho  institute  his 
future  experience,  by  which  the  most  thorough  connection  may  be  kept  up  between  science  and 
practice 

As  things  now  stand,  a  man  of  most  valuablo  information  is  not  able  thus  to  record  his  achieve¬ 
ments;  in  fact,  ho  may  not  know  himself  the  very  laws  of  his  success;  his  experience  and  valuable 
knowledge  die  with  him;  his  toiling  successor  will  reiterate  his  blunders,  and  gain  new  experience 
by  a  new  series  of  expensive  trials  and  errors. 

TRADE  SCHOOLS  MAKE  THEORETICAL  INSTRUCTION  OF  PRACTICAL  UTILITY. 

There  are  many  other  advantages  that  workshop  schools  have  over  others.  Easy 
access  to  machinery,  and  the  direct  application  of  principles  and  theory  learned  in 
the  school-room  to  work  in  the  shops  having  a  commercial  value,  would  make  such 
instruction  practical  in  a  high  degree,  while  the  tendency  of  the  usual  technological 
schools  which  use  mechanical  plant  (generally  limited  in  quantity)  for  illustration 
and  manual  exercise  only,  is  toward  the  study  of  science,  without  regard  to  its 
practical  application.*  Workshop  schools  would  also  make  it  possible  to  bring 


*  Tho  groat  difficulty  I  experienced  in  getting  tangible  and  conclusive  evidence  of  the  utility  of 
workshop  schools  abroad  arose  from  tho  degeneration  of  their  original  programs  into  purely  theoretical 
instruction  and  tho  teaching  of  principles  without  applying  them.  I  know  of  but  one  English  school 
whore  any  consistent  efforts  are  made  to  apply  school  instruction  in  the  shops — that  of  Mather  & 
Platt,  Manchester,  whose  teachers  are  employed  in  the  shops  and  personally  direct  the  theoretical 
instruction  of  their  pupils  to  shop-work.  The  absence  of  this  combination  of  theory  and  practice, 


806  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


science  to  bear  upon  mechanical  pursuits  in  a  way  and  with  a  power  that  has  here¬ 
tofore  been  impracticable,  because  thereby  it  is  possible  to  have  long-continued, 
closely  inspected  and  carefully  verified  experiments  bearing  directly  upon  practical 
work.  So  great  has  the  demand  tor  learning  become,  and  so  numerous  and  diver¬ 
sified  the  occupations  of  life,  that  to  be  successful  it  is  now  necessary  for  men  and 
women  to  specialize  and  expend  their  intellectual  energies  in  particular  fields  of 
thought  and  investigation. 

TECHNICAL  EDUCATION  MUST  BE  SPECIALIZED. 

In  accordance  with  the  principle  of  economy  from  division  of  labor,  it  is  neces¬ 
sary  that  the  same  degree  of  specialization  shall  be  applied  to  technical  education. 
But  no  school,  as  such,  can  accomplish  what  is  needed  in  this  direction  that  does 
not  afford  opportunity  for  practically  applying  the  knowledge  gained  in  class 
instruction,  and  the  only  way  to  accomplish  this  is  to  have  schools  intimately  con¬ 
nected  with,  and  under  the  management  of,  industrial  corporations.* 

TRADE  SCHOOLS  ENABLE  THE  YOUNG  TO  EARN  THEIR  LIVELIHOOD  WHILE  BEING 

EDUCATED. 

Trade  schools  are  especially  valuable  for  training  the  young  of  our  industrial 
classes,  because  they  are  thereby  enabled  to  earn  a  livelihood  while  acquiring  theo¬ 
retical  and  practical  knowledge,  pari  passu;  each  supplementing  and  assisting  the 
other.  As  no  boy  can  well  acquire  the  manual  skill  of  a  good  workman  except  in 
the  workshop  (or  in  the  field,  so  to  speak),  where  all  the  details  and  appliances  of  a 
trade  are  regularly  used,  and  where  the  methods  and  processes  of  that  trade  are  to 
be  seen  on  a  business  scale,  so  no  boy  can  well  acquire  the  theoretical  knowledge 
pertaining  to  a  trade  where  his  attention  is  constantly  distracted  by  material  sights 
and  sounds,  more  attractive  to  the  young  than  mental  application.  We  all  know 
that  scientific  principles  are  easiest  fixed  in  the  mind  in  youth,  and  by  the  illustra¬ 
tion  and  practice  of  rules  in  actual  work,  to  which  the  responsibility  of  value 
attaches.  When  a  boy  can  be  got  to  comprehend  the  elementary  principles  of  a 
science,  he  has  put  himself  in  the  way  of  mastering  that  science  in  after  years.  But 
before  he  can  make  any  solid  advance  in  scientific  knowledge,  he  must  have  a  basic 
education  such,  for  instance,  as  should  be  furnished  by  our  grammar  and  higher 
public  schools.f 


under  intelligent  direction,  constitutes  the  great  weakness  and  seriously  impairs  the  usefulness  of 
sucn  schools.  To  teach  the  principles  of  mathematics,  physics,  mechanics,  machine  construction  and 
gearing,  the  formula)  of  chemistry,  etc.,  without  fixing  those  principles  in  the  scholar’s  mind  by  illus¬ 
trative  experiments,  the  actual  handling  of  apparatus,  machinery  and  tools,  is  an  impractical  method 
of  instruction  which,  as  aforesaid,  has  in  a  large  measure  destroyed  the  usefulness  of  technological  as 
well  as  of  public  schools. 

"In  the  October  Century ,  President  Gilman,  of  the  Hopkins  University,  places  himself  on  record  in 
favor  of  industrial  education,  and  formulates  his  views  of  what  may  he  done  for  its  promotion  in  our 
educational  institutions  of  every  grade.  Doubtless  Baltimore  would  receive  wise  counsel  and  sub¬ 
stantial  aid  from  him  and  liis  experienced  coadjutors  in  remodeling  our  school  system  so  as  to  make  it 
more  nearly  conform  to  the  recognized  needs  of  the  city  and  age.  The  Guilds  of  London  afford  valu¬ 
able  precedents  and  a  wide  experience  upon  which  to  found  an  intelligent  and  practical  scheme  of 
trade  education;  and  should  the  city  show  such  a  spirit  of  advancement,  the  Johns  Hopkins  Uni¬ 
versity  might  be  disposed  to  supplement  it  with  a  school  of  applied  science  similar  to  those  of  Harvard 
or — better,  because  more  practical — of  Cornell  or  Columbia. 

t  He  who  has  studied,  reflected,  learned  and  arranged  his  knowledge  in  system  and  order,  is  able 
to  gather  other  stores  of  knowledge  and  add  them  to  those  already  acquired.  In  order  to  knowledge, 
therefore,  reflection  is  indispensable. 

The  reflective  faculties,  we  see,  are  eminently  practical.  They  are  not  so  much  for  speculation  as 
for  life.  Not  even  the  simplest  work  can  be  well  done  without  them.  The  chief  difference  in  all 
workingmen  is  that  some  put  their  brains  into  what  they  do,  othersdonot.  Itissowith  woman’swork, 
too — with  sew  ing,  housekeeping,  cooking.  How  invaluable  is  thought  in  all  this,  and,  alas !  how  rare. 
That  is  why  we  say,  ‘‘Let  boys  and  girls  in  our  schools  be  taught  to  think ;  let  them  not  be  drilled  so 
much  in  remembering  as  in  reflecting;  lay  more  stress  on  processes  than  on  results."  There  is  an 
objection  often  urged  against  these  higher  reflective  faculties  in  their  exercise  for  common  objects — 
that  they  give  theoretical  ruleswhicb  are  not  practical.  Thus,  if  onenot  qctually  engaged  in  teaching 
suggests  any  new  view  intended  to  improve  the  processes  of  education,  he  is  apt  to  be  told  that  this 
is  not  “practical.”  It  is  sometimes  even  assumed  that  theory  and  practice  are  opposed  to  each  other. 
We  often  hear  it  asserted  thata  notion  may  be  “true  in  theory,  but  false  in  practice;”  that  is,  useless 
for  practical  purposes.  I,  for  one,  esteem  practice.  I  trace  all  real  knowledge  to  experience.  I  care 
for  no  theories,  no  systems,  no  generalizations,  which  do  not  spring  from  life  and  return  to  it  again. 
Practice  and  theory  must  go  together.  Theory,  without  practice  to  test  it,  to  verify  it,  to  correct  it, 
is  idle  speculation ;  but  practice  without  theory  to  animate  it  is  mere  mechanism.  In  every  art  and 
business,  theory  is  the  soul  and  practice  the  body.  The  soul  without  a  body  in  which  to  dwell  is  indeed 
only  a  ghost,  but  the  body  without  a  soul  is  only  a  corpse.  When  the  waterworks  in  my  house  get 
out' of  order  I  want  a  theoretical  plumber  as  well  as  one  who  is  practical.  I  want  a  man  who  under¬ 
stands  the  theory  of  hydrostatic  pressure;  who  knows  the  laws  giving  resisting  qualities  to  lead,  iron, 
zinc  and  copper;  who  can  so  arrange  and  plan* beforehand  the  order  of  pipes  that  he  shall  accomplish 
the  result  aimed  at  with  the  smallest  amount  of  piping,  the  least  exposure  to  frost,  the  least  danger 
of  leakage  or  breakage;  and  this  a  merely  practical  man,  a  man  of  routine,  cannot  do.  The  merest 
artisan  needs  to  theorize — i.  e.  to  think— to  think  beforehand,  to  foresee;  and  that  must  be  done  by  the 
aid  of  general  principles,  by  the  knowledge  of  laws.  An  intelligent  man,  a  man  of  general  culture, 


JAMES  FREEMAN  CLARKE  ON  THEORY  AND  PRACTICE.  807 


WISDOM  OF  REQUIRING  OF  APPLICANTS  FOR  APPRENTICESHIP  A  HIGH  STANDARD  OF 

QUALIFICATIONS. 

Even  where  it  is  not  deemed  wise  to  inaugurate  workshop  schools,  as  such,  much 
can  be  done  by  managers  of  railroads  towards  securing  higher  grades  of  apprentices 
and  helpers,  by  fixing  a  proper  standard  of  qualifications,  to  which  all  boys  applying 
for  service  must,  as  a  condition  precedent  to  appointment,  demonstrate  they  have 
attained,  and  then  requiring  them  to  attend  evening-class  instruction  of  a  technical 
character,  which  can  be  maintained  at  trifling  cost,  or  even  to  attend  public  even¬ 
ing  schools.  The  good  effects  that  have  followed  such  a  procedure  have  been  shown 
in  preceding  pages.  Mr.  Thomas  Clegg,  of  Manchester,  testifies  in  the  same  strain  : 

I  have,  from  quite  a  boy,  attended  and  taught  night  schools,  and  seen  a  good  deal  both  of  the  work¬ 
ing  and  results  of  them",  and  believe  my  convictions  have  arisen  partly  from  this,  and  in  a  great 
measure  also  from  being  a  considerable  employer  of  workpeople;  from  fifteen  years  of  age  probably 
never  having  fewer  than  one  hundred  under  my  individual  management.  My  two  brothers  and 
myself  have  now  probably  not  less  than  from  1,200  to  1,500  people  in  our  employ.  I  have  always  main¬ 
tained  against  all  my  friends  that  those  parties  th-at  have  been  educated  in  the  schools  that  I  have 
been  connected  with  will  always  do  more  work  fo.  the  same  money  and  do  it  better  and  with  less  trouble 
than  those  that  are  not  educated;  and  I  have  always  been  in  a  position  to  prove  it  so. 

EXAMINATION  OF  APPLICANTS  FOR  APPRENTICESHIP  IN  B.  &  O.  SERVICE. 

The  system  of  examination  of  applicants  for  apprenticeship  inaugurated  by  the 
Baltimore  and  Ohio  Company  nearly  two  years  ago,  was  regarded  as  a  hardship  by 
many  people,  and  especially  those  who  had  uneducated  sons  they  wished  admitted 
to  the  Mt.  Clare  shops.  They  did  not  consider  that  with  lack  of  intelligence  is 
always  combined  an  absence  of  ambition  on  the  part  of  a  boy  to  make  anything 
more  than  an  ordinary  mechanic  of  himself ;  that  much  more  time  is  necessarily 
consumed  in  teaching  a  trade  to  an  uneducated  boy  than  to  an  educated  one  ;  that 
the  former  is  not  nearly  so  useful  during  apprenticeship  as  the  latter,  and  that 
when  he  has  acquired  the  manual  skill  of  his  trade,  the  uneducated  workman  will 
still  be  the  less  useful  of  the  two,  because  lacking  those  valuable  habits  of  careful 
observation  and  systematic  thought  that  result  from  scholastic  training,  and  are 
hardly  ever  otherwise  acquired. 

COMPULSORY  INSTRUCTION  OF  APPRENTICES  IN  B.  &  O.  SERVICE. 

U  | ion  the  inauguration  of  compulsory  class  instruction  at  Mt.  Clare,  the  same 
sort  of  protest  was  freely  indulged  in  by  opponents  of  the  measure,  who  argued 
that  corporations  have  no  right  to  compel  their  apprentices  to  attend  evening 
school  after  a  day’s  work,  and  that  anyhow  the  results  of  compulsory  attendance 
would  be  disappointing ;  for  although  boys  might  arbitrarily  be  compelled  to  attend 
evening  classes,  they  could  not  be  made  to  learn  against  their  will.  The  answer 
was  made  to  such  arguments  that  it  is  a  common  practice  with  firms  and  corpora¬ 
tions  elsewhere  to  compel  the  attendance  of  their  apprentices  at  evening  schools  ; 
that  where  applicants  for  apprenticeship  understand  this  to  be  a  condition  prece¬ 
dent  to  their  employment  and  yet  accept  it,  there  can  be  no  injustice  in  enforcing 
the  rule ;  that  experience  has  shown  that  though  boys  may  at  first  attend  class 
instruction  reluctantly,  they  usually  soon  become  interested  in  their  studies  and 
unwilling  to  give  them  up,  and  that  those  who  obstinately  refuse  to  learn  always 
turn  out  to  be  poor  workmen,  whose  services  are  unprofitable  and  should,  in  the 
interest  of  the  service,  be  dispensed  with.  The  results  of  class  instruction  at  Mt. 
Clare  have  abundantly  demonstrated  the  correctness  of  this  position. 

INFLUENCE  OF  SKILLED  AND  EDUCATED  WORKMEN  UPON  OTHER  WORKMEN. 

It  may  with  much  reason  be  expected  that  the  good  resulting  from  workshop 
schools  will  not  be  wholly  confined  to  their  pupils,  but  that  then-  influence  will 
extend  to  the  journeymen  and  others  with  whom  the  students  associate.  The  edu- 


whose  mind  has  been  quickened  with  ideas,  will  often  he  able  to  show  a  mechanic  how  to  do  his  own 
work.  When  we  arc  young  we  have  a  superstitious  faith  in  the  knowledge  each  man  is  supposed  to 
have  of  his  own  business.  We  outgrow  this  after  a  while.  If  you  wish  anything  done  about  your 
house,  send  for  a  mechanic;  but  overlook  him :  do  not  leave  him  to  himself.  You  will  presently  find 
that  you  can  suggest  something  to  him  in  his  own  work  which  he  has  never  thought  of.  All  succi  ss 
depends  on  practice,  but  all  improvement  on  theory.  Let  neither  despise  the  other.  The  saying  that 
anything  “is  true  in  theory,  but  false  in  practice,’’ involves  an  impossibility.  The  theory  indeed  may 
bo  plausible,  hut  false,  and  then  it  will  not  work,  and  its  not  working  is  the  proof  ot  its  being  false.  It 
is  neither  true  in  theory  nor  in  practice.  On  the  other  hand,  a  theory  which  is  true  may  not  work  at 
first,  because  the  true  way  of  working  it  has  not  been  found  out.  It  is  not  false  in  practice,  but 
practice  has  failed  at  first;  but  you  cannot  say  they  were  “true  in  theory,  but  false  in  practice.” 
They  had  not  been  really  put  in  practice.  If  anything  is  seen  to  be  certainly  true  in  theory,  it  will 
come  right  by-and  by  in  practice.  Fulton’s  steamboat  would  not  work  at  first,  nor  did  Stephenson’s 
locomotive,  nor  Daguerre's  sun-painting,  nor  Morse's  electric  telegraph  ;  and  no  doubt  a  great  many 
people  said,  “Oh !  that’s  true  in  theory,  but  false  in  practice.” — J.  F.  Clarke  in  "Self- Culture.” 


808  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


cational  influence  of  a  number  of  specially  skilled  mechanics  upon  the  larger  mass 
of  workmen  surrounding  them  will  be  great ;  their  superior  skill  and  zealous  inter¬ 
est  will  inspire  those  who  witness  it  with  a  desire  to  improve,  and  this  influence 
will  spread  and  perpetuate  itself.  That  the  industrial  interests  with  which  they 
are  associated  will  be  promoted  by  their  correct  and  accurate  methods  cannot  be 
doubted. 

While  the  reasoning  and  illustrations  in  the  preceding  paragraphs  refer  espe¬ 
cially  to  mechanical  pursuits,  they  apply  with  equal  and  in  some  respects  with 
greater  force  to  other  branches  of  railroad  service. 

TECHNOLOGICAL  INSTRUCTION  IN  RAILWAY  SERVICE  A  PROFITABLE  INVESTMENT. 

In  short,  I  thoroughly  believe  that  the  greater  efficiency  which  a  railway  would 
soon  secure  over  its  entire  system  through  the  study  and  application  of  scientific 
and  economic  principles  having  a  direct  bearing  upon  its  various  departments, 
would  make  a  technological  school  specially  designed  to  meet  its  requirements  far 
more  profitable  than  any  other  investment  of  the  money  that  would  be  required  to 
conduct  it.*  As  our  railroad  shops  are  now  conducted,  there  is  little  or  no  system¬ 
atic  instruction  of  apprentices,  and,  as  a  rule,  it  would  be  difficult  to  find  in  such 
shops  foremen  capable  of  giving  scientific  instruction,  even  if  they  had  the  time 
and  inclination.  But  through  the  agency  of  such  schools  as  herein  described  our 
shops  would  eventually  be  supplied  with  competent  foremen,  and  a  spirit  of  pro¬ 
gressiveness  and  healthy  emulation  would  gradually  permeate  the  whole  service. 

ALL  APPRENTICES  SHOULD  BE  REQUIRED  TO  ATTEND  SCHOOL. 

I  do  not  doubt  but  that  if  our  American  employers  could  be  brought  to  realize  the 
value  of  such  schools,  they  would  follow  the  general  European  custom  of  requir¬ 
ing,  as  a  condition  of  indenture,  that  apprentices  should  attend  shop  or  other  night 
schools,  and  this  simple  requirement  would  result  in  a  practical  educational  move¬ 
ment  the  beneficent  effect  of  which  upon  the  nation’s  industries  and  prosperity  is 
now  incalculable. 

RAILROAD  BUSINESS  GROWN  BEYOND  RULE-OF-THUMB  MANAGEMENT. 

In  the  preceding  pages  of  this  section  it  has  been  shown  that,  while,  in  its  early 
history,  the  railroad  business  of  this  country  was  conducted  with  fair  results  by 
officers  and  employes  who,  of  necessity,  had  no  previous  technical  training  or 
experience,  but  who  absorbed  practical  knowledge  as  the  business  expanded,  it  has 
now  grown  to  such  vast  proportions,  both  as  regards  its  physical  operations  and  its 
executive  management,  as  to  call  for  great  skill,  thorough  training  and  broad  expe¬ 
rience  in  its  operating  officers  and,  in  a  less  degree,  also  in  the  rank  and  file  from 
which  they  are  drawn  ;  while  of  its  executive,  administrative  and  traffic  officers  it 
demands  a  varied  and  comprehensive  knowledge  and  executive  ability  fully  equal 
to  what  is  needed  to  secure  success  in  any  other  profession.  It  has  also  been  shown 
that,  generally  speaking,  our  railroad  officials  have  reached  their  present  positions 
through  successive  promotions  in  grade,  as  the  result  of  long  experience  and  serv¬ 
ice  ;  which,  however,  was  acquired  at  the  expense  of  culture  equally  necessary  and 
important  in,  at  least,  those  who  come  in  contact  with  the  public.  Also  that  in  the 
active  competition  between  rival  corporations,  those  which  earliest  recognize  the 
necessity  for  high-grade  talent,  and  provide  accordingly,  secure  direct  and  mate¬ 
rial  advantages  over  those  that  do  not. 

PROGRESSIVE  PROMOTION  IN  RAILROAD  SERVICE  DESIRABLE,  UNDER  CIVIL-SERVICE 

RULES. 

On  the  ninetieth  page  of  -this  report  I  expressed  the  desire  to  see  the  Baltimore 
and  Ohio  Company  which,  admittedly,  holds  a  progressive  position  among  Ameri¬ 
can  railways  in  respect  to  its  treatment  of  employes,  inaugurate  what  is  familiarly 


*  Answering  by  letter  an  inquiry  Mr.  Coler  made  of  him  concerning  the  economic  value  of  work¬ 
shop-school  facilities  to  railroads,  General  Manager  Wehb,  of  the  London  and  Northwestern  Rail¬ 
road,  whose  shops  are  at  Crewe,  among  other  tilings  says: 

“The  provisions  under  this  head  (theoretical  workshop  instruction)  are  very  much  appreciated,  as 
you  will  doubtless  notice  by  referring  to  the  Annual  Report  whioh  I  had  the  pleasure  of  handing  you 
when  hero. 

“With  regard  to  the  economic  results,  there  is  no  doubt  that  the  railway  company,  by  supporting 
such  an  institution,  are  able  to  retain  the  services  of  thoughtful,  steady  men  in  their  employ,  not 
only  for  their  own  sakes,  but  it  supplies  an  educational  medium  for  their  boys;  and,  also,  the  theoret¬ 
ical  instruction  imparted,  if  only  to  the  comparatively  few,  must  have  some  effect  on  the  intelligence 
in  the  shops,  which  has  been  found  to  be  the  case.  Many  of  those  who  have  received  instruction  in 
our  classes  have,  through  their  application,  been  intrusted  with  work  in  tho  engine-works  requiring 
mental  exercise  who  would  otherwise  have  been  still  at  the  bench. 

“This,  I  think,  is,  in  an  economic  view,  ail  advantage  to  the  employers,  as  it  does  not  necessitate 
their  going  outside,  and  consequently  giving  high  salaries  to  persons  required  for  such  employment.” 


809 


EXTRACTS  FROM  ARTICLE  IN  “RAILWAY  REVIEW.” 

known  as  a  civil-service  policy — believing  that  thereby  it  would  secure  greatly 
increased  efficiency  and  net  results.  Since  penning  that  paragraph  there  has  been 
brought  to  my  attention  an  article  in  the  Railway  Review  of  October  25,  1884,  on 
the  subject  of  progressive  promotion  based  on  qualification  and  meritorious 
service,  as  well  as  on  longevity,  which  so  fitly  supplements  what  has  been  said 
respecting  the  education  of  railroad  apprentices  and  employes  of  higher  grade,  and 
rounds  off  this  section  so  harmoniously,  that  I  quote  it  at  length.  In  my  judgment, 
however,  it  would  be  a  fruitless  task  to  undertake  to  inaugurate  such  a  system  of 
progressive  promotion  among  the  rank  and  file  and  subordinate  officers  now  in  our 
service, — the  basic  material  for  such  a  program  not  existing  therein ;  but  I  think 
that  the  system  of  technological  instruction  of  apprentices  and  railway  cadets 
inaugurated  by  your  circular  of  January  15, 1885,  if  carried  to  its  logical  sequence, 
would  soon  develop  that  material  in  abundance. 

EXTRACT  FROM  ARTICLE  ON  PROMOTION  BASED  ON  MERITORIOUS  SERVICE.— RAILWAY  REVIEW, 

OCT.  25,  1881. 

The  knowledge  and  ability  with  which  railroad  officials  of  to  day  perform  tbo  many  responsible 
duties  that  now  devolve  upon  them  are  mainly  the  result  of  long  experience  in  the  service.  Such 
knowledge  as  this  cannot  be  acquired  from  boots  (useful  as  good  books  are  to  every  man) ;  the  rail¬ 
roads  cannot  look  to  any  institutions  similar  in  nature  to  law  schools  or  medical  colleges  to  furnish 
them  the  necessary  supply  of  competent  and  efficient  officers.  Without  the  slightest  desire  to  reflect 
in  any  way  upon  colleges  or  technical  schools,  it  is  maintained  that  but  a  small  proportion  of  railroad 
officials  or  employes  (excepting  those  connected  with  the  engineering  department)  now  or  in  the 
future  will  have  more  than  a  good  commou-sobool  education  [unless  given  by  railroads  themselves]. 
The  time  necessary  to  secure  any  better  school-education  than  this  can  probably  be  spout  to  better 
advantage  in  obtaining  that  knowledge  of  details  that  can  only  be  acquired  by  actual  service  in  minor 
positions. 

Accepting  the  foregoing  as  correct,  it  can  be  safely  assumed  that  the  railroads  will  have  to  look  to 
their  own  ranks  for  their  officers  of  both  high  and  low  degree.  If  this  is  so,  it  is  clearly  to  the  interests 
of  the  railroads  to  do  all  they  can  to  elevate  the  standard  of  railway  service. 

So  much  for  the  general  railway  service  of  the  country.  And  how  to  come  down  to  the  relations 
that  should  exist  between  the  individual  railway  companies  and  their  employes. 

If  the  railway  officials  of  the  country  must  be  taken  from  the  lower  grades  of  service,  and  it  there¬ 
fore  is  to  the  interests  of  the  railway  system  to  endeavor  to  keep  the  supply  of  competent  men  equal 
to  any  probable  demand,  is  it  not  judicious  for  every  railroad  company  to  have  among  its  own  employes 
trained  men  who  are  familiar  with  its  own  peculiar  mode  of  management,  in  order  to  meet  any 
emergency  which  may  arise? 

The  foregoing  has  not  been  written  simply  to  show  that  it  is  to  the  interest  of  the  railway  compa¬ 
nies  to  do  all  they  can  to  promote  the  efficiency  of  the  service,  but  to  demonstrate  that  there  is  a  certain 
identity  of  interest  which  should  act  as  a  bond  between  them  and  their  employes,  securing  to  one 
faithful  service  and  to  the  other  considerate  and  equitable  treatment.  The  interests  of  the  two  are 
so  closely  allied  that  any  permanent  benefit  to  one  of  the  parties  must  necessarily  be  to  the  advantago 
of  the  other.  It  is  to  the  advantage  of  the  railroad  company  that  its  employes  should  serve  it  faith¬ 
fully;  it  is  to  the  advantage  of  the  employe  that  his  services  should  bo  considered  valuable.  But,  to 
stimulate  the  ambition  of  any  man,  an  incentive  is  required  No  man  will  specially  exert  himself  or 
endeavor  to  increase  his  usefulness  to  his  employer  unless  ho  feels  satisfied  that  at  some  time  ho  will 
reap  some  reward  for  his  increased  exertions.  Why  should  ho?  As  a  matter  of  fact,  without  such 
assurance  his  services  are  more  likely  to  deteriorate;  he  will  perform  his  duties  in  a  perfunctory 
manner,  perfectly  satisfied  so  long  as  bo  escapes  dismissal.  But,  on  the  other  hand,  let  him  see  that 
his  initial  efforts  at  improvement  are  recognized,  and  he  is  stimulated  to  still  greater  efforts. 

The  railroad  service  is  like  an  army;  while  every  private  cannot,  of  course,  become  a  general,  if 
he  is  entitled  to  promotion  by  reason  of  his  personal  merits  ho  should  bo  made  a  corporal,  at  least,  on 
first  opportunity,  or  in  some  other  way  receive  due  recognition  for  his  meritorious  conduct.  Again, 
every  recruiting  officer  likes  to  secure  first-class  recruits;  but  to  do  this  he  has  to  show  that  the  scrv 
ice  for  which  lie  desires  to  obtain  their  enlistment  possesses  special  attractions.  Now,  considering 
the  railway  service  to  be  like  an  army,  in  what  way  shall  it  show  its  appreciation  of  meritorious  con¬ 
duct,  of  its  employes,  and  what  special  attractions  must  it  prosent  in  order  to  secure  the  enlistment  of 
first-class  material ? 

Permanency  of  employment  is  what  every  workingman  desires.  Therefore,  every  employe  should 
have  good  reason  for  feeling  confident  that  so  long  as  he  performs  the  duties  of  his  position  in  a  con¬ 
scientious  and  faithful  manner  ho  is  secure  in  his  position;  that  he  need  have  no  fear  of  dismissal 
excepting  for  good  and  sufficient  cause.  What  the  railroad  companies  should  endeavor  to  impress 
upon  the  minds  of  all  employes  is,  that  in  entering  the  railway  service  they  have  adopted  a  perma¬ 
nent  occupation  in  the  same  sense  as  a  physician  or  lawyer  adopts  his  particular  profession — as  a  life 
work,  in  which,  under  ordinary  circumstances,  he  must  expect  to  attain  whatever  success  in  life  it 
may  be  bis  good  fortune  to  have  allotted  him.  As  far  as  practicable,  officials  should  discourage  the 
employment  of  any  one  who  is  only  desiring  to  secure  temporary  employment,  while  awaiting  a  more 
auspicious  opportunity  for  engaging  in  some  other  pursuit.  This  class  of  men  are  of  no  practical 
benefit  to  the  service,  as  they  have  no  desire  to  become  acquainted  with  the  business;  and  if  they 
had,  would  bo  likely  to  leave  the  service  before  they  had  acquired  oven  a  limited  knowledge  of  their 
duties. 

However,  to  induce  any  man  to  enter  the  service  with  the  intention  of  making  it  his  business  during 
life,  something  beyond  the  mere  fact  that  he  will  probably  have  permanent  employment  is  needed. 
Ho  must  not  only  feel  assured  of  permanent  employment,  but  he  must  also  be  satisfied  that  he  will 
be  likely  to  better  bis  condition  as  he  becomes  more  familiar  with  the  business,  and  when,  asanatural 
consequence,  his  services  are  more  valuable.  Any  bright  and  intelligent  young  man,  full  of  energy 
and  sanguine  to  the  highest  degree,  is  very  likely  to  think  that  if  his  first  position  in  t  he  service 
(which,  in  consequence  of  liis  lack  of  experience  and  technical  knowledge,  must  be  a  minor  one)  is  to 
be  the  one  in  which  he  is  likely  to  remain  for  a  long  period,  and  that  ho  stands  but  a  slight  chance  of 
advancement,  whatever  his  merits  may  be,  ho  bad  better  start,  in  some  other  business  which  presents 
better  promise  of  future  personal  advantage.  In  his  inexperience  of  the  vicissitudes  of  life,  and  his 
unlimited  self-reliance  in  his  own  natural  ability,  he  is  fully  convinced  that  he  is  predestined  to 
attain  success  in  something,  although  he  has  but  a  very  liazy  idea  of  what  that  something  is  to  bo.  But 


810  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


let  him  have  reason  to  believe  that  there  is  a  very  fair  probability  of  his  securing  advancement  in  the 
railroad  service,  if  he  is  willing  to  work  for  it  and  merit  it,  and  in  his  confidence  in  himself  he  will 
be  willing  to  enter  the  service  and  anxious  of  having  an  opportunity  of  proving  his  ability. 

For  these  reasons— to  encourage  present  employes  and  to  attract  the  right  kind  of  material  to  the 
service — it  is  very  desirable  that  all  vacancies  that  may  occur  in  any  company's  service  should  be 
filled,  as  far  as  practicable,  by  the  promotion  of  worthy  employes  from  lower  positions,  instead  of 
giving  the  position  to  any  outside  party,  or  to  some  favorite  of  the  higher  officials.  Let  it  be  fully 
understood  by  any  company's  employes,  that  all  vacancies  will  be  filled  from  their  own  ranks,  and 
that  no  favoritism  or  partiality  will  be  shown,  the  appointments  being  made  on  the  strict  merits  of 
each  particular  case,  and  the  result  will  in  all  cases  be  beneficial. 

*  *  *  *  *  *  it 

The  pages  of  the  report  proper,  which  here  follow  in  the  pamphlet  edition  of 
Dr.  Barnard’s  report,  are  given  in  the  account  of  this  Technological  School  of  the 
B.  &  O.  R.  R.  Co.,  in  Chapter  V.  of  the  present  volume  of  this  Report.  (See  ante 
pages  132-147.)  “Exhibits”  “A,”  “U,”  “V,”  and  “W,”  which  relate  directly  to 
the  work  of  the  school,  are  also  given.  (See  ante  pages  148-170.)  The  remaining 
“  Exhibits”  follow  here. 


EXHIBITS. 


EXHIBIT  B. 


Polytechnic  School  at  Zurich,  Switzerland. 

The  Polytechnic  School  at  Zurich,  Switzerland,  is  one  of  the  largest  and  most  successful  of  its 
kind.  It  was  established  in  1854,  and  the  magnificent  building  which  it  occupies  is  one  of  the  leading 
features  of  Zurich.  Its  citizens  are  .justly  proud  of  the  noble  edifice  and  of  the  great  work  accom¬ 
plished  by  the  school  in  developing  their  industries,  attracting  capital  to  their  city,  attracting 
hundreds'of  students,  and  sending  forth  trained  specialists  to  all  parts  of  the  world,  and  generally  in 
improving  the  condition  of  all  classes  of  society. 

This  institution  supports  a  large  number  and  variety  of  laboratories,  libraries,  industrial  museums, 
collections  of  apparatus,  and  objects  of  scientific  and  artistic  interest,  which  of  themselves  exert  a 
wonderful  educating  influence  upon  the  thousands  of  students  that  resort  to  them  for  instruction  and 
training.  It  makes  provision  for  more  than  two  hundred  distinct  courses  of  lectures,  given  by  as 
many  as  sixty  different  professors,  many  of  whom  have  a  world-wide  reputation  in  their  respective 
departments  of  science.  These  professors  are  assisted  in  giving  instruction  by  numerous  tutors, 
curators  of  museums,  and  other  servants  employed  to  assist  in  experiments  and  to  take  care  of  the 
apparatus. 

ITS  OBJECT  AND  INFLUENCE. 

The  object  of  the  school  has  from  the  first  been  to  impart  the  greatest  possible  amount  of  scientific 
instruction  to  the  artisan  classes,  and  to  direct  thought  and  scientific  research  to  the  development  of 
industrial  arts  and  trade.  In  this  way  there  have  been  brought  about  a  mutual  interchange  of  ideas 
between  science,  and  the  actual  application  of  its  principles  to  manufactures,  etc.  The  direct  and 
indirect  benefits  thus  resulting  to  the  industries  of  Switzerland  and  Germany  are  numerous,  and  the 
school  receives  the  hearty  support  and  endorsement  of  manufacturers,  merchants,  legislators,  and  the 
intelligent  citizens  In  general  of  both  countries.  In  the  most  successful  factories  and  commercial 
establishments  of  Switzerland  and  southern  Germany,  ana  often  in  France,  are  found  managers, 
foremen  and  leading  workmen  who  have  received  their  education  and  preparatory  training  at  the 
Zurich  Polytechnic  University.  These  men  have  not  only  become  experts  in  their  special  departments, 
as  a  result  of  their  training  in  this  school,  but  they  have  learned  to  study  the  history,  progress  and 
present  condition  of  the  industries  of  their  own  and  other  countries ;  and  this  knowledge  is  especially 
valuable  to  those  whose  establishments  and  commercial  interests  they  conduct.  Oftentimes  proprie¬ 
tors  of  large  establishments  are  themselves  graduates  of  this  school,  and  are  thereby  qualified  to 
perform  much  executive  labor  that  would  otherwise  be  entrusted  to  men  whose  services  could  be 
secured  only  by  the  payment  of  large  salaries. 

But  the  influence  of' the  Zurich  Polytechnic  School  is  not  confined  to  Switzerland  and  Germany. 
The  impetus  that  it  gives  to  industrial  pursuits  is  felt  and  acknowledged  in  more  remote  countries. 
Students  come  from  all  parts  of  the  world  to  profit  by  the  instruction  it  affords,  and,  having  completed 
the  prescribed  course  of  study,  return  to  their  native  countries  to  enter  upon  careers  of  industrial 
labor  in  which  they  fully  utilize  their  attainments.  Last  year  six  students  from  different  parts  of 
North  America  entered  this  school.  The  English  Royal  Commissioners  testify,  that  in  almost  every 
country  visited  by  them,  graduates  of  the  Zurich  school  were  found  in  the  leading  industrial  institu¬ 
tions,  or  were  teachers  in  numerous  technical  schools. 

EXHIBIT  C. 

Technical  High  School  at  Munich. 

The  Technical  Hi°;h  School  at  Munich  is  similar  to  the  Zurich  School.  The  magnificent  buildings 
in  which  this  schoolis  conducted  were  erected  at  a  cost  of  over  $775,000,  whilst  the  cost  of  its  various 
collections  exceeded  $180,000,  and  the  annual  expense  of  maintaining  the  school  is  $100,000.  This  great 
institution  was  founded  and  is  operated  with  special  reference  to  the  higher  education  of  the  industrial 


EUROPEAN  TECHNICAL  SCHOOLS, 


811 


classes,  and  one  of  its  notable  features  is  the  numerous  subdivisions  into  which  the  various  subjects 
taught  are  divided,  each  special  branch  of  a  subject  being  taught  by  a  separate  professor,  who,  by 
limiting  his  investigations,  is  enabled  to  master  every  detail  of  his  chosen  specialty.  Thus  in  the 
department  of  engineering  forty-five  distinct  courses  of  lectures  are  given  by  thirteen  professors. 
The  school  is  well  supplied  with  laboratories,  in  which  ail  kinds  of  experiments  are  tried,  the  results 
of  which  are  carefully  tabulated  by  the  students  and  recorded  in  their  books.  The  students  in  the 
engineering  branch  determine  the  strains  and  modulus  of  elasticity  of  different  substances,  make 
numerous  tests  of  the  various  kinds  of  wood,  stone  and  other  building  material,  and  carry  on  series  of 
investigations  to  ascertain  constants,  to  verify  formulae,  and  to  test  the  strength  of  metals  of  various 
sections,  including  experiments  as  to  torsion,  tension,  compression,  and  the  effects  of  long-continued 
concussion  on  the  fibre  of  metal  bars. 

This  testing  laboratory,  besides  having  afforded  instruction  to  hundreds  of  students  since  it  was 
founded  in  1808,  has  been  largely  utilized  by  numerous  manufacturers  and  builders  in  all  parts  of 
Germany,  who  frequently  send  materials  there  to  be  examined,  tested,  and  reported  upon. 

Notwithstanding  the  great  capacity  of  this  school  in  the  way  of  teachers,  laboratories,  apparatus 
and  class-rooms,  some  of  the  departments  are  overcrowded,  and  numerous  students  seeking  admission 
are  annually  turned  away. 

EXHIBIT  D. 

Technical  Education  in  Chemnitz,  Saxony. 

In  1856  a  weaving  school  was  founded  at  Chemnitz,  Saxony,  by  way  of  an  experiment  in  technical 
education.  Here  practical  weaving  has  been  taught  for  almost  thirty  years.  Mr.  Felkin,  who  wrote 
a  book  some  years  ago  on  “Technical  Education  in  a  Saxon  Town,1'  asserted  that  “the  school  had 
been  of  great  benefit  to  the  trade  of  the  town  and  district,”  and  the  British  Royal  Commissioners, 
after  having  visited  the  schools,  say  that  Mr.  Felkin’s  statement  is  corroborated  by  many  influential 
citizens  of  Chemnitz  with  whom  they  conversed,  and  add  that  there  was  a  general  concurrence  of 
testimony  in  favor  of  the  school  od  the  part  of  all  manufacturers  with  whom  they  talked.  The 
classes  are  attended  by  merchants  and  distributors  of  goods,  and  by  the  sons  of  manufacturers,  as 
well  as  by  managers,  firemen,  designers  and  other  workmen.  There  is  not  a  manufacturing  establish¬ 
ment  in  the  town  that  has  not  one  or  more  men  in  its  employ  whose  training  was  received  in  the 
school.  Of  late  years  English  students  have  been  attending  the  classes,  having  selected  this  school 
as  the  best  place  to  receive  a  preparatory  training  for  the  factory.  Some  enterprising  manufacturers 
from  distant  cities  have  sent  their  managers  to  take  a  course  in  the  school  at  the  expense  of  the  firm. 
A  leading  feature  of  this  school  consists  in  its  provisions  for  instructing  merchants  and  salesmen  in 
the  quality,  design  and  material  of  textile  goods,  so  that  they  may  be  better  able  to  buy  intelligently, 
by  detecting  faults  and  imperfections  in  the  nature  of  the  goods,  by  judging  of  the  merits  and 
demerits  of  new  designs.  This  feature  of  the  school-work  is  sometimes  opposed  by  the  manufac¬ 
turers. 

So  great  has  been  the  success  of  the  school  at  Chemnitz  that  numerous  other  weaving  schools  have 
been  established  and  modeled  after  it.  Such  schools  are  to  be  found  at  Glauehan,  Meeraue,  Loessuitz. 
Oederan,  Milwerda,  Ha'.nicken  and  Frankenberg,  all  of  which  places  are  adjacent  to  Chemnitz,  and 
where  weaving  is  the  principal  industry. 


EXHIBIT  E. 

Bradford  (Eng.)  Technological  School. 

The  citizens  of  Bradford,  England,  a  few  years  ago  organized  a  technological  college  adapted  to  the 
wants  of  the  principal  industries  of  that  manufacturing  centre.  The  new  buildings  were  opened  by 
the  Prince  of  Wales  in  1882,  and  though  the  original  plan  has  by  no  means  been  perfected,  the  cost  of 
the  buildings  and  apparatus  therein  has  already  exceeded  $200,000.  When  complete  it  will  be  one  of 
the  best  institutions  of  its  character  in  Europe.  Concerning  this  institution  the  Royal  Commis¬ 
sioners  say:  “ The  formation  of  the  college  was  the  result  of  the  prevailing  feeling  in  the  minds  of 
many  of  the  commercial  community  at  Bradford  that,  in  the  competition  of  the  world’s  industries,  it 
has  become  more  and  more  needful  to  develop,  to  the  fullest  extent,  the  technical  knowledge  of  the 
employers  and  operatives  in  the  various  industries  on  which  the  prosperity  of  the  district  depends. 
It.  was  therefore  determined  that  an  institution  should  be  founded  in  which  instruction  should  be 
given  in  the  principles  underlying  the  numerous  industries  of  the  city  and  vicinity.” 

EXHIBIT  F. 

Conclusions  of  the  British  Royal  Commissioners. 

The  conclusions  of  the  British  Royal  Commissioners,  as  summed  up  in  their 
report,  though  somewhat  voluminous,  are  so  thoroughly  a  digest  of  industrial 
development  that  they  will  certainly  repay  careful  perusal  in  full  by  those  interested 
in  the  subject;  but  even  the  r^sumt  of  their  deductions  embraced  in  the  extracts 
herein  quoted  illustrates  the  value  of  the  subject. 

[Extracts  from  the  Conclusions  of  the  Brioisli  Commissioners  as  to  the  Effect  of  Technical  Education 

on  Industries.] 

*  *  *  It  will  have  been  seen  from  the  preceding  pages  of  this  report  that  we  have  attached  con¬ 
siderable  relative  importance  to  that  portion  of  our  commission  which  directed  us  to  inquire  into  the 
condition  of  industry  in  foreign  countries;  and  it  is  our  duty  to  state  that,  although  the  display  of 
Continental  manufactures  at  the  Paris  International  Exhibition  in  1878  had  led  us  to  expect  great 
progress,  we  were  not  prejiared  for  ,o  remarkable  a  development  of  their  natural  resources,  nor  for 
such  perfection  in  their  industrial  establishments,  as  we  actually  found  in  France,  in  Germany,  in 
Belgium  and  in  Switzerland.  Much  machinery  of  all  kinds  is  now  produced  abroad  equal  in  finish 
and  in  efficiency  to  that  of  this  country,  and  we  found  it  in  numerous  instances  applied  to  manufac¬ 
tures  with  as  great  skill  and  intelligence  as  with  us. 

In  some  branches  of  industry,  more  especially  in  those  requiring  an  intimate  acquaintance  with 
organic  chemistry,  as,  for  instance,  in  the  preparation  of  artificial  colors  from  coal-tar,  Germany  has 
unquestionably  taken  the  lead. 


812  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS, 


The  introduction  by  Solvay,  of  Brussels,  of  tlio  ammonia  process  for  the  manufacture  of  soda,  and 
the  German  application  of  strontia  in  sugar  refining,  constitute  new  departures  in  those  arts.  In  the 
economical  production  or  coke  we  are  now  only  slowly  following  in  the  footsteps  of  our  Continental 
neighbors,  whilst  the  experiments  which  have  been  carried  on  for  nearly  a  quarter  of  a  century  in 
Franco  for  recovering  the  tar  and  ammonia  in  this  process  have  only  quite  recently  engaged  our 
attention. 

The  ventilation  of  deep  mines  by  means  of  exhausting  fans  was  brought  to  perfection  in  Belgium 
earlier  than  with  us,  and,  although  our  methods  of  sinking  shafts  served  for  many  years  as  models  for 
other  countries,  improvements  thereon  were  made  abroad  which  we  are  now  adop'ting  with  advantage. 

Tho  abundant  water  power  in  Switzerland  and  in  other  mountainous  districts  is  utilized  for  motive 
purposes  by  means  of  turbines  perfect  in  design  and  execution. 

The  construction  of  the  dynamo-machine  by  Gramme  gave  tho  first  impulse  to  the  general  use  of 
electricity  for  lighting,  and  to  the  various  new  applications  of  that  force  which  appear  likely  to 
exercise  so  great  an  influence  upon  the  industry  of  the  world;  and  in  all  these  applications,  at  least, 
as  much  activity  is  exhibited  on  the  Continent  as  with  us. 

In  the  construction  of  roofs  and  bridges,  more  especially  in  Germany,  accurate  mathematical 
'  knowledge  lias  been  usefully  applied  to  tho  attainment  of  the  necossary  stability  with  the  least  con¬ 
sumption  of  materials. 


PROGRESS  OP  ENGLAND'S  INDUSTRIAL  SYSTEM. 

The  beginnings  of  the  modern  industrial  system  are  due  in  tho  main,  as  wo  have  indicated,  to  Great, 
Britain.  Before  factories  founded  on  the  inventions  of  Watt,  of  Arkwright  and  Crompton,  had  time 
to  take  root  abroad,  and  whilst  our  own  commerce  and  manufactures  increased  from  year  to  year,  the 
great  wars  of  the  early  part  of  this  century  absorbed  the  energies  and  dissipated  tho  capital  of  Con¬ 
tinental  Europe.  For  many  years  after  the  peace  we  retained  almost  exclusive  possession  of  tho 
improved  machinery  employed  in  the  cotton,  woolen  and  linen  manufactures.  By  various  acts  of  the 
last  century,  which  wero  not  repealed  till  1825,  it  was  mado  penal  to  enlist  English  artisans  for 
employment  abroad ;  the  export  of  spinning  machinery  to  foreign  countries  was  prohibited  until  the 
early  years  of  Your  Majesty’s  reign.  Thus,  when,  less  than  half  a  century  ago,  Continental  coun¬ 
tries  liegan  to  construct  railways  and  to  erect  modern  mills  and  mechanical  workshops,  they  found 
themselves  face  to  face  with  a  full-grown  industrial  organization  in  this  country  which  was  almost  a 
sealed  book  to  those  who  could  not  obtain  access  to  our  factories. 

CONTINENTAL  COUNTRIES  COMPELLED  TO  FOUND  TECHNICAL  SCHOOLS. 

To  meet  this  state  of  things,  foreign  countries  established  technical  schools  like  the  Ecolo  Centralo 
of  Paris  and  tho  polytechnic  schools  of  Germany  and  Switzerland,  and  sent  engineers  and  men  of 
science  to  England  to  prepare  themselves  for  becoming  teachers  of  technology  in  t  hose  schools. 

Technical  high  schools  now  exist  in  nearly  every  Continental  State, und  aro  the  recognized  channel 
for  tho  instruction  of  those  who  aro  intended  to  become  tho  technical  directors  of  industrial  estab¬ 
lishments.  Many  of  tho  technical  chemists  have,  however,  been,  and  are  being,  trained  in  the  Ger¬ 
man  universities. 

FRUITFUL  RESULTS  OF  THESE  SCHOOLS. 

Your  Commissioners  believe  that  the  success  which  has  attended  the  foundat  ion  of  extensive  man¬ 
ufacturing  establishments,  engineering  shops  and  other  works,  on  tho  Continent,  coidd  not  have  been 
achieved  to  its  full  extent,  iu  the  face,  of  many  retarding  iulluencos,  had  it  not  boen  for  the  system  of 
high  technical  instruction  in  these  schools,  for  tho  facilities  of  carrying  on  original  scientific  i  nvosti- 
gation,  and  for  tho  general  appreciation  of  tho  value  of  that  instruction,  and  of  original  research,  which 
is  felt,  iu  those  countries. 

Witli  the  exception  of  tho  Ecole  Contralo  of  Paris,  all  these  schools  have  boen  created,  and  are 
maintained  almost  entirely,  at  t  he  expense  of  tho  several  States,  tho  fees  of  tho  students  being  so  low 
as  to  constitute  only  a  very  small  proportion  of  tho  total  income.  The  buildings  aro  palatial,  the 
laboratories  and  museums  are  costly  and  extensivo,  and  tho  staff  of  professors,  who  aro  well  paid 
according  to  the  Continental  standard,  is  so  numerous  as  to  admit  of  the  utmost  subdivision  of  tho 
subjects  taught.  Iu  Germany,  as  wo  have  stated  iu  a  previous  part  of  our  report,  the  attendance  at 
some  of  the  polytechnic  schools  has  lately  fallen  off,  ohieily  because  the  supply  of  technically  trained 
persons  is  in  excess  of  tho  present  demand ;  certainly  not  because  it  is  held  that  the  training  of  the 
school  can  he  dispensed  with.  The  numerous  young  Germans  and  Swiss  who  aro  glad  to  find  employ¬ 
ment  in  our  own  manufactories  have,  almost  without  exception,  been  educated  in  one  or  other  of  tho 
Continental  polytechnic  schools. 

GENERAL  INDUSTRIAL  INTELLIGENCE  OF  MASTERS  AND  MANAGERS  ON  THE  CONTINENT. 

Your  Commissioners  cannot  repeat  too  often  that  they  have  boon  impressed  with  the  general  intel¬ 
ligence  and  technical  knowledge  of  tho  masters  and  managers  of  industrial  establishments  on  tho 
Continent.  They  have  found  that  these  porsons,  as  a  rule,  possoss  a  sound  knowledge  of  the  sciences 
upon  which  thoir  industry  depends.  They  are  familiar  with  every  new  scientific  discovery  of  impor¬ 
tance,  and  appreciate  its  applicability  to  their  special  industry.  They  adopt  not  only  the  inventions 
and  improvements  made  in  their  own  country,  but  also  tboso  of  the  world  at  large,  thanks  to  their 
knowledge  of  foreign  languages  and  of  the  conditions  of  manufacture  prevalent  elsewhere. 

The  French  and  German  schools  for  miners,  and  the  one  which  has  been  quite  recently  founded  in 
Westphalia  for  workers  in  iron  and  steel,  differ  from  tho  preceding  schools  for  foremen,  inasmuch  as 
they  are  reserved  for  the  theoretical  instruction  of  men  who,  having  already  worked  practically  at 
their  trades,  have  distinguished  themselves  by  superior  intelligence  and  good  conduct.  Most  of  the 
German  schools  of  this  kind  are  founded  or  maintained  by  the  manufacturers,  and  will,  we  feci  confi¬ 
dent,  repay  tho  trades  which  have  had  the  foresight  and  public  spirit  to  create  them,  by  training  young 
men  to  become  foremen  ana  leading  hands,  willing  and  ablo  to  carry  out  with  intelligence  the  instruc¬ 
tions  of  their  superior  oilicers. 

SOCIETIES  FOR  PROMOTION  OF  INDUSTRIAL  KNOWLEDGE. 

In  several  of  the  more  important  industrial  centres  of  tho  Continent  there  exist,  societies,  such  as 
tile  Soribtcs  industrielles  of  Mulhouse,  Bhoims,  Amiens,  etc.,  the  .Sociftb  d  ’ensoi  gnome  nt,  profession  no  1 
du  Bhone  which  has  its  headquarters  at  Lyons,  and  the  Niederoesterreichischer  Gewerbo-Veroin  of 
Austria,  ono  of  tho  ohiof  objects  of  which  is  the  development  of  technical  education  among  workmen 
and  other  persons  engaged  in  industry  by  means  of  lectures  and  by  tho  establishment  of  schools  and 


CONCLUSIONS  REACHED  BY  BRITISH  COMMISSION.  813 


museums  of  technology.  These  associations  aro  supported  mainly  by  the  merchants  and  manufac¬ 
turers  of  the  district  to  which  t  heir  operations  aro  restricted.  In  many  cases  they  are  founded  and 
supported,  or  are  greatly  assisted,  by  the  Chambers  of  Commerce;  these  bodies,  abroad,  being  incor¬ 
porated.  and  having,  in  France,  considerable  taxing  powers  over  their  members,  are  generally  wealthier 
and  more  influential  than  those  in  our  own  country.  In  addition  to  these  sources  of  income,  the  asso¬ 
ciations  receive  help  from  the  municipality,  and  sometimes  from  the  State.  In  Mulhouse,  besides 
promoting  education,  the  society  sees  to  the  material  well-being  of  the  workmen  by  erecting,  on  a 
large  scale,  laborers'  dwellings  (la  cite  ouvrierep  and  by  organizing  savings  banks  and  other  economic 
arrangements;  undertaking,  in  this  respect,  on  a  smaller  scale,  what  is  done  in  this  country  by  self- 
sustaining  associations,  like  building  and  co-operative  societies  of  the  workpeople  themselves.  The 
society  in  Lyons  has  established  numerous  evening  classes  for  elementary  and  technical  instruction, 
which  are  attended  chiefly  by  workpeople;  and  the  South  Austrian  Trade  Society,  which  has  its  cen¬ 
tral  office  in  Vienna,  has  organized  several  technical  day  and  evening  schools  for  operatives  of  every 
grade,  which  are  now  under  State  control,  and  receive  subventions  from  tlm  Government. 

MU.  MATHER'S  REPORT  ON  THE  UNITED  STATES  AND  CANADA. 

The  report  of  Mr.  William  Mather  to  your  Commissioners,  on  his  six  months’  tour  throughout  the 
United  States  of  America  and  Canada  for  the  purpose  of  studying  the  schools  and  factories  of  that 
continent,  deserves  the  most  careful  perusal.  It  will  be  seen  that  Mr.  Matlicr  assigns  greater  influ¬ 
ence  on  American  manufactures  to  the  general  education  of  the  American  people  derived  from  their 
common  schools  than  to  their  technical  schools,  the  importance  of  which  latter,  however,  in  the  train¬ 
ing  of  civil  engineers,  has  been  experienced  for  some  years,  though  it  has  only  more  recently  become 
recognized  by  those  who  are  engaged  in  mechanical  engineering  and  in  metallurgical  and 'manufac¬ 
turing  establishments  of  various  kinds.  This  recognition  is,  however,  now  becoming  universal.  A 
decided  preference  is  being  given  in  the  United  States,  for  the  positions  of  managers  and  heads  of 
departments,  to  persons  who  have  received  a  scientific  training  in  a  technical  school ,  and  the  plan  is 
followed  in  these  schools  of  combining  instruction  in  “ application  "  with  instruction  in  pure  science. 
Although  the  conditions  of  American  industry  differ  in  many  respects  from  our  own,  thero  can  be  no 
doubt  that  we  may  derive  groat  advantage  from  a  careful  study  of  what  is  being  dono  in  the  way  of 
technical  instruction  in  the  United  States,  as,  together  with  the  elementary  education  of  Canada,  It  is 
so  graphically  described  by  Mr.  Mather.  Wo  may  add  that  the  accuracy  of  his  statements  and  con¬ 
clusions  is  generally  continued  by  the  accounts  of  technical  instruction  in  America  which  we  have 
received  from  other  competent  judges. 

SCHOOLS  ESTABLISHED  AND  SUPPORTED  BY  INDUSTRIAL  CORPORATIONS. 

Not  many  years  have  passed  sinco  the  time  when  it  would  liavo  still  been  a  matter  for  argument 
whether,  in  order  to  maintain  the  high  position  which  this  country  has  attained  in  the  industrial  arts, 
it  is  incumbent  upon  us  to  take  care  that  our  managers,  our  foremen  and  our  workmen  should,  in  the 
degrees  compatible  with  their  circumstances,  combine  theoretical  instruction  with  their  acknowledged 
practical  skill.  No  argument  of  this  kind  is  needed  at  the  present  day.  In  nearly  all  the  great  indus¬ 
trial  centres— in  the  metropolis,  in  Glasgow,  in  Manchester,  Liverpool,  Oldham,  Leeds,  Bradford,  Hud¬ 
dersfield,  Keighley,  Sheffield,  Nottingham,  Birmingham,  the  potteries,  and  elsewhere— more  or  less 
flourishing  schools  of  science  and  art  of  various  grades,  together  with  numerous  art  and  science  classes, 
exist,  and  their  influence  may  be  traced  in  the  productions  of  the  localities  in  which  they  are  placed. 
The  schools  established  by  Sir  W.  Armstrong  at  Elswick;  by  the  London  and  Northwestern  Railway 
Company  at  Crewe ;  and  those  of  Messrs.  Mather  and  Platt,  of  Salford,  in  connection  with  their  engi¬ 
neering  works,  testify  to  the  importance  attached  by  employers  to  the  theoretical  training  of  young 
mechanics.  The  efforts  of  Messrs.  Denny,  the  eminent  shipbuilders  of  Dumbarton,  for  encouraging 
the  instruction  of  their  apprentices,  and  for  rewarding  their  workmen  for  meritorious  improvements 
in  details  applicable  to  their  work,  are  proofs  of  this  appreciation.  The  evidence  of  Mr.  Richardson, 
of  Oldham,  and  of  Mr.  Mather,  of  Salford,  is  emphatic  as  to  their  experience  of  its  economical  valuo. 

Without  more  particularly  referring  to  the  valuable  work  in  the  past  accomplished  by  the  numerous 
mechanics'  institutes  spread  over  the  country,  many  of  them  of  long  standing,  we  may  point  out  that 
they  are  now  largely  remodeling  their  constitutions  in  order  to  bring  up  their  teaching  to  the  level  of 
modern  requirements  as  regards  technical  instruction.  The  example  of  the  Manchester  Mechanics' 
Institute  may  bo  studied  in  this  connection. 

Moreover,  as  evidencing  the  desire  of  the  artisans  themselves  to  obtain  facilities  for  instruction 
both  in  science  and  art,  wo  must  not  omit  to  mention  the  classes  established  and  maintained  by  some 
of  the  leading  co-operative  societies.  The  Equitable  Pioneers'  Society  of  Rochdale  has  led  the  way 
in  this,  as  iu  so  many  other  social  movements.  It  is  much  to  be  wished  that  the  various  trades' 
unions  would  also  consider  whether  it  is  not  incumbent  on  them  to  promote  the  technical  education 
of  their  members. 

T’lio  manufacturers  of  Nottingham  speak  with  no  uncertain  voice  of  the  important  influence  of  the 
local  school  of  art  on  the  lace  manufacture  of  that  town.  Without  the  Lambeth  School,  the  art  pro¬ 
ductions  of  Messrs.  Doulton  could  scarcely  have  come  into  existence.  The  linen  manufacturers  of 
Belfast  are  becoming  alive  to  tho  necessity  of  technical  instruction,  if  competition  on  equal  terms 
with  foreign  nations  in  tho  more  artistic  productions  is  to  bo  rendered  possible.  The  now  generation 
of  engineers  and  manufacturers  of  Glasgow  has  been  trained  in  tho  technical  schools  of  that  city. 
The  City  and  Guilds  of  London  Institute  owes  its  existence  to  the  conviction  of  tho  liverymen  that 
technical  instruction  is  a  necessary  condition  of  the  welfare  of  our  great  industries. 

Natural  science  is  finding  its  way  surely,  though  slowly,  into  tho  curriculum  of  our  older  English 
universities  and  of  our  secondary  schools.  It  is  becoming  a  prominent  feature  in  tho  upper  divisions 
of  tho  elementary  board  schools  in  our  large  towns.  There  are  scarcely  any  important  metallurgical 
works  in  the  kingdom  without  a  chemical  laboratory  in  which  tho  raw  materials  and  products  are 
daily  subjected  to  careful  analysis  by  trained  chemists.  The  attainments  of  the  young  men  who 
have  been  trained  in  the  Royal  Naval  College  at  Greenwich  recommend  them  for  remunerative  employ¬ 
ment  by  our  great  shipbuilding  firms. 

In  our  relations  with  public  bodies  and  individuals  in  this  country  during  tho  progress  of  our 
inquiry,  tho  greatest  anxiety  has  been  manifested  to  obtain  our  advice  as  to  the  mode  iu  which  tech¬ 
nical  instruction  can  be  best  advanced,  and  we  have  to  acknowledge  the  readiness  of  the  Education 
and  Science  and  Art  Departments  to  receive  and  act  upon  suggestions  in  matters  of  detail  from  indi¬ 
vidual  members  of  the  Commission  which  it  would  have  been  pedantic  to  delay  until  the  completion  of 
our  task.  Amongst  the  suggestions  which  have  thus  been  made  was  that  of  an  exhibition  of  the 
school  work  of  all  nations,  which  His  Royal  Highness  the  Prince  of  Wales  has  consented  to  add  to 
the  Health  Exhibition  of  1884.  This  exhibition  will  be  an  appropriate  illustration  of  the  account  of 
foreign  schools  contained  in  the  previous  parts  of  this  report.  Your  Commissioners,  during  their 
Continental  visits,  received  from  tho  authorities  of  technical  schools  numerous  assurances  of  their 
cordial  support  and  co-operation  iu  such  a  display. 


814  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS, 


HOW  THE  COST  OF  SCHOOLS  SHOULD  BE  BOBNE. 

In  considering  by  whom  the  cost  of  the  further  development  of  technical  instruction  should  be 
borne,  we  must  not  forget  that,  if  it  be  true  that  in  foreign  countries  almost  the  entire  cost  of  the  high¬ 
est  general  and  technical  instruction  is  borne  by  the  State,  on  the  other  hand,  the  higher  elementary 
and  secondary  instruction  in  science  falls  on  the  localities  to  a  much  greater  extent  than  with  us; 
whilst,  as  to  the  ordinary  elementary  schools,  the  cost  in  Germany  and  Switzerland  is  almost  exclu¬ 
sively  borne  by  the  localities ,  and  this  was  also  the  case  in  France  and  Belgium  until  the  people  of 
those  countries  became  impatient  of  the  lamentable  absence  of  primary  instruction  on  the  part  of  vast 
numbers  of  the  rural,  and,  in  some  instances,  of  the  town,  population ;  an  evil  which  large  State  sub¬ 
ventions  alone  could  cure  within  any  reasonable  period  of  time.  With  the  exception  of  France,  there 
is  no  European  country  of  the  first  rank  that  has  an  Imperial  budget  for  education  comparable  in 
amount  with  our  own.  In  the  United  Kingdom  at  least  one-halt  of  the  cost  of  elementary  education 
is  defrayed  out  of  Imperial  funds,  and  the  instruction  of  artisans  in  science  and  art  is  almost  entirely 
borne  by  the  State.  Hence,  it  will  be  necessary  to  look,  in  the  main,  to  local  resources  for  any  large 
addition  to  the  funds  required  for  the  further  development  ol'  technical  instruction  in  this  country. 

EDUCATIONAL  VALUE  OF  MUSEUMS. 

We  cannot  dismiss  this  branch  of  the  subject  without  calling  attention  to  the  educational  value  of 
the  museums  of  natural  objects  now  found  in  many  of  the  modern  elementary  schools  of  the  Continent. 
Probably  the  best  examples  of  such  collections  are  those  of  the  Normal  School  of  Brussels,  and  of  the 
elementary  schools  of  Zurich.  Collections  of  natural  objects,  pictures  and  diagrams  are  of  the  great¬ 
est  assistance  for  illustrating  object  lessons  in  rudimentary  science  to  children  of  the  earliest  years. 

FREE  LIBRARIES. 

Many  persons  who  have  paid  attention  to  the  working  of  free  libraries  in  our  largo  towns,  are  of 
opinion  that  the  benefit  of  these  might  be  extended  to  elementary  schools  by  placing  at  the  disposal  of 
such  schools  books  of  a  character  calculated  to  interest  children  of  school  age.  Amongst  these  books 
some  suitable  technical  works,  especially  illustrated  ones,  might  he  included.  These  school  libraries 
would  be  of  the  nature  of  the  branch  libraries  which  are  now  attached  to  many  of  the  free  libraries  of 
our  large  towns. 


MANUAL  TRAINING  AS  A  PART  OF  SCHOOL  WORK. 

Your  Commissioners,  after  having  had  the  opportunity  of  further  considering  the  value  of  manual 
work  as  a  part  of  primary  instruction,  and  after  having  seen  such  work  introduced  into  elementary 
schools  of  various  grades  in  other  countries  besides  France,  are  able  now  to  express  a  stronger  opinion 
in  its  favor  than  at  the  time  of  their  first  report.  They  do  this  with  greater  confidence  because,  in 
consequence  partly  of  the  suggestion  contained  in  that  report,  the  experiment  of  introducing  manual 
work  into  primary  schools  liasbeen  successfully  effected  by  at  least  two  school  boards  in  this  country — 
viz.:  those  of  Manchester  and  Sheffield.  They  have  had  the  opportunity  of  inspecting  the  manual 
work  of  the  pupils  both  at  the  Manchester  Board  Schools  and  at  the  Central  School  in  Sheffield,  and 
they  are  satisfied  that  such  work  is  very  beneficial  as  a  part  of  the  preliminary  education  of  boys  in 
this  country  who  are  to  be  subsequently  engaged  in  industrial  pursuits,  even  though  it  should  not,  as, 
however,  it  probably  will  do,  actually  shorten  the  period  of  their  apprenticeship. 


EXHIBIT  G. 

English  Science  Schools  and  the  City  and  Guilds  of  London  Institute. 

The  English  Government  is  beginning  to  make  liberal  provision  for  the  higher  training  of  artisans. 
Its  great  international  exhibitions  have  served  to  arouse  a  spirit  of  national  pride  among  the  English 
people.  They  have  seen  themselves  outstripped  in  the  race  for  national  supremacy  in  articles  of 
manufacture, "but  they  are  resolved  to  regain  their  former  prestige  as  a  nation  of  first  rank  iu  art. 
This  spirit  of  national  pride,  combined  with  that  indomitable  enterprise  which  is  so  characteristic  of 
the  English  race,  and  which  is  just  now  quickened  by  the  depression  in  trade  and  the  intense  rivalry 
that  results  from  sharp  competition  with  Continental  nations  for  control  of  the  great  industries  anil 
home  and  foreign  commerce,  together  with  the  necessity  of  making  some  provision  for  the  employ¬ 
ment  of  the  thousands  of  men  and  women  who  are  dependent  upon  their  daily  earnings  for  their  live¬ 
lihood,  and  of  making  such  a  disposition  of  the  children  of  those  people  as  will  prevent  their  becom¬ 
ing  paupers,  vagabonds  and  criminals,  lias  taken  a  practical  turn  by  endeavoring  to  place  the  means 
of  acquiring  a  special  training  for  some  field  of  productive  industry  within  the  leach  of  all. 

SOUTH  KENSINGTON  SCIENCE  AND  ART  SCHOOLS. 

But  the  English  Government  does  more  than  merely  provide  schools  and  apparatus.  It  has  a  great 
university  of  science  and  art  at  South  Kensington,  where  the  ablest  instructors  that  the  nation  has 
produced  are  employed  and  furnished  with  every  needful  facility  to  train  special  teachers  for  the 
highest  departments  of  artistic  manufacture,  and  for  the  various  schools  of  industry  that  are  being 
established  in  every  industrial  centre.  The  Government  also  holds  out  inducements  in  the  way  of 
prizes  and  scholarships  as  incentives  to  young  people  to  enter  the  schools  and  complete  the  prescribed 
courses  of  study. 

The  great  tendency  of  the  Government  schools,  however,  is  to  provide  for  the  teaching  of  pure 
science  only,  or  of  applied  science  only  in  a  theoretical  way.  To  supplement  this  theoretical  instruc¬ 
tion  by  making  a  direct  application  of  the  science  thus  taught  to  the  development  of  the  numerous 
national  industries,  efforts  have  been  put  forth  in  various  directions  to  provide  for  a  corresponding 
development  of  skill  by  training  the  hand,  the  eye  and  the  taste  of  persons  engaged  in  manual  pur¬ 
suits.  The  greatest  of  these  attempts  is  the  one  that  has  been  made  by  the  numerous  guilds  of 
London.  These  organizations  have  been  accumulating  great  stores  of  wealth  for  several  genera¬ 
tions,  and  of  late  years  they  have  wisely  determined  to  utilize  their  hoarded  treasures  by  establishing 
and  sustaining  schools  for  both  thesecondary  and  the  higher  training  of  people  who,  like  themselves, 
are  engaged  in  industrial  avocations. 


TECHNICAL  SCHOOLS  IN  GREAT  BRITAIN, 


815 


CITY  AND  GUILDS  OF  LONDON  INSTITUTE. 

Accordingly  they  have  formed  what  is  known  as  the  City  and  Guilds  of  London  Institute,  the  pur¬ 
pose  of  which  is  to  provide  for  and  encourage  education  adapted  to  the  requirements  of  all  classes  of 
persons  engaged,  or  expecting  to  engage,  in  manufacturing  and  other  industries.  Recognizing  that 
the  teaching  of  pure  science  is  so  extensively  provided  for  by  the  Government,  this  Institute  makes 
no  attempts  in  that  direction,  but  confines  its  efforts  to  technical  education  in  the  true  sense  of  that 
expression — i. the  development  of  skill  and  the  acquisition  of  manual  dexterity  in  industry— by 
uniting  manual  training  with  science  teaching,  and  basing  all  shop  instructions  upon  scientific 
principles. 

The  guilds  are  organizing  a  number  of  technical  schools  in  various  parts  of  London  for  the  educa¬ 
tion  of  the  artisans  of  the  great  metropolis,  and  to  serve  as  models  of  schools  to  be  founded  in  other 
cities  and  towns  of  the  kingdom.  These  schools  are  to  be  supported  in  part  by  fees  and  local  efforts, 
and  in  part  by  grants,  conditioned  on  results,  from  the  Government  and  from  the  guilds.  The  Insti¬ 
tute  also  aims  to  induce  existing  educational  institutions  to  make  provision  for  technical  education, 
and  they  make  yearly  grants  to  these  institutions,  providing  the  education  they  furnish  is  of  such  a 
character  as  to  satisfy  the  Council  of  the  Institute.  When  the  existing  institutions  make  provisions 
sufficiently  varied  and  extensive  to  meet  the  requirements  of  a  community,  the  guilds  make  no  effort 
to  establish  a  separate  school  there. 

The  guilds  also  encourage  the  formation  of  evening  classes,  in  which  hoys  and  men  engaged  in  the 
performance  of  their  duties  during  the  day  receive  special  instruction  in  the  principles  of  science, 
and  in  the  application  of  these  principles  to  the  various  processes  that  engage  their  attention  in  the 
shops  and  factories.  They  now  assist  in  the  support  of  evening  classes  in  technology,  as  distin¬ 
guished  from  the  Government  classes  in  science  and  art,  in  nearly  all  the  largo  centres  of  industry. 

CENTRAL  INSTITUTION  AT  SOUTH  KENSINGTON. 

The  guilds  of  London  have  also  established,  and  propose  to  maintain,  a  great  central  institution  at 
South  Kensington,  near  the  National  Industrial  Museum  and  the  South  Kensington  School  of  Science 
and  Art.  This  central  institution  is  similar  in  maDV  respects  to  the  polytechnic  schools  of  Germany, 
Switzerland  and  Italy,  and  to  the  Poole  Centrale  of  Paris.  It  is  designed  to  supply  the  instruction 
and  training  that  cannot  be  obtained  in  any  of  the  smaller  technical  schools,  and  to  give  the  highest 
possible  training  to  manufacturers,  managers,  foremen,  and  teachers  of  technology.  This  institution 
will  afford  an  opportunity  to  many  ambitious  young  artisans  to  secure  the  highest  technical  training 
who  otherwise  could  not  do  so,  as  their  circumstances  would  not  permit  them  to  attend  any  of  the 
polytechnic  schools  on  the  Continent. 

The  City  and  Guilds  of  London  Institute  is  thus  one  of  the  most  potent  educational  organizations 
in  Europe,  and  if  it  continues  as  it  has  started  out,  its  achievements  in  behalf  of  industry  and  the 
industrial  classes  will  be  without  a  parallel  in  the  history  of  the  world.  Its  magic  influence  is  already 
felt  and  acknowledged  throughout  the  length  and  breadth  of  the  kingdom. 

NOTICE  OF  A  FEW  SCHOOLS  SUSTAINED  BY  INDUSTRIAL  CORPORATIONS. 

Conspicuous  among  the  schools  in  England  sustained  by  industrial  corporations  for  the  benefit  of 
their  employes  are  those  of  the  London  and  Northwestern  Railway  Company  at  Crewe,  of  Sir  William 
Armstrong  &  Co.  at  Elswick,  and  of  Messrs.  Mather  &  Platt,  extensive  iron  manufacturers,  at  Sal¬ 
ford,  near  Manchester.  The  object  of  each  of  these  schools  is  to  enable  apprentices  to  study  the 
sciences  allied  to  their  trade.  The  first  two  of  these  schools  do  not  make  attendance  compulsory,  but 
as  the  companies  sustaining  them  each  employ  about  ten  thousand  workmen,  the  evening  classes  are 
attended  to  their  full  capacity  by  voluntary  students.  At  Crewe  the  number  enrolled  in  the  school 
for  the  last  vear  exceeded  six  hundred,  which  was  as  many  as  could  be  accommodated  in  the  large 
school  building  which  has  been  erected  and  equipped  by  the  London  and  Northwestern  Railway  Com¬ 
pany.  Among  these  voluntary  students  were  many  journeymen  who  were  ambitious  to  surpass  their 
present  educational  attainments.  Mr.  Webb,  the  efficient  General  Manager  of  this  company,  was  the 
moving  spirit  in  the  organization  of  the  school  at  Crewe,  and  he  continues  to  he  an  earnest  advocate 
of  technical  training  for  railroad  employes. 

ATTENDANCE  AT  SCHOOL  A  CONDITION  OF  EMPLOYMENT  OF  APPRENTICES. 

Messrs.  Mather  &  Platt  require  all  their  apprentices,  as  a  condition  of  employment,  to  attend  the 
evening  classes  in  the  technical  school  which  the  firm  has  established,  and  the  manager  of  their  works 
claims  that  the  boys  make  better  headway  in  acquiring  their  respective  handicrafts  by  acquiring  the 
related  technical  knowledge  at  the  same  time. 

The  theoretical  instruction  in  all  three  of  the  schools  just  referred  to  is  very  much  the  same,  includ¬ 
ing  mathematics,  mechanics,  physics,  chemistry  and  engineering.  Instruction  is  also  afforded  in 
drawing,  machine  construction,  building  construction,  and  the  use  and  care  of  tools. 

EXHIBIT  H. 

Testimony  of  Mr.  Stephen,  of  Glasgow. 

Mr.  Alexander  Stephen,  in  a  speech  before  the  graduating  class  of  the  Allen  Glen’s  Institution, 
Glasgow,  made  some  pertinent  remarks  on  the  subject  of  technical  education,  the  substance  of  which 
was  that  it  is  only  within  the  last  few  years  that  the  importance  of  teaching  science  subjects  in  the 
schools  ol  the  country  has  come  to  be  realized,  and  it  is  satisfactory  to  observe  that  the  desire  for  this 
teaching  is  increasing  from  year  to  year.  In  past  generations  facilities  for  obtaining  a  knowledge  of 
science  subjects  were  very  limited,  but  now  there  are  institutions  and  schools  where  the  studies  can 
be  carried  on  which  lay  the  basis  and  give  the  taste  for  science  training,  so  that  wh'en  the  student  goes 
forward  to  the  practical  work  of  daily  life,  he  is  the  better  fitted  to  take  a  leading  part  in  the  per¬ 
formance  of  its  duties.  If  the  young  student  can  be  got  to  master  the  first  principles  of  any  science 
to  which  hemay  have  given  his  attention  in  a  technical  school,  he  has  put  himself  in  the  way  of  being 
able  to  prosecute  scientific  studies  successfully  in  after  years,  and  may  even  rise  to  distinction  or 
confer  a  boon  upon  society  as  a  consequence  of  his  researches.  At  the  same  time  the  boy  is  acquiring 
manual  skill  he  should  have  an  opportunity  to  continue  bis  elementary  education,  which  will  other¬ 
wise  be  of  little  value  to  him.  The  technical  school  affords  this  opportunity,  and  while  the  boy  is 
taught  to  do  he  is  also  taught  to  think  accurately  on  scientific  subjects.  Science  teaching  becomes 


816 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS, 


more  and  more  necessary  for  the  development  and  success  of  the  manufacturing  and  other  industrial 
interests  of  the  country.  It  is  a  fact  that,  owing  to  the  greater  attention  that  other  countries  have 
given  to  technical  teaching,  we  have  been  obliged  to  have  recourse  to  foreigners  to  fill  positions  as 
designers  in  our  factories.  I  am  informed  that  this  is  so  in  Glasgow,  but  I  think  that  we  are  now  on 
the  road  to  overcome  this  necessity. 

In  the  report  of  the  Royal  Commission  on  technical  instruction  it  is  stated,  alluding  to  schools  in 
other  countries,  that  the  host  examples  of  higher  elementary  schools  are  to  he  found  in  France;  and 
in  these  schools  it  is  said  that  “the  children  of  artisans  and  of  small  shopkeepers  have  opportunities 
of  obtaining  an  education  which  is  technical  in  so  far  as  theso  studies  are  directed  toward  the  require¬ 
ments  of  commerce,  mechanical  or  manufacturing  industry — mathematics,  science  and  drawing  con¬ 
stituting  the  main  subjects  of  instruction.  And  in  nearly  all  the  modern  French  schools— of  which 
that  at  Rheims  may  bo  taken  as  the  best  type— the  laboratories  for  teaching  practical  chemistry  leave 
nothing  to  be  desired.  In  these  schools  the  workshop  instruction  is  carried  to  a  much  more  advanced 
stage  than  is  possible  or  desirable  in  the  elementary  schools;  and  there  are  special  departments, 
replete  with  models,  apparatus  and  specimens,  for  teaching  the  technology  of  the  trades  which  form 
the  staple  ‘ndustries  of  the  district  in  which  these  schools  are  situated.”  The  Germans  are  considered 
to  be  much  ahead  of  us  in  technical  training,  hut,  now  that  we  have  made  a  start,  I  trust  that  we 
shall  soon  he  ahead  of  them.  Improvements  and  new  discoveries,  whether  in  engineering  science  or 
in  other  mechanical  contrivances,  are  most  likely  to  he  made  and  applied  in  the  light  of  scientific 
knowledge. 


EXHIBIT  I. 

The  Martin  School,  Lyons,  France. 

[Extracts  from  report  of  British  Commissioners.] 

This  school  was  founded  50  years  ago  by  a  bequest  from  Major-Goneral  Martin,  who  left  Lyons  a 
poor  boy,  fought  against  the  English  under  Tippoo  Sahib,  and  entered  the  service  of  the  East  India 
Company  after  Seringapatam  had  fallen.  More  than  20  years  elapsed  before  the  city  of  Lyons  could 
recover  Ids  legacy  from  the  Indian  courts,  and  the  school  was  at  length  established  in  1830  on  the 
remnant  saved  from  the  lawyers.  The  school  was  intended  to  give  to  the  poorer  olasses  of  Lyons 
an  education  which  should  enable  them  to  improve  their  position  in  after-life.  M.  A.  Monmartin  thus 
sets  forth  the  object  which  the  founders  of  the  Martiniere  had  in  view  in  creating  this  industrial 
school.  “The  intention  of  this  school  is  to  instruct  the  son  of  the  workman,  of  the  artisan,  of  the 
small  manufacturer  or  the  tradesman  of  Lyons  gratuitously  in  the  sciences  and  arts  applied  to  indus¬ 
try  ;  to  develop  in  him,  on  the  solo  condition  that  he  is  intelligent,  moral  and  industrious,  those  apti¬ 
tudes  which  will  most  surely  conduct  him  to  well-being,  if  not  to  fortune,  and  to  create  new  elements 
of  productive  force  and  of  future  prosperity  to  the  country.” 

The  building,  adapted  and  furnished  at  a  cost  of  $200,000,  contains  good  class-rooms,  each  capable 
of  accommodating  80  pupils,  a  very  large  drawing-room,  in  which  all  the  pupils  of  the  different  divi¬ 
sions  can  work  at  once,  workshops,  laboratory,  museum,  library,  council-room,  director’s  office,  etc., 
together  with  several  dwelling-houses  for  the  head  master  and  other  officials. 

The  school  is  presided  over  oy  an  administrative  commission  composed  of  seven  members,  who  are 
nominated  by  the  Minister  of  Agriculture  and  Commerce  on  the  recommendation  of  the  municipality. 
The  appointment  is  for  seven  years,  and  one  member  retires  annually,  but  is  eligible  for  re-election. 
The  Mayor  of  Lyons  is  the  ex  officio  President  of  the  Commission,  and  the  trustee  of  the  fund,  under 
the  will  of  Major-General  Martin,  is  the  Vice-President.  This  committee  appoints  and  dismisses  the 
teachers,  selecting  them  as  far  as  possible  from  the  old  students  of  the  school,  hut  they  must  have 
completed  their  instruction  as  masters,  and  have  obtained  the  diplomas  of  secondary  teachers,  and, 
for  employment  in  some  branches,  of  superior  teachers. 

A  principal,  a  vice-principal,  and  fi  vo  superintendents  form  the  administrative  staff',  and  the  instruc¬ 
tion  is  carried  on  under  the  care  of  40  masters  and  10  assistant  teachers.  These  latter  constitute  a 
division  of  masters  in  training,  and  form  an  integral  part  of  the  organization  for  teaching,  as  well  as 
for  disciplinary  purposes.  There  are  also  a  registrar  and  a  chemical  assistant.  *  *  * 

The  Professional  School  of  Rheims  is  a  school  of  a  somewhat  higher  type  than  the  foregoing,  and 
is  one  of  the  best  of  the  higher  elementary  schools  which  the  Commissioners  have  seen.  It  was 
founded  on  tho  model  of  the  schools  of  Mulhouse  and  Nantes,  and  differs  from  the  Martinibro  school 
by  the  further  development  of  manual  labor  in  the  shops. 

Tho  school  was  established  in  1875,  in  order  to  impart  to  the  youths  of  the  city  of  Rheims  special 
practical  knowledge  of  manufactures,  and  to  train  them  early  to  satisfy  tho  requirements  of  her  trade 
and  commerce.  A  municipal  commission  composed  of  city  councilors,  leading  manufacturers  and 
tradesmen  of  tho  district  eamo  to  the  conclusion  that  professional  education  ought  properly  to  be  the 
continuation  and  the  normal  development  of  primary  education,  and  that  such  a  school  as  this  should 
draw  its  pupils  from  those  children  of  the  elementary  schools  who  had  passed  a  satisfactory  examination. 

There  is  an  entrance  examination  for  those  who  do  not  possess  the  leaving  certificate  of  the  primary 
school.  The  hoys  enter  the  school  at  about  the  age  of  thirteen,  and  the  course  of  study  extends  over 
three  years.  During  the  first  two  years  all  tho  pupils  pass  through  the  same  course  of  theoretical 
and  practical  instruction,  and  the  course  up  to  this  point  serves  also  as  a  preparation  for  the  ficole  dos 
Arts  et  Mbtiers  at  Chalons.  Very  few  boys  leave  at  tho  end  of  the  second  year.  There  is  an  exami¬ 
nation  at  the  end  of  each  year  to  determine  the  promotion  to  tlie  superior  division. 

In  order,  moreover,  in  the  brief  space  of  three  years  to  train  up  these  boys  so  as  to  be  capable  of 
rendering  real  sorvico  on  quitting  the  school,  it  has  been  found  necessary  to  enable  them  to  supple¬ 
ment  their  theoretical  studies  with  practical  work  analogous  to  that  which  they  will  have  to  practice  in 
their  future  professions,  and  to  place  at  their  disposal  a  complete  and  well-organized  plant  for  this 
purpose.  Rheims  has  spent  $80,000  to  $100,000  on  this  plant,  and  has  thus  placed  her  schools  in  the 
first  rank  of  similar  institutions. 

The  school  has  quadrupled  its  number  of  students  since  its  foundation  in  1875,  and  tho  number  of 
boarders  would  he  largely  increased  if  sufficient  funds  wore  available  to  defray  the  cost  of  another 
boarding-house.  This  school  recoived  the  gold  medal  at  tho  Exhibition  of  1878. 

The  Professional  School  of  Rouen. 

The  Professional  School  of  Rouen  is  another  school,  much  of  the  same  type  as  the  foregoing,  but  in 
which  more  attention  is  paid  to  mechanical  industries.  This  school,  which  was  also  visited  by  the 
Commissioners,  was  founded  in  1853.  The  director  is  M.  Delarue.  The  special  object  of  the  instruc¬ 
tion  is  to  prepare  youths  to  enter  the  Ecole  des  Arts  et  M ('■tiers,  but  a  certain  number  of  the  pupils 
leave  tho  school  to  enter  at  once  into  practical  work.  The  hulk  of  the  pupils  are  the  sons  of  the  small 


EDUCATION  OF  WORKERS  IN  FRANCE  AND  GERMANY.  817 


tradespeople  of  the  town ;  some  of  them  enter  with  scholarships  given  by  the  Government,  or  by  the 
municipal  authorities.  There  are  six  exhibitions  given  by  the  city  of  Rouen,  twelve  by  the  Depart¬ 
ment,  and  four  by  the  State.  The  education  at  this  school  became  gratuitous  under  the  law  of  July, 
1881.  The  school  expenses,  hitherto  paid  by  the  town,  have  amounted  to  about  £1120  annually.  Tiie 
school  course,  which  combines  both  theory  and  practice,  extends  over  three  years,  and  is  conducted 
in  very  indifferent  premises.  The  boys  must  be  at  least  twelve  years  old  on  admission,  and  must  bare 
the  amount  of  knowledge  necessary  for  the  primary-school  certificate.  Prizes  and  medals  are  given 
to  deserving  pupils  at  the  end  of  each  year.  Frequent  visits  are  paid  to  works  and  factories.  There 
is  a  chemical  laboratory,  but  the  instruction  in  this  subject  seems  to  be  inferior  to  that  of  the  Rheims 
school.  Instruction  in  the  English  language  is  given  to  all  the  pupils.  There  are  about  140  students, 
half  of  whom  are  boarders,  and  there  is  a  preparatory  course  for  the  younger  boys.  The  hours  of 
theoretical  study  are  from  7  in  the  morning  till  ti  at  night,  with  three  hours  of  recreation,  and  in  the 
evening  two  hours  of  manual  work.  They  therefore  have  eight  hours  of  class  work  and  two  hours 
of  manual  work  per  diem.  The  practical  instruction  consists  in  working  in  wood  and  iron.  The 
handicraft  work  is  carried  on  in  a  large  room  lighted  from  the  top,  having  desks  for  drawing  down 
tlie  centre,  and  working  benches  against  the  walls;  all  the  pupils  work  in  this  room  at  the  same  time. 
The  pupiis  are  put  through  a  graduated  series  of  manipulations;  for  example,  m  smiths’  work  and 
turning  of  iron,  each  pupil  has  to  make  in  succession  every  one  of  the  hand-tools  mentioned  in  a  list 
and  figured  on  a  table  hung  up  in  the  workshop.  The  boarders  pay  from  £24  to  £26  per  annum. 
Many  of  the  pupils,  after  having  passed  through  the  school,  ultimately  obtain  situations  as  foremen ; 
others  enter  the  Government  schools  of  Ch&lons  or  Angers.  At  a  recent  examination,  ten  pupils 
from  this  school  presented  themselves  for  the  entrance  examination  for  Chalons,  and  nine  were 
admitted,  being  one-eleventh  of  the  total  admissions  for  the  year.  This  fact  was  quoted  to  prove 
that  the  school  is  a  good  one. 

The  director  stated  that  the  object  of  the  education  was  not  to  form  foreman,  but  rather  to  give  a 
general  education,  calculated  to  serve  as  the  basis  for  many  trades.  He  pointed  out  a  school  museum 
containing  specimens  of  various  products  for  object  lessons,  and  stated  that  similar  museums  were 
about  to  be  formed  in  all  primary  and  higher  elementary  schools  in  France.  Amongst  the  specimens, 
the  Commissioners  noticed  a  Prussian  soldier’s  helmet.  On  being  asked  why  it  was  placed  there,  the 
director  stated  that  it  was  picked  up  during  the  German  invasion,  and  added  that  it  was  his  custom 
to  point  out  to  his  scholars  that  France  lost  her  best  provinces  through  the  superior  education  of  the 
invaders,  and  the  helmet  served  as  a  constant  warning  and  stimulus  to  the  students. 

EXHIBIT  J. 

Westphalia,  Germany,  is  a  great  centre  of  iron  and  steel  manufacture.  In  order  to  supply  their 
shops  with  competent  managers,  foremen,  and  workmen,  the  employers  have  succeeded  in  establish¬ 
ing  a  number  of  schools  designed  to  combine  theoretical  scientific  instruction  with  workshop  practice, 
and  the  success  of  this  attempt  has  been  very  satisfactory.  At  Bochum  is  situated  one  of  the  best  of 
the  schools.  It  was  the  result  of  private  enterprise,  and  is  gaining  in  efficiency  each  year.  Instruc¬ 
tion  is  given  in  moulding,  steel-working,  iron-rolling,  smithing,  fitting,  turning,  and  pattern-making, 
together  with  drawing  and  both  elementary  and  higher  science.  In  order  to  insure  that  the  instruc¬ 
tion  should  not  run  into  the  purely  theoretical,  no  student  is  admitted  who  has  not  served  a  year  or 
more  as  workman  in  some  shop.  This  preliminary  service,  it  is  claimed,  leads  students  to  appreciate 
and  apply  the  instruction  given  in  the  school. 

The  employers  of  labor  in  Westphalia  lay  great  stress  upon  attendance  at  the  evening  schools, 
requiring  all  boys  under  18  in  their  employ  to  attend  the  classes  two  or  three  evenings  of  each  week. 
A  register  of  attendance  is  kept,  and  this  is  daily  inspected  by  an  overseer,  whose  duty  it  is  to  look 
after  all  absentees  and  see  that  they  give  a  satisfactory  account  of  themselves.  It  is  said  that  parents 
willingly  co-operate  with  the  employers  in  securing  regularity  of  attendance  at  the  schools,  and  that 
the  boys  usually  appreciate  the  instruction  afforded  them. 

EXHIBIT  K. 

J.  G.  Fitch,  an  English  educator  of  acknowledged  ability,  says: 

We  shall,  I  hope,  ere  long,  come  to  the  conclusion  that  the  true  way  to  recognize  the  claims  of  what 
are  called  modern  subjects  is  not  by  the  erection  of  separate  modern  departments,  but  rather  by  taking 
a  wiser  and  more  philosophical  view  of  the  whole  range  and  purpose  of  school  education. 

It  is  not  good  that  the  boy  who  is  to  be  a  classical  scholar  should  grow  up  ignorant  of  physical 
laws.  Still  less  is  it  good  that  the  boy  who  shows  a  leaning  toward  the  natural  sciences  should  be 
debarred  from  the  intellectual  culture  which  literature  and  language  give.  *  *  * 

There  comes  atinie,  no  doubt,  when  it  is  clear  that  we  should  specialize,  but  this  time  does  not  arrive 
early;  and,  until  it  arrives,  it  is  important  that  we  should  secure  for  every  scholar  a  duo  and  harmo¬ 
nious  exerciseof  the  language  faculty,  of  the  logical  faculty,  of  the  inductive  faculty,  as  well  as  of  the 
powers  of  acquisition  and  memory. 

In  this  connection  the  following  quotations  from  the  catalogue  of  the  Ohio  State 
University  is  very  appropriate: 

In  nearly  every  department  of  life  the  demand  for  knowledge  and  skill  is  constantly  rising.  The 
public  is  learning  to  appreciate  quality  in  work.  Facility,  precision,  finish,  are  acquiring  new  value. 
As  a  consequence  the  chances  of  the  untrained  and  the  ill-trained  are  rapidly  diminishing,  and  those 
who  presume  to  adopt  pursuits  without  the  requisite  preparation  find  themselves  placed  under  disad¬ 
vantages  that  grow  more  serious  every  year. 

To  meet  this  increasing  demand  for  a  higher  order  of  training,  new  educational  methods  are  being 
introduced.  That  men  may  be  well  equipped  for  their  work,  it  has  been  found  necessary  to  make  their 
preparation  for  it  a  part  of  their  education.  The  young  man  who  is  to  become  a  civil  engineer  should 
receive  practical  training  as  an  engineer.  If  he  is  to  become  a  chemist,  he  should  receive  practical 
training  in  the  laboratory.  Many  look  no  farther  than  this;  but  technical  training  should  be  based 
on  scientific  training.  The  civil  engineer  should  not  be  content  with  knowing  how  to  handle  his 
instruments,  but  he  should  be  a  mathematician  of  extensive  attainments  and  ready  skill,  and  should 
be  master  of  the  principles  of  physics  and  mechanics.  The  chemist  should  not  rest  in  a  knowledge  of 

f (recesses  and  manipulations,  but  he  should  be  well  versed  in  chemical  philosophy.  In  medicine,  in 
aw,  in  teaching,  on  the  farm  and  in  the  shop,  in  every  occupation  which  involves  human  interests 
and  requires  the  application  of  human  intelligence,  empiricism  should  be  supplanted  by  scientific 
knowledge. 

There  is  no  employment  in  which  intelligence  is  not  worth  more  than  mere  manual  dexterity.  A 
man  of  scientific  knowledge  and  training,  other  thiDgs  being  equal,  will  even  shoe  a  horse  better  than 

ART— VOL  4 - 53 


818  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


one  who  lacks  them.  The  educated  hand  is  a  hundred  times  better  than  a  hand  without  education. 
But  the  educated  hand  is  made  a  hundred  times  better  by  being  placed  under  the  direction  ot'the  edu¬ 
cated  brain. 

EXHIBIT  L.* 

Facilities  now  Afforded  in  United  States  for  Technical  Training. 

This  exhibit  contains  a  brief  account  of  the  nature,  organization,  and  worh  of 
most  of  the  leading  industrial  schools  of  the  United  States,  including  the  industrial 
departments  of  some  of  the  great  universities.  It  aims  to  show  to  what  extent 
facilities  for  technical  education  are  now  afforded  in  our  country.  The  informa¬ 
tion  has  been  obtained  from  various  sources.  *  *  * 

The  Rose  Polytechnic  Institute,  Terre  Haute,  Ind.;  the  Cooper  Institute,  New  York  City;  Me¬ 
chanics’ Institute,  Cincinnati;  Technical  Schools  in  Cleveland  and  Toledo;  Pardee  Scientific  School, 
La  Fayette  College,  Easton,  Pa. ;  Miller  Manual  Labor  School,  Virginia :  Working  Man’s  School,  New 
York  City;  Industrial  Training  in  Cornell  University ;  School  of  Slines,  Columbia  College;  the  Mas¬ 
sachusetts  Institute  of  Technology;  Worcester  County  Free  Institute  of  Industrial  Science,  Mass.; 
Washington  University  Manual  Training  School,  St  Louis,  Mo. ;  Girard  College,  Philadelphia;  Stevens 
Institute,  Hoboken,  N.  J.;  Rensselaer  Polytechnic  Institute,  Troy,  N.  Y.;  Mechanical  Course,  Pur¬ 
due  University,  La  Fayette,  Ind. ;  School  of  Agriculture  and  Mechanic  Arts,  University  ol  California. 

EXHIBIT  M. 

[Extracts  from  Mr.  Mather’s  report.] 

Mr.  Slather,  in  concluding  his  report  to  the  British  Commissioners  on  Technical 
Education  in  the  United  States,  says: 

TECHNICAL  AND  SCIENCE  SCHOOLS  IN  AMERICA. 

It  will  be  seen,  from  the  foregoing  description  of  the  technical  and  science  schools,  that  there  exist 
in  America  a  certain  number  of  hiyh  class  institutions  for  technical  and  scientific  training  in  mining, 
civil  and  mechanical  engineering.  I  am  of  opinion  that  in  these  branches,  judging  from  my  own 
observation,  there  is  nothing  better  of  the  kind,  though  such  institutions  are  more  numerous  at  pres¬ 
ent  in  Europe.  The  advantage  of  the  training  in  the  nest  of  them  is  its  practicalness.  The  students 
feel  that  careers  are  open  to  them  if  only  they  have  acquired  the  art  of  applying  their  knowledge;  hence 
their  ambition  is  excited,  and  every  one  of  them  appears  to  be  working  for  a  definite  purpose.  There 
is  nothing  pretentious  about  these  students.  Some  of  them  are  poor,  but  they  must  have  shown  marked 
ability  in  order  to  get  the  advantages  of  the  free,  or  partially  free,  instruction.  Thus  a  limited  number 
of  clever  sons  of  workingmen  have  the  road  opened  up  for  a  thorough  scientific  training,  if  they  can 
afford  to  give  the  time. 

It  is  much  to  be  deplored  that  in  the  majority  of  institutions  in  America  where  science  is  taught  in 
the  abstract  there  are  no  departments  arranged  for  such  technical  training  as  exists  in  some  I  have 
described. 


THESE  SCHOOLS  CANNOT  SUPPLY  THE  DEMAND  FOR  INDUSTRIAL  TRAINING. 

The  demands  made  upon  those  which  give  technical  instruction  are  greater  tiian  they  can  satisfy. 
This  accounts  for  the  high  fees  charged,  and  also  for  the  fact  that  the  advantages  of  such  technical 
schools  are  in  the  main  confined  to  the  sons  of  wealthy  manufacturers  or  professional  men. 

The  lower-grade  science  schools  connected  with  the  numerous  colleges  in  every  State,  and  semi-pri¬ 
vate  institutions,  as  described  under  the  head  of  “Universities  and  Colleges,"  are  rendering  consider¬ 
able  service  in  the  direction  of  science-teaching  to  a  less  wealthy  class  in  the  country.  Their  courses 
of  study,  however,  require  remodeling.  To  each  one  of  them  ought  to  be  attached  departments  simi¬ 
lar  to  those  at  Cornell  University  and  Washington  University,  w  ith  ample  provision  for  the  admission 
of  free  students. 

There  appears  to  be  excellent  provision  made  in  America  in  such  colleges  as  the  Johns  Hopkins  of 
Baltimore,  and  Columbia  College  of  New  York,  and  the  like,  for  the  training  of  able  professors  and  tor 
the  continued  development  of  original  research  in  all  the  sciences.  The  “Sheffield  School  of  Science,” 
connected  with  Yale,  and  the  “Lawrence  Science  School  ”  of  Harvard  University,  may  also  beclassed 
amongst  institutes  aiming  at  the  higher  education  in  scientific  knowledge. 

There  are  also  sufficient  schools  and  colleges,  aided  by  the  taxes  of  tin-  people,  to  supply,  if  properly 
used,  ample  opportunities  for  the  whole  industrial  population— proprietors,  foremen  and  workpeople— 
to  acquire,  in  early  life,  a  sound  scientific  education  bv  means  of  a  technical  course  of  studies.  The 
only  change  required  is  in  the  curricula  of  such  institutions,  and  the  broadening  of  their  systems  to 
the  wants  of  the  age. 

MUCH  HAS  BEEN  DONE  BY  THESE  FEW  SCHOOLS. 

There  can  be  no  doubt  that  America  owes  much  already  to  the  schools  which  exist  for  technical 
education,  though  not  actually  helping  the  artisan  class.  Many  hundreds  of  young  men  have  been 
furnished  from  these  sources  for  the  superintendence  of  railway  works,  mining  operations,  machine 
shops  and  the  textile  industries,  besides  chemical  work,  glass  manufactories,  building  operations, 
agriculture,  etc.  I  have  met.  in  almost  all  the  manufactories  I  have  visited — from  mining,  iron  and 
steel  manufacturing,  through  all  the  mechanic  arts,  up  to  watchmaking  and  sewing-machine  manu¬ 
facturing — evidences  of  the  influence  of  the  technical  schools. 

******* 

DISPOSITION  TO  DEPEND  ON  PUBLIC  SCHOOLS. 

From  many  conversations  with  owners  of  industrial  establishments  I  find  the  prevailing  idea  to  be 
that  everything  appertaining  to  education  is  to  be  done  in  the  public  school.  Moreover,  the  general 
aptitude," inventiveness  and  industry  of  the  American  young  men,  animated  always  by  ambition,  and 


*As  accounts  of  most,  if  not  all  of  the  institutions  referred  to.  are  given  at  length  in  the  volumes 
of  this  Report,  only  the  names  of  the  institutions  are  here  reprinted,  to  show  the  extent  of  Dr.  Bar¬ 
nard's  investigations. 


MR.  MATHER  ON  TECHNICAL  EDUCATION  IN  THE  U.  8.  819 


backed  by  the  ability  to  read,  write  and  reckon  well,  have  furnished  employers  witn  intelligent 
mechanics  after  a  comparatively  short  service  in  the  workshops.  All  Americans  have,  more  or  less, 
the  mechanical  faculty.  It  is  the  characteristic  of  the  race.  The  problems  involved  in  settling  the 
country  have  been  more  mechanical  than  political.  In  early  times  almost  all  men  and  all  women  were 
engaged  in  manual  work  and  in  exercising  their  wits  to  avail  themselves  of  the  forces  of  Nature.  To 
this  natural  bias  the  public-school  education  gave  the  means  for  higher  development.  The  demand 
for  mechanical  contrivances  to  save  labor  held  out  the  promise  of  great  reward,  and  the  protection  of 
cheap  patents  gave  confidence  and  security.  Thus  the  workingmen  of  America  have  been  educated 
and  brought  up  under  conditions  different  from  those  prevailing  in  Europe. 

EVIDENCES  OF  AMEBICAN  INGENUITY. 

It  is  impossible  to  traverse  this  vast  continent  without  witnessing  the  evidences  of  originality  of 
application  founded  on  scientific  principles,  and  of  a  development  due  to  education  in  the  mechanical 
arts.  In  the  railroad  system,  from  the  locomotive  to  the  baggage-car,  there  are  original  design  and 
marked  ingenuity  in  every  contrivance;  in  bridge-building,  great  daring  and  ready  devices  for  tem¬ 
porary,  yet.  safe,  structures ;  in  the  navigation  of  rivers  there  are  boats  which  differ  from  all  European 
systems'.  The  shallow  rivers,  like  the  Mississippi  in  summer,  are  navigated  for  a  thousand  miles  by 
steamers  drawing  less  than  twelve  inches  of  water.  The  Ohio  conveys  from  Pittsburgh  thousands  of 
tons  of  material  by  boats  drawing  nine  inches  of  water.  Towns  like  Chicago,  Denver  and  Sau  Fran¬ 
cisco  are  built  under  difficulties  which  require  an  entire  departure  from  all  old  methods  of  applying 
science.  The  produce  of  the  great  agricultural  regions  suggested  new  modes  of  tilling,  sowing  and 
reaping,  and  in  agricultural  machinery  the  Americans  showed  how  quickly  and  directly  science  could 
deal  with  vast  products  which  would  rot  on  the  field  but  for  mechanical  skill  to  preserve  them.  The 
same  aptitude  that  dealt  with  the  overwhelming  abundance  of  the  West  has  turned  to  account  the 
sterility  of  the  East.,  where,  in  Maine,  New  Hampshire  and  Vermont,  the  mechanical  skill  of  the 
farmer  in  devising  economical  methods  has  contributed  as  much  to  his  support  as  his  knowledge  of 
cattle  and  crops. 

APPLICATION  OF  SCIENTIFIC  PRINCIPLES  OBSERVABLE  ONLY  IN  MORE  RECENT  STRUCTURES. 

It  is,  of  course,  in  the  more  recent  structures  and  modern  mechanical  appliances  that  the  evidence 
of  scientific  truths  and  methods  is  observable.  The  rough-and-ready  contrivances  of  early  railroad 
development  indicate  originality  anil  “mother  wit”;  hut  in  the  waste  of  material  and  crudeness  of 
design  may  be  noticed  the  absence  of  technical  or  scientific  training  on  the  part  of  those  whoconducted 
extensive  engineering  or  mechanical  operations  in  those  days.  The  gradual  diffusion  of  science  is 
very  marked  in  the  rapid  reconstruction,  during  recent  years,  of  (lie  great  railroads  of  the  past  and 
in  the  new  main  lines.  Also,  in  railw  ay  plant  generally,  the  old  is  being  replaced  by  the  new,  and 
the  latter  exhibits  high  theoretical  knowledge  combined  with  practical  ingenuity. 

AMERICANS  OWE  MUCH  TO  EUROPE. 

• 

The  Americans  undoubtedly  owe  to  European  engineers  the  rapid  advance  they  have  been  able  to 
make  in  their  public  works.  The  conservation  of  waterpower  for  the  use  of  the  mills  at  Lowell  and 
Lawrence,  in  Massachusetts,  is  duo  to  the  eminent  hydraulic  engineer,  Mr.  Frances,  an  Englishman, 
who  practised  for  forty  years  in  America.  The  water  rights  of  a  district  are  held  in  trust  for  the 
whole  community  by  a  board  or  corporation  elected  for  the  purpose.  The.  power  is  distributed  accord¬ 
ing  to  the  share  which  may  ho  purchased  or  rented  by  the  users,  but,  regard  is  had  to  the  rights  of  all, 
and  its  utilization  requires  great  skill  and  knowledge  to  prevent  loss  of  power.  Mr.  Frances  lias  had 
charge  of  this  important  work  for  many  years,  and  is  deservedly  esteemed  as  the  highest  authority 
on  hydraulic  engineering  in  America.  Although  a  lucrative  field  was,  in  the  early  days,  open  to 
European  engineers  and  machinists  havingn  thorough  scientific  knowledge  of  their  profession,  yet 
it  is  evident  that  they  found  apt  scholars,  who,  as  they  acquired  some  theoretical  science,  launched 
out  into  new  paths,  untrauuneled  by  the  traditions  of  the  older  countries. 

Even  the  science  of  foreigners,  when  applied  here,  takes  different  methods.  The  Englishman  and 
German  become  hold  and  self-confident  to  a  degree  only  manifested  by  rare  men  in  Europe.  The 
everlasting  thirst  for  something  new  excites,  stimulates  and  drives  men  to  venture  into  untrodden 
paths  in  applying  their  knowledge.  In  (he  manufacture  of  machine  tools  and  every  kind  of  mechanism 
where  the  interchangeability  of  parts  would  be  an  advantage,  t lie  design  and  construction  have  been 
made  subservient  to  this  law.  It  may  bo  truly  said  that  the  Americans  have  carried  to  its  utmost 
limits  one  of  the  greatest  improvements  in  modern  times  in  mechanical  construction— namely,  in  their 
extensive  introduction  of  the  principle  of  the  interchangeability  of  parts  in  machinery.  Watches, 
sewing-machines,  tools,  agricultural  implements,  printing-presses,  firearms,  etc.,  are  made  with  an 
accuracy  so  fine  as  to  approach  t lie  theoretical,  and  yet  more  cheaply  than  the  rudest  and  most  imper¬ 
fect  work.  All  these  evidences  of  scientific  skill  speak  well  for  the  methods  of  education  in  tho  recent 
past,  so  far  as  it  goes ;  but  other  intiuences,  such  as  “necessity  is  the  mother  of  invention,”  and  the 
presence  in  America  of  foreign  experts,  will  account  for  much  of  tho  rapid  growth  in  the  mechanic 
arts. 

TECHNICAL  SCIENCE  SCHOOLS  ESSENTIAL  TO  FUTURE  DEVELOPMENT. 

The  future  development  will  depend  upon  a  population  not  compelled  to  dare  and  endure  and  experi¬ 
mentalize  for  “very  life.'  In  the  past,  the  waste  of  material  has  been  excessive.  To  make  tho  best 
use  of  a  given  quantity  of  material  requires  a  sound  knowledge  of  its  properties  and  of  its  disposal 
in  the  arts  and  manufactures  by  scientific  methods.  In  this  direction  the  technical  and  science  schools 
already  instituted  have  accomplished  much  in  providing  foremen  and  managers,  chemists,  miners, 
and  intelligent  employers  in  the  engineering  and  manufacturing  industries.  Some  extensions  of  these 
institutions  are  now  being  promoted.  One  significant,  indication  of  progress  in  this  direction  was 
afforded  me  during  my  travels.  I  attended  a  convention  of  about  a  thousand  teachers,  professors 
and  principals  of  schools  and  colleges  at  Saratoga,  and  another  similar  gathering  in  the  White  Moun¬ 
tains.  The  discussion  of  technical  and  industrial  training  was  the  chief  feature  of  the  conventions. 
I  was  much  impressed  by  tho  high  qualities  of  culture  and  character  which  distinguished  this  truly 
“Grand  Army  of  the  Republic  "  in  its  300,000  teachers,  as  represented  at  these  meetings.  If  this  force 
should  be  directed  by  a  changeof  tactics,  so  to  speak,  in  the  schools  to  scientific  and  technical  instruc¬ 
tion,  and  to  less  concentration  upon  purely  literary  subjects,  there  can  be  no  donlit  that  America  will 
solve  the  industrial-education  question  more  rapidly  than  any  other  country  and  utilize  it  in  the  fur¬ 
ther  development  of  her  inexhaustible  resources. 

It  must  not,  bo  supposed  (hat,  Nature  has  bestowed  her  gifts  over  this  continent  in  such  wise  that 
they  can  be  enjoyed  without  much  skill  and  labor  in  the  gathering  of  them.  No  country  offers  more 


820  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS, 


difficult  problems  to  the  engineer,  the  agriculturist  and  the  manufacturer.  A  climate  of  extremes; 
a  scarcity  of  water  in  the  West;  the  difficulties  of  cheap  transport  and  distribution,  all  require  the 
highest  qualities  of  self-reliance  and  endurance,  with  scientific  knowledge,  in  the  progress  of  the 
future.  *  *  * 

JOHNS  HOPKINS  UNIVERSITY. 

This  splendidly  endowed  institution  (the  Johns  Hopkins  University)  is  taking  rank  amongst  the 
highest  universities  of  America.  The  regular  curriculum  of  a  university  course  is  followed  here. 
The  University  was  opened  seven  years  ago.  The  bequest  of  Johns  Hopkins  amounted  to  £700,000. 
The  interest  was  allowed  to  accumulate  until  a  sufficient  sum  had  accrued  to  enable  the  trustees  to 
erect  handsome  and  commodious  blocks  of  buildings  on  land  bequeathed  by  the  founder. 

x  *  *  *  *  *  * 

This  University  is  devoted  chiefly  to  the  highest  branches  of  education  in  mathematics,  physics  and 
medical  science.  It  is  conducted  on  the  lines  of  Owens  College  of  Manchester,  with  a  bias  more 
specially  to  original  research  and  scientific  discoveries,  both  in  chemistry  and  physics,  than  to  prepar¬ 
ing  for  industrial  pursuits.  There  are  no  night  classes,  so  that  all  the  teaching  is  confined  to  those 
who  can  afford  to  pass  through  all  the  courses  in  the  day  classes.  Dr.  Gilman  informed  me  they  had 
some  instances  of  workingmen  having,  at  great  self-sacrifice,  come  to  them  to  obtain  a  thorough  scien¬ 
tific  education.  The  total  fees  for  all  subjects  amount  to  £1(1  per  annum. 

Dr.  Gilman,  in  answer  to  my  inquiries,  stated  that  some  of  their  professors  had  delivered  popular 
lectures  to  the  working  classes,  but  he  did  not  regard  these  as  having  much  influence  on  working- 
people  generally,  in  relation  to  their  occupations.  He  would  gladly  use  the  institution  as  a  means  of 
technical  training,  but  did  not  yet  know  of  a  scheme  that  was  practicable  there. 

*****  x  * 


ONE  UNIVERSITY  MIGHT  GREATLY  PROMOTE  THE  TECHNICAL  TRAINING  OP  WORKERS. 

One  might  expect  from  so  richly  endowed  an  institution  a  more  direct  relation  to  scientific  industry 
than  appears  now  to  be  the  case.  *  With  an  income  of  £30,000  a  yeai  without  fees,  it  would  appear  pos¬ 
sible  for  a  large  amount  of  work  to  be  done  among  the  people  of  the  city  without  in  any  degree  dimin¬ 
ishing  the  highest,  instruction  in  the  advanced  stages  of  literal/  and  scientific  knowledge. 

Baltimore  does  not  possess  any  large  or  distinctive  manufactures.  The  trade  is  chiefly  that  of  tim¬ 
ber  and  grain  export,  with  workshops  for  railway  purposes.  The  Baltimore  and  Ohio  Kailway  shops 
employ  3000  artisans,  for  whom  there  is  little  provision  for  science  instruction  beyond  the  drawing 
classes  I  have  described. 

I  found  much  interest  displayed  in  the  question  by  the  authorities  of  the  railway  to  whom  I  was 
introduced,  and  they  expressed  their  desire  and  intention  to  provide  suitable  science  schools  for  their 
workpeople. 


EXHIBIT  N. 

Ex-Commissioner  Eaton’s  opinion  op  Dr.  Philbrick. 

Perhaps  no  views  are  better  worthy  careful  consideration  than  those  of  Dr.  Phil- 
brick,  of  whom  the  Commissioner  of  Education  says  : 

It  is  acknowledged  the  world  over  that  to  him  is  largely  due  the  excellence  of  the  Boston  schools. 
A  thorough  man  of  affairs,  accurate  and  broad  in  his  scholarship,  in  the  fullest  sympathy  with  Amer¬ 
ican  institutions  and  ideas,  he  not  only  watched  and  guided  the  Boston  schools  that  grew  under  his 
hands  for  twenty  years,  but,  by  travels  and  studies  in  different  parts  of  this  country,  and  two  visits 
to  Europe— one  of  which  included  ofheial  duties  in  connection  with  the  Exhibition  at  Vienna,  and  the 
other  the  special  organization,  caie  and  management  of  the  American  Exhibition  of  Education  in 
Paris  in  1878— he  had  the  vastest  opportunities  lor  extensive  personal  observation  elsewhere  in  school 
matters,  and  for  philosophical  deductions  therefrom.  In  bis  retirement,  and  with  his  accumulation 
of  literature,  of  observation  and  of  experience  around  him,  he  has  consented  at  my  request  to  prepare 
the  following  report  on  education  in  cities.  *  *  *  Every  one  will  see  that,  to  secure  the  fullest  ben¬ 
efit  to  the  millions  interested  in  the  wise  administration  of  education  iu  our  cities,  and  the  millions 
yet  unborn  to  be  affected  by  it,  the  writer  of  this  report  (is)  possessed  of  rare  qualifications  for  the 
undertaking.  *  *  *  I  may  add  that  I  know  of  no  more  valuable  study  of  city  systems  of  public 
instruction  than  that  presented  by  him. 

[Extracts  from  Dr.  Philbrick's  Keport  on  City  School  Systems  of  the  United  States.] 

WHAT  IS  MEANT  BY  INDUSTRIAL  EDUCATION? 

It  may  be  well,  in  the  first  place,  to  define  what  is  meant  here  by  the  term  industrial  education, 
which  is  used  rather  loosely  in  the  current  discussions  on  the  subject.  Some  writers  use  it  in  the  same 
sense  as  technical  education;  better  usage  makes  a  distinction,  however.  J.  Scott  Russel.,  iu  his 
masterly  book,  “Systematic  Technical  Education  for  the  English  People,  ’  gives  to  technical  education 
a  broader  meaning  than  that  which  belongs  to  industrial  education,  making  it  include  all  that  educa¬ 
tion  which  teaches  the  knowledge  required  to  fit  men  for  some  special  mode  of  gaining  their  liveli¬ 
hood,  and  thus  embracing  the  instruction  of  tile  highest  professional  schools,  as  well  as  that  given  in 
schools  designed  to  form  the  handicraftsman  oi  the  humblest  degree.  Kou- technical  or  general  educa¬ 
tion,  on  the  other  hand,  is  that  which  has  for  its  object  to  train  and  send  into  the  world  able  men  of 
matured  intelligence  and  ripened  powers,  good  for  all  the  vocations  of  life  and  prepared  to  enter  upon 
its  duties  with  sound  bodies,  developed  ability,  and  formed  character;  but  it  is  not  designed  to  com¬ 
municate  that  special  knowledge  or  to  develop' that  special  skill  which  fits  a  man  for  t  ho  particular  call¬ 
ing  or  profession  which  he  will  have  to  chooso  as  his  life-work.  This  general  education  is  the  necessary 
basis  and  accompaniment  of  efficient  technical  education.  Large  education,  broad  development,  a 
generous  general  training,  are  the  best  possible  foundations  of  useful  after-life,  but  they  are  only  the 
foundations  of  the  knowledge  and  skill  requisite  for  professions  and  trades.  This  knowledge  and 
skill  it  is  the  function  of  technical  education  to  impart;  it  gives  that  special  training  which  renders 
the  educated  man  both  self-supporting  and  directly^  useful  to  society.  I  willingly  adopt  the  significa¬ 
tion  given  to  technical  education  by  so  eminent  an  authority,  although  my  choice  would  be  to  call  all 
that  education  which  is  not  general,  professional,  after  the  nomenclature  of  the  Erench  pedagogy. 


REPORT  ON  INDUSTRIAL  TRAINING  BY  DR.  PHILBRICK.  821 


TWO  DIVISIONS  OP  TECHNICAL  EDUCATION. 

Technical  education  in  this  comprehensive  sense  is  composod  of  two  tolerably  well-defined  divisions, 
the  one  being  that  which  is  concerned  with  the  social  prolessious  and  those  relating  to  the  fine  arts, 
while  all  other  occupations  and  pursuits  requiring  the  application  of  science,  art  and  manual  skill  are 
included  in  the  other  division.  This  province  of  technical  education  is  what  we  mean  by  industrial 
education,  which  has  for  its  scope  to  impart  the  knowledge  and  skill  requisite  for  success  in  the  three 
great  departments  of  practical  life — namely,  agriculture,  manufactures,  and  commerce;  or,  in  other 
words,  in  producing  the  raw  material  from  the  ocean,  the  mines,  the  forest  and  the  field,  in  converting 
these  materials  into  useful  forms,  and  in  their  transportation  and  exchange. 

In  its  widest  sense  industrial  education  comprises  not  only  all  that  a  man  does  for  himself,  but  also 
what  is  done  for  him  by  others  to  bring  him  nearer  to  perfection  as  a  worker  in  any  branch  of  industry. 

In  a  more  limited  sense  industrial  education  is  that  which  is  designed  to  impart  the  knowledge  aiid 
skill  requisite  as  a  preparation  for  successful  work  in  that  department  of  practical  activity  which  is 
concerned  in  changing  the  raw  material  into  useful  forms,  or  the  manufacturing  industry. 

In  former  times  knowledge  and  skill  in  industrial  pursuits  were  almost,  exclusively  acquired  by 
means  of  apprenticeship.  This  held  true  not  only  of  the  mechanical  trades,  but  of  the  liberal  profes 
sions  as  well. 

That  sfate  of  things  has  passed  away.  An  auxiliary  instrumentality  has  been  created  by  the 
demands  to  advance  civilization  ;  that  instrumentality  is  the  technical  school,  in  its  elementary,  sec¬ 
ondary  and  superior  grades,  and  in  its  ever-increasing  diversity  of  aim  and  purpose.  Industries 
made  "but  comparatively  slow  progress  while  they  were  carried  on  by  persons  whose  instruction  was 
limited  to  apprenticeship  Gradually,  and  in  more  recent  times,  the  idea  has  made  its  way  that  the 
progress  of  an  industry  depends  especially  upon  the  degree  of  instruction  of  those  who  exercise  it. 
This  led  to  the  establishment  of  industrial  schools.  The  competition  of  industries  is  rapidly  multi 
plying  these  schools,  and  from  present  indications  these  schools  are  destined  to  a  development,  far 
beyond  that  as  yet  obtained  in  the  most  advanced  community.  Industrial  education  is  of  two  kinds: 
first,  that  which  consists  in  imparting  a  theoretical  knowledge  and  the  applications  of  science  and  the 
principles  and  rules  of  the  useful  arts,  such  as  may  be  given  in  the  class  room  and  laboratory  by  the 
teacher  and  professor;  second,  that  which  consists  in  impartiug  the  manual  skill  and  the  applications 
of  science  and  the  rules  of  the  arts  necessary  to  form  the  handicraftsman,  of  whatever  grade.  This 
is  the  education  of  the  shop.  The  school  for  imparting  this  branch  of  industrial  education  is  there¬ 
fore  primarily  and  essentially  a  workshop,  supplemented  to  some  extent  with  the  theoretical  training 
of  the  school-room  and  the  manipulations  of  the  laboratory.  The  considerations  relating  to  industrial 
education  here  submitted  must  be  limited  to  that  portion  of  it  which  is  imparted  in  schools,  and,  more¬ 
over,  such  schools  as  properly  come  within  the  scopo  of  city  school  systems. 

THEORETICAL  KNOWLEDGE  AND  EDUCATION  OF  THE  SHOP. 

No  school  question  is  at  present  more  agitated  among  us  than  that  of  making  manual  training  a 
branch  of  instruction  in  the  common  school.  Some  extremists  maintain  that  trades  should  be  taught 
in  the  schools  in  connection  with  the  common  branches  now  required,  so  that  when  the  scholar  grad¬ 
uates  he  will  be  prepared  to  earn  his  living  as  an  artisan  ou  leaving  school.  Others,  more  moderate 
in  their  views,  would  not  undertake  to  teach  trades  in  school,  aiming  only  to  exercise  the  pupils  in 
the  use  of  the  principal  tools  in  working  wood  and  iron.  So  far  the  different  theories  on  the  subject 
have  been  put  into  practical  application  only  to  a  very  limited  extent.  The  two  important  practical 
questions  in  this  connection  which  claim  our  attention  are,  first,  what  has  been  already  accomplished 
in  the  direction  of  industrial  education  in  our  city  school  systems?  second,  what  does  experience  indi¬ 
cate  as  desirable  improvements  to  he  undertaken  in  the  department  of  industrial  education  ?  *  *  * 

HANDICRAFT  AS  A  BRANCH  OF  PUBLIC  INSTRUCTION.— THE  WORKSHOP  IN  THE  SCHOOL  AND  THE  SCHOOL 

IN  THE  WORKSHOP. 

There  are  two  modes  of  giving  instruction  in  handicraft  in  schools :  First,  by  annexing  the  workshop 
to  the  school  for  general  education,  whether  elementary  or  higher.  This  mode  is  sometimes  called  the 
putting  of  the  workshop  into  the  school.  Second,  by  establishing  technical  schools  for  apprentices, 
consisting  primarily  of  the  requisite  shops,  with  appliances  for  giving  the  theoretical  instruction 
applicable  to  the  trade  taught.  This  mode  has  been  denominated  the  putting  of  the  school  into  the 
workshop.  *  *  * 

Superintendent  Marvel,  of  Gloucester,  Mass.,  in  referring  in  his  report  to  an  experiment  tried  in  the 
schools  of  that  city,  remarks  as  to  its  results  as  follows ; 

“  This  attempt  to  combine  intellectual  and  manual  training  will  tend  to  dignify  manual  labor  in  the 
opinion  of  many  young  people  just  at  that  critical  period  when  so  many  are  now  wasting  opportunities 
for  practical  education  in  a  vain  endeavor  to  accomplish  purely  intellectual  work  for  which  they  are 
totally  unfitted.  Recognition  in  the  public  schools  that  mechanical  occupations  are  equally  as  impor¬ 
tant  as  the  professions  or  as  mercantile  pursuits,  and  that  the  scheme  of  public  instruction  is  broad 
enough  to  afford  an  education  adapted  to  the  needs  of  all  classes  of  citizens,  cannot  fail  to  have  a 
marked  effect  upon  the  succeeding  generation.  Boys  and  girls  will  deem  it  no  lesH  honorable  to  be 
found  in  the  fields  and  workshops  than  in  stores  and  offices,  so  long  as  they  are  engaged  in  legitimate 
and  honorable  occupations." 

EXHIBIT  O. 

As  supplementary  to  their  investigations  into  the  influence  exercised  by  technical  and  other  schools 
on  the  efficiency  of  foremen  and  other  employes  engaged  in  the  principal  industries  of  England,  the 
Royal  Commissioners  secured  the  views  in  writing  of  a  large  number  of  manufacturers  and  other 
employers  of  labor  upon  the  following  points: 

1.  As  to  the  influence  on  industries  in  which  theso  employers  were  engaged  of  the  science  and  art 
classes,  and  other  sources  of  technical  and  general  instruction  that  are  available  to  apprentices,  work¬ 
men  and  foremen;  and  2.  As  to  any  means  whereby  such  instruction  may  be  rendered  more  useful. 

Attention  is  invited  to  the  appended  extracts  from  a  few  of  tbeir  replies,  which,  summarized,  were 
to  the  effect  that  the  schools  are  exerting  a  decidedly  beneficial  influence  upon  both  the  industries  and 
the  laborers  through  whom  they  are  developed.  These  statements,  coming  as  they  do  from  men  who 
are  immediately  engaged  in  the  industries  which  the  schools  are  designed  to  improve,  are  significant 
in  their  testimony  concerning  the  direct  and  indirect  value  of  technical  education.  They  are  from 
men  who  are  likely  to  take  a  practical  view  of  matters,  and  who  are  accustomed  to  decide  upon  the 
merits  of  things  solely  with  reference  to  their  economic  results. 


822  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Notice  should  here  be  taken  of  the  fact  that  English  technical  schools  are  not  nearly  so  efficient  as 
those  on  the  Continent.  Most  of  them  have  not  been  long  in  operation.  Many  are  poorly  equipped, 
and  others  badly  managed.  The  best  schools  are  the  ones  that  have  only  lately  been  established,  and 
consequently  they  have  not  yet  had  time  to  make  their  influence  very  extensively  felt  in  the  factories 
and  shops.  Besides  this,  it  is  only  very  lately  that  employers  have  taken  interest  enough  in  the 
schools  to  encourage  and  require  their  employes  to  attend  the  classes.  Yet,  notwithstanding  all  these 
adverse  considerations,  it  will  be  seen  that  tiie  opinions  expressed  in  the  letters  referred  to  are  decid¬ 
edly  in  favor  of  the  maintenance  of  science  and  training  schools  in  industrial  communities,  and  it  is 
sale  to  predict  that  this  sentiment  will  increase  when  the  schools  are  made  more  efficient  and  have 
had  a  longer  time  in  which  to  make  results. 

Only  such  parts  of  a  portion  of  the  answers  are  given  here  as  relate  to  the  influence  of  the  schools 
upon  industry.  . 

[From  Messrs.  Kelson  &  Co.,  Iron-Workers,  Leeds.] 

“  There  is  in  our  works  a  growing  tendency,  on  the  part  of  the  hands  employed,  to  greater  intelli¬ 
gence  and  earnestness  111  the  execution  of  the  work  allotted  to  the  respective  departments.  The  night 
classes  at  the  Leeds  Mechanics’  Institute  have  long  been  an  attraction  to  many  of  our  young  men. 

[From  Horrockses,  Miller  &  Co.,  Cotton  Manufacturers,  London.] 

« 

"  Many  occupying  leading  positions  in  our  employ  owe  their  general  competency  to  such  advantages.” 

[From  James  Dixon  &  Son,  Metal-Workers.  London.] 

“  We  are  of  the  opinion  that  these  schools  have  had  from  the  beginning  a  very  beneficial  effect 
upon  the  foremen  and  workmen  of  our  district,  and  that  the  amount  of  benefit  that  is  accruing  to  the 
trade  is  increasing  year  by  year.  As  the  men  who  were  old  scholars  are  more  intelligent  and  artistic 
workmen,  their  influence  lias  a  corresponding  effect  upon  their  apprentices,  and  induces  them  to  send 
them  to  the  schools." 


[From  Sir  William  Armstrong,  Shipbuilder  and  Manufacturer  of  Guns,  Newcastle-upon-Tyne.] 

11  The  technical  instruction  given  in  the  institution  attached  to  these  works  has  undoubtedly  a  bene¬ 
ficial  influence  on  the  industries  in  the  locality.  Our  experience  of  the  classes  is  that  they  not  only 
develop  thought  and  intelligence,  but  they  also  tend  to  foster  studious  and  steady  habits  and  to  raise 
the  tone  of  the  students.” 

[From  James  Humphries  &  Son,  Carpet  Manufacturers,  Kidderminster.] 

“We  have  an  excellent  school  of  art,  which  has  proved  of  great  use  in  assisting  to  raise  efficient 
draughtsmen  and  designers  for  our  principal  industry  in  this  town-  namely,  the  manufacture  of  car¬ 
pets.  Whereas,  some  years  hack,  we  were  compelled  to  go  to  France  and  Germany  for  designs,  we 
are  now  practically  independent  of  other  countries,  as  far  as  carpet  designing  is  concerned.'' 

[From  Thomas  Tupling  &  Co.,  Carpet  Manufacturers,  London.] 

“The  influence  of  art  classes  in  raising  the  style  of  design  and  workmanship  cannot  he  too  fully 
appreciated  and  encouraged." 

[From  Messrs.  Hunt  &  Ruskell,  Metal-Workers,  London.] 

“The  influence  of  the  science  and  art  classes  on  our  artisans  is  of  the  highest  value,  for  they  develop 
ideas  of  conception  and  taste  that  would  otherwise  lie  dormant,  and  the  training  afforded  by  these 
classes  raises  the  workman  above  the  mere  mechanical  drudgery  of  his  employment.  We  believe  the 
same  influence  awakens  a  desire  to  cultivate  refinement  in  the  execution  t>f  his  work,  a  sentiment  that 
might  have  been  lost,  but  for  the  exterior  educational  aid  afforded  by  the  classes.” 

[From  Messrs.  Crosses  &.  Wenkworth,  Cotton  Manufacturers,  Bolton.] 

“  We  regard  the  science  and  art  classes  carried  on  in  Bolton  as  having  conferred  incalculable  bene¬ 
fits  on  the  industries  of  the  town  and  district,  and  we  look  to  them  principally  for  the  improvement  in 
general  knowledge  of  our  workmen,  and  to  lit  them  to  become  foremen.” 

[From  J.  K.  Gird  wood,  Linen  Manufacturer,  Belfast.] 

“At  present  there  are  only  the  classes  held  in  the  Workingmen’s  Institute  and  the  School  of  Design 
available  for  workmen  and  foremen,  both  of  which  classes  nave  been  of  great  assistance  to  many  of 
our  employes  attending  them.” 

[From  Edward  Steegman  &  Co.,  Lace  Manufacturers,  Nottingham.] 

“The  influence  of  the  classes  is  decidedly  good,  and  the  science  classes  are  very  well  attended." 

EXHIBIT  T. 

This  and  the  preceding  exhibit  are  designed  to  show  the  importance  that  employers 
attach  to  technical  schools,  and  the  comparative  value  of  educated  and  uneducated 
labor. 

In  answer  to  inquiries  concerning  the  value  of  educated  labor  lately  proposed  by 
General  Eaton,  United  States  Commissioner  of  Education,  some  very  suggestive 
letters  were  received  from  employers  and  others  interested  in  industrial  pursuits.  * 


*  For  those  letters  see  the  “Special  Report  on  Industrial  Education  in  the  United  States ’’  (1883) 
already  referred  to. 


LETTERS  FROM  AMERICAN  EDUCATORS. 


823 


EXHIBIT  Q. 

Mr.  Mather  wrote  letters  to  several  prominent  educators  of  the  United  States, 
asking  what  effect  the  educational  institutions  with  which  they  were  connected 
were  having  on  the  commerce  and  industries  of  the  nation.  A  few  of  the  answers 
that  he  received  are  inserted  here. 


[Letter  from  Professor  Trowbridge.] 

School  of  Mines,  Colombia  College, 

Corner  49th  Street  and  4th  Avenue, 

New  York ,  October  SO,  18SS. 

Dear  Sir  :  In  answer  to  your  question,  “  What  effect  is  t  ne  School  of  Mines  exerting  on  the  profes¬ 
sions  and  manufacturing  industries  of  the  country?”  I  will  just  state  that  my  answer  will  apply,  I 
am  quite  sure,  to  all  the  institutions  in  this  country  in  which  the  applied  sciences  are  thoroughly 
taught,  and  where,  at  the  same  time,  proper  instruction  is  given  in  the  technical  applications  of  these 
sciences  to  civil  and  mechanical  engineering,  and  to  the  agricultural,  mining  and  manufacturing 
industries. 

The  effects  produced  on  these  professions  and  industries  are  felt  more  and  more  each  year,  in  the 
attainment  of  greater  economy  in  production,  as  well  as  in  new  and  progressive  developments  in  engi¬ 
neering  practice,  and  in  the  principal  arts  and  industries.  These  effects  are  accompanied  by,  and  per¬ 
haps  arc  largely  due  to,  a  general  diffusion  of  scientific  knowledge  among  the  people.  All  classes  are 
becoming  impressed  with  the  value  and  importance  of  national  scientific  methods,  especially  when 
they  learn  that  these  methods  harmonize  with  the  results  derived  from  experience  and  observation. 
The  knowledge  thus  diffused  is  fast  breaking  down  and  destroying  the  false  antagonism — formerly 
supposed  to  be  radical  and  insurmountable— between  theory  and  practice. 

The  business  man  is  becoming  a  better  judge  and  critic  in  matters  of  science  and  engineering  appli¬ 
cable  to  his  own  affairs,  while  the  farmer,  the  artisan,  and  even  the  common  laborer,  are  learniugthat 
in  proportion  to  their  increased  knowledge  of  true  scientific  processes  their  labor  becomes  more 
efficient :  they  can  secure  better  results  at  less  costand  with  greater  certainty  than  formerly. 

You  can  readily  understand  that  bringing  scientific  knowledge,  even  in  its  elementaiy  forms,  to 
bear  on  industry  in  this  manner,  promotes  material  progress  and  growth,  and  secures  public  confi¬ 
dence  in  enterprises  or  improvements  which  receive  the  sanction  of  well-educated  scientific  men. 

Foi  this  increase  and  diffusion  of  knowledge  and  this  public  confidence  we  are  indebted  largely  to 
our  scientific  schools,  and  to  the  men  sent  out  from  them.  I  need  only  suggest  the  direct  influences 
which  those  men  exert,  through  their  own  labors  when  they  are  scattered  through  the  country  among 
the  mines,  the  manufacturing  and  engineering  establishments,  and  the  engineering  worus  in  progress. 

Very  truly  yours, 

W.  P.  Trowbridge. 

Mr.  W.  Mather. 


| Letter  from  Dr.  Homer  T.  Fuller.] 


Worcester  Free  Institute, 

Worcester,  Mass.,  October  25,  1S88. 

Mv  Dear  Sir:  In  replv  to  your  inquiry  as  to  the  effect  of  the  training  given  at  the  Worcester 
County  Free  Instit  ute  of  Industrial  Science  upon  the  industries  of  the  country,  it  may  bo  said  that  the 
school  was  not  founded  to  create  new  industries,  nor  specially  to  build  up  those  that  were  waning. 
It  has  helped  to  meet  an  increasing  demand  for  men  who  were  trained  in  both  the  theory  and  appli¬ 
cations  of  science,  and  who,  hence,  could  assist  in  developing  and  promoting  enterprises  requiring 
more  than  ordinary  intelligence  and  skill. 

It  educates  mechanical  engineers,  civil  engineers,  chemists  and  designers.  Fifteen  per  cent,  of  its 
graduates  are  partners  in  business  firms  or  superintendents  of  important  business  enterprises;  20  per 
cent,  are  foremen  or  draughtsmen,  chietly  in  shops  for  construction  of  machinery;  7  per  cent,  are 
skilled  workmen  in  such  shops;  and  about  20  per  cent.,  comprising  most  of  those  trained  in  civil- 
engineering,  are  employed  either  in  railway  construction  or  in  othercivil-engineering  work.  Fifteen 
of  them  have  filled  responsible  positions  on  a  single  railroad;  six  on  another  road.  Besides  these, 
the  chemists  have  done  good  service  in  dye  works  and  metal  works,  while  about  1J  per  cent,  of  the 
whole  number,  including  most  of  those  who  have  given  special  attention  to  drawing  and  designing, 
have  become  teachers.  Its  graduates  have  usually  quickly  found  employment,  and  some  have  been 
offered  remunerative  situations  before  completing  their  course  of  study. 

It  should  he  mentioned  that  this  school  is  yet  young,  none  of  its  graduates  having  been  in  practical 
life  over  twelve  years,  and  the  majority  only  four  or  five  years. 

The  educational  infiuence  of  the  school  has  been  considerable.  Several  other  schools  recently 
founded,  or  now  projected,  are  adopting  substantially  its  plans  and  methods  of  training  Such  are 
the  ltose  Polytechnic  at  Terre  Haute,  Indiana,  and  the  Miller  School  at  Bates ville,  Virginia:  and  a 
committee  of  the  Legislature  of  Georgia,  after  visiting  the  more  important  of  the  technical  schools  in 
the  North  in  Jtuy  last,  reported  a  bill  providing  for  the  establishment  of  a  State  technical  school,  in 
which  tlio  course  of  training  was  indicated  to  be  "as  nearly  as  practicable  like  that  of  the  Worcester 
Free  Institute.” 

I  am,  etc., 


HoMer  T.  Fuller,  Principal,  etc. 


Wm.  Mather,  Esq. 


[Letter  from  Professor  Greene  ] 


Rensselaer  Polytechnic  Institute, 

Troy,  N.  Y.,  October  22,  1888. 

My  Dear  Sir;  I  have  to  acknowledge  the  receiptof  your  kind  letterof  the  19th  instant,  containing 
a  request  that  I  send  you  a  brief  reply  to  yo.r  inquiry  as  to  what  is  myopinion  and  experience  of  the 
effect  exerted  by  the  training  in  this  institution  upon  the  engineering  works  of  this  country. 

It  gives  me  great  pleasure  to  comply  with  your  request. 

The  Institute  was  the  first  school  of  its  kind  established  in  the  United  States.  It  was  founded  in 
1824  by  the  late  Hon.  Stephen  Van  Rensselaer  as  a  school  of  natural  and  applied  science.  Its  founder, 
long  a'member  of  the  Board  of  Canal  Commissioners,  had  been  actively  interested  and  largely  instru¬ 
mental  in  the  construction  of  our  first  great  work  of  internal  improvement,  the  Erie  Canal,  which 


824  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS, 


was  completed  iu  1824.  During  the  execution  of  this  work  there  were  no  educated  engineers  in  the 
country,  and  for  this  reason  great  difficulty  was  experienced  in  securing  tire  services  of  persons  com¬ 
petent  to  direct  the  necessary  surveys,  location  and  construction.  Hen  were  taken  from  various 
occupation  sand  educated  practically  as  the  work  progressed.  Mr.  Van  Rensselaer  thus  had  occasion 
to  realize  the  pressing  necessity  of  providing  for  the  future  requirements  of  the  country,  during  the 
development  of  its  vast  and  varied  resources,  a  body  of  trained  scientific  men. 

Engineering  as  a  profession  was  unknown  and,  of  course,  unrecognized  in  the  country.  There  were 
no  railroads,  no  waterworks,  no  great  bridges,  and  but  few  works  of  any  description  which  could 
properly  he  called  engineering  works. 

At  such  a  time  and  under  such  circumstances  the  Institute  was  founded.  During  the  60  years  which 
have  elapsed  since  its  foundation  it  has  been  closely  identified  with  the  marvelous  growth  and  develop¬ 
ment  of  our  country.  From  1824  to  1840  its  graduates  largely  became  professors,  geologists  and  manu¬ 
facturers,  a  few  only  entering  the  field  of  engineering,  for  the  reason  probably  that  there  was  only  a 
small  demand  for  engineers. 

With  the  introduction  and  growth  of  railways  and  other  engineering  works  there  came  an  increased 
demand  for  engineers,  to  meet  which,  in  1850-51,  the  course  of  study  and  practice  at  the  Institute  was 
modified  and  enlarged  to  meet  existing  and  future  requirements;  and  it  then  became  exclusively  a 
school  of  civil  engineering. 

About  this  time  and  for  the  same  reason  engineering  courses  were  established  in  various  colleges, 
and  since  that  time  many  technical  schools  have  been  organized  throughout  the  country,  all  based 
upon  the  same  general  plan,  and  all  owing  their  origin  to  the  rapidly  growing  demand  for,  and  the 
more  widely  and  generally  recognized  importance  of,  technical  education. 

At  the  present  time  there  is  scarcely  a  State  or  a  Territory  which  has  not  its  engineering  or  tech¬ 
nical  school. 

The  Institute  has  furnished  many  professors  for  these  institutions.  As  a  rule,  however,  the  grad¬ 
uates  of  the  Institute  enter  at  once  upon  the  active  duties  of  the  profession  of  civil  engineering,  in 
which  very  many  have  become  eminent,  not  only  as  designers  and  constructors,  but  as  managers  A 
great  railway  and  manufacturing  corporations,  while  many  others  are  growing  up  in  various  subordi¬ 
nate  capacities,  and  are  thus  becoming  fitted  for  the  more  important  and  responsible  duties  of  the 
profession. 

The  field  of  engineering  is  rapidly  widening,  and  the  specialties  of  hydraulic,  steam,  bridge,  mechan¬ 
ical,  miniugand  electricengineering  have  been  promptly  entered  upon  and  occupied  by  the  graduates 
of  all  our  technical  schools.  In  all  of  these  the  reputation  of  the  Institute  is  nobly  sustained  by  its 
graduates. 

I  oelieve  it  is  not  too  much  to  say  that  the  marked  success  of  every  educated  and  thoroughly  trained 
engineer,  in  any  branch  of  the  profession,  creates  a  demand  for,  and  supplies,  three  more  having  sim¬ 
ilar  qualifications  and  for  similar  service. 

Although  our  numbers  are  constantly  increasing,  there  are  times  when  we  are  quite  unable  to 
respond  to  applications  for  our  graduates. 

Y  ou,  my  dear  sir,  have  had  an  opportunity  to  see  something  of  our  country,  and  to  become  acquainted 
with  its  enormous  extent  and  resources.  You  have  seen  its  public  works,  and  have  learned  much  in 
relation  to  its  manufacturing  and  mining  industries.  You  have  also  witnessed  the  activity  and  enter¬ 
prise  of  our  people.  Wherever  you  have  been,  and  whatever  you  have  seen  in  our  country,  whether 
it  be  the  great  structure  spanning  the  East  River  between  New  York  and  Brooklyn,  the  steel  arch 
spanning  the  Mississippi  at  St.  Louis,  the  Pennsylvania  Railway  (the  model  railway  of  our  country), 
or  the  public  works  of  Boston,  New  York,  Brooklyn,  Philadelphia,  St.  Louis,  and  other  cities,  you 
have  witnessed,  and  can  yourself  bear  testimony  to,  the  effect  of  the  training  in  our  institution  upon 
the  engineering  of  our  country.  We  cannot,  and  of  course  do  not.  claim  exclusive  credit  for  these  or 
other  important  engineering  works.  Wo  merely  represent  that  the  Institute  has  been  and  is  repre¬ 
sented  in  all  of  them.  I  therefore  state,  in  conclusion,  that  experience  .justifies  me  in  expressing  the 
decided  opinion  that  the  training  of  the  Rensselaer  Polytechnic  Institute,  as  well  as  that  of  other 
similar  schools,  has  exerted  a  most  marked  and  important  influence  upon  the  engineering  works  of 
America. 

I  am,  etc.. 


W.  Mather,  Esq. 


W.  M.  Greene,  Director ,  etc. 


EXHIBIT  R. 


[Extracts  from  Mr.  Mather's  Testimony  before  the  Senate  Committee  on  Education  and  Labor,  whose 
Report  was  published  iu  1885,  and  which  contains  much  Valuable  Information.] 

In  answer  to  questions  by  Senator  Blair,  Chairman  of  the  Committee,  Mr.  Mather 
said  that  he  lived  in  Manchester,  England,  where  he  was  the  owner  of  extensive 
machine  shops,  and  stated  that  he  had  been  an  employer  of  labor  all  his  life.  The 
purpose  of  his  visit  to  this  country  was  to  ascertain,  on  behalf  of  the  Royal  Com¬ 
mission  on  Technical  Education,  what  opportunities  are  offered  to  the  people  of 
this  country  and  Canada  to  acquire  industrial  training  and  technical  knowledge. 
Mr.  Mather  further  testified: 


REASONS  FOR  THE  APPOINTMENT  OF  THE  BRITISH  ROYAL  COMMISSION. 

The  appointment  of  this  Royal  Commission  to  inquire  into  the  technical  education  of  all  the  Coun¬ 
tries  in  the  world  arose  out  of  the  fact  that  in  England  we  have  not  many  opportunities  nor  institu¬ 
tions  which  afford  to  our  working-people,  or  even  to  our  middle  classes,  the  means  of  acquiring  a 
knowledge  of  the  sciences  before  they  enter  the  usual  occupations  of  life.  We  have  felt  for  the  last 
ten  years  very  acutely,  as  you  know,  the  competition  which  has  sprung  up  in  all  parts  of  the  world 
wit.ll  English  industries,  and  it  has  been  supposed  by  some  public  men,  and  by  large  numbers  of  the 
community  generally,  that  our  manufactures  of  the  simplest  kind  would  for  the  future  have  to  yield 
to  a  higher  class  of  productions  if  we  are  to  hold  our  place  in  the  world  as  purveyors  of  clothing  and 
the  various  articles  which  we  have  hitherto  shipped  from  England.  The  countries  of  Europe  have, 
of  course,  ceased  to  take  from  us  gray  cloth  and  the  simplest  forms  of  machinery,  and  in  a  hundred 
ways  ceased  to  need  our  services  in  matters  for  which,  twenty  years  ago,  they  were  absolutely 
dependent  on  us. 

In  consequence  of  this  we  find  it  necessary  to  improve  the  taste  in  all  articles  we  manufacture,  and 
to  bring  to  bear  a  higher  knowledge  of  the  scientific  laws  that  underlie  all  the  industries,  and  to  edu¬ 
cate  our  people  into  still  greater  skill— a  skill  derived  from  higher  intelligence.  Our  opportunities 


MR.  MATHER  TESTIFIES  BEFORE  SENATE  COMMITTEE.  825 


hitherto,  in  England  to  impart  this  sort  of  knowledge  to  our  apprentices,  and  to  men  who  desire  to 
learn  after  they  have  entered  upon  the  ordinary  duties  of  life,  have  been  very  few,  and  have  been  of 
a  voluntary  character.  On  the  Continent  of  Europe  industrial  and  technical  schools  have  been  in 
existence— in  Germany,  France  and  Switzerland  particularly— for  a  considerable  number  of  years,  and 
the  benefits  accruing  from  these  have  at  last  invited  our  attention. 

The  industries  of  England  have  flourished  chiefly,  hitherto,  upon  the  great  demand  which  all  the 
world  has  made  upon  us  for  our  products  and  on  the  facility  with  which"  owing  to  the  abundance  of 
material,  we  have  manufactured  all  our  machinery  and  textile  goods. 

During  the  last  ten  years  that  demand,  as  I  have  said,  has  very  much  decreased,  and  we  have  now 
to  pass  on  to  a  different  kind  of  manuiacture.  Our  people  cannot  respond  to  this  higher  demand  made 
on  them  We  have  not  had  the  art  schools  or  science  schools  to  enable  them  to  understand  tho  laws 
orprinciples  upon  which  this  higher  industry  is  based. 

In  order  to  meet  this,  we  hope  to  establish  in  all  our  manufacturing  districts  certain  institutions — 
you  may  call  them  technical  schools— in  which  not  trades  shall  be  taught,  but  the  science  that  under¬ 
lies  every  industry  shall  he  imparted  to  the  children  of  workingmen,  at  tho  same  time  that  they  are 
somewhat  trained  in  industrial  skill  to  manipulate,  to  pass  through  and  understand  tho  operations 
which  are  necessary  for  the  various  kinds  of  manufacture  that  we  desire  to  improve. 

*  ****** 


HR.  MATHER’S  SHOP  SCHOOL. 

I  will  give  you  my  own  case.  I  have  a  number  of  engineer  apprentices  in  my  own  works.  I  felt 
the  necessity  of  having  these  young  fellows  employ  the  time  more  to  their  own  benefit  and  profit,  and 
also  more  to  the  interests  of  my  concern,  so  we  built  a  school  inside  the  works  and  made  it  compulsory 
on  every  apprentice  to  attend  that  school  during  the  evening  two  hours  in  the  week.  If  they  do  not 
attend  that  school  they  are  discharged  from  our  employment;  and  this  applies  to  all  our  apprentices. 

TRADES  UNIONS. 

I  am  happy  to  say  that  trades  unions  with  us  have  become  part  and  parcel  of  our  life.  We  have 
accepted  them  now  as  one  of  the  proper  societies  for  the  working  classes  to  form,  and,  conducted  as 
they  are  by  able  and,  I  think,  in  the  main,  conscientious  and  respectable  men,  we  have  joined  with 
them  rather  than  separated  from  them.  Employers  of  labor  generally  have  lost  that  violent  antago¬ 
nism  which,  you  know,  existed  at  one  time ;  the  trades  unions  have  moderated  many  of  their  demands, 
and  whatever  demands  they  now  make,  they  at  any  rate  make  in  more  moderate  language  and  in  more 
polite  ways.  The  capitalists  and  laboring  population  havo  both  learned  by  experience,  and,  I  think  t 
may  say,  Yiave  come  to  see  that  none  of  the  interests  of  capital  or  labor  can  be  served  when  there  is 
an  antagonism  between  them.  On  the  other  hand,  I  think  the  laboring  classes  see  that  capital  lias 
certain  difficulties  ami  trials  and  experiences  of  which  laborers  knownotning,  and  by  frequently  com¬ 
paring  ideas,  as  we  do  under  the  arbitration  courts  that  are  sometimes  established  between  masters 
and  workingmen,  a  great  deal  of  information  is  passed  from  one  side  to  the  other. 

STRIKES  ARE  NOT  VIOLENT. 

The  consequence  is  that  our  strikes  now,  though  they  may  be  long,  are  not  violent ;  though  they 
may  be  stubborn  on  the  part  of  the  men,  who  will  not  see  that  trade  is  in  such  a  state  that  higher 
wages  cannot  be  granted ;  or,  on  the  other  hand,  on  the  part  of  the  masters,  who  have  their  own  stub¬ 
bornness  sometimes,  and  try  to  withhold  from  the  laboring-classes  the  amount  of  wages  they  ought 
to  give  them  when  trade  has  improved.  While  these  two  positions  will  always,  of  course,  to  some 
extent,  exist  (for  there  will  always  be  some  obstinacy  on  both  sides),  yet,  as  n  rule,  violence  and  pas¬ 
sion  have  departed  from  those  disputes,  and  all  questions  are  settled  with  good  feeling. 

In  all  trades,  aside  from  the  textile  industries  of  our  country,  we  have  lor  many  years  been,  for  the 
most  part,  entirely  free  from  strikes.  In  all  engineering  difficulties,  disputes  have  been  settled  freely 
and  wit  hout  any  ill-feeling.  The  engineer  class  with  us  are  tho  most  intelligent,  and  therefore  the  most 
reasonable.  The  engineer  trades  with  us  include  pattern-makers,  moulders,  smiths,  fitters,  turners 
and  directors  of  machinery — everything  connected  with  machinery  we  call  engineer  trades. 

LABOR  DIFFICULTIES  AVOIDED  BY  EMPLOYERS  MANIFESTING  A  PRACTICAL  INTEREST  IN  THE  WELFARE 

OF  THEIR  LABORERS. 

The  building  trades  have  a  strike  occasionally,  but,  compared  with  the  number  of  differences  that 
they  settle  by  arbitration  and  conference,  the  strikes  are  not  of  much  importance.  They  have  had 
long-continued  disputes  from  time  to  time,  but,  as  I  have  said,  there  is  no  violence  connected  with 
them.  After  a  certain  amount  of  suffering  on  the  part  of  the  men  (for,  unhappily,  it  generally  ter¬ 
minates  that  way  with  us),  the  difficulties  are  settled  and  they  go  to  work.  I  think  we  have  bridged 
over  many  difficulties  by  this  simple  remedy  of  arbitration.  We  have  lessened  the  hours  of  labor,  and 
have  brought  nine  hours  a  day  to  be  the  standard,  instead  of  ten  hours  a  day.  Employers  generally 
have  endeavored  to  show  a  sympathy  with  tho  social  life  of  all  our  working-people  by  establishing 
provident  dispensaries  for  their  succor  or  assistance  when  either  injured  in  their  work  or  stricken 
down  by  disease.  We  have  nurseries,  institutions  carried  on  under  the  superintendence  of  our  wives, 
who  go  down  into  the  lowest  parts  to  find  and  aid  distress.  This  is  common  to  every  manufacturing 
town  in  the  country.  The  wives  of  the  manufacturers,  merchants,  and  employers  generally  have 
found  that  the  lives  of  the  people,  after  their  hours  of  work  are  over,  are  matters  ot  their  highest 
regard  for  the  sake  of  their  own  interests.  Hence  various  institutions  have  been  established  by  public 
subscription  and  are  managed  by  the  manufacturing  class  for  the  benefit  of  tho  laborers. 

You  may  readily  understand  that  any  virtuous  and  good  act  brings  its  own  reward.  That  is  an 
axiom  that  we  have  all  accepted.  But  when  I  spoke  of  their  interests,  I  meant  that  from  quite  a 
material  point  of  view,  leaving  out  the  philanthropic  motives  and  the  higher  relations  of  men,  and 
speaking  of  it  merely  as  a  matter  of  business. 

MATERIAL  INTERESTS  OF  EMPLOYERS  ARE  THUS  ADVANCED. 

Wherever  the  employers  of  labor  have  manifested  this  interest  they  have  found  it  to  be  of  advantage 
in  a  business  point  of  view.  Whatever  difficulties  might  arise  between  them  and  their  employes  in 
consequence  of  wages  have  been  more  readily  adjusted,  and,  at  any  rate,  die  motives  of  the  manufac¬ 
turers  are  not  misunderstood.  The  men  only  require  to  be  convinced  of  the  exigencies  of  tiade,  and 
to  see  that  the  thing  which  is  stated  to  them  is  really  true,  to  induce  them  to  yield.  This  sympathy, 
this  endeavor  to  elevate  and  improve  the  working-classes  all  round,  sometimes  by  individual  manufac¬ 
turers,  at  other  times  by  manufacturers  combining  together  to  make  a  district  the  centre  of  somemeans 
of  reaching  and  improving  the  working-classes,  is  having  the  most  excellent  effect. 


826 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS, 


COFFEE  HOUSES,  PUBLIC  PARKS  AND  MUSICAL  ENTERTAINMENTS. 

For  example,  the  establishment  of  coffee-houses,  all  over  our  cities,  to  form  a  sort  of  antidote  to  the 
public-house,  to  give  workingmen  a  nice  room  in  which  they  can  meet  their  fellows  and  sit  in  comfort¬ 
able  chairs  and  have  a  smoke  and  a  talk  together,  and  an  opportunity  to  take  this  harmless  beverage 
and  creature  comforts  of  that  sort,  to  the  exclusion  of  spirituous  liquors— all  that  has  had  a  great 
effect.  The  public  parks  have  also  helped.  The  musical  entertainments  in  the  open  air  during  the 
summertime— many  of  them  encouraged  by  our  corporations  and  supported  largely  by  the  employers — 
all  that  work  is  well-directed  outlay  tor  the  enjoyment  of  the  people. 

HOURS  OF  LABOR  PER  WEEK . 

The  reduction  of  the  hours  of  labor  from  sixty  hours  to  fifty -four  has  allowed  all  the  working-people 
to  have  a  holiday,  leaving  their  work  on  Saturday  at  12  o’clock.  It  gives  them  an  opportunity  to 
make  their  purchases  in  the  daytime,  and  to  take  their  children  out  into  the  parks  and  enjoy  the  fresh 
air.  The  working-hours  are  such  that  the  workingman  has  practically  got  daylight  all  through  the 
year  for  his  work,  and  then  during  the  summer  months,  of  course,  there  are  long  evenings  of  daylight, 
and  the  half  hour  less  labor  at  each  end  of  the  day  gives  the  workingman  an  opportunity  to  wash,  and 
covers  the  time  when  he  would  be  going  home,  and  is  a  great  consideration  to  him.  In  consideration 
of  this  extra  time  allowed  for  recreation,  we  find  that  men  are  attending  reading-rooms  more  than 
they  did. 


LIBRARIES  AND  READING  ROOMS. 

We  have  freo  libraries  and  reading-rooms  established  in  each  ward  or  district  of  our  towns.  If  the 
ward  is  very  large  we  divide  it  into  districts  and  establish  a  reading-room  which  does  not  cost  much 
money  (three  or  four  thousand  pounds),  and  there  we  keep  the  papers  of  the  day  and  scientific  and 
literary  periodicals  and  some  standard  books,  and  we  find  that  the  working-people  are  appreciating 
these  advantages  just  in  proportion  as  they  get  more  time  to  devote  to  them.  They  have  more  leisure 
now,  and  many  take  advantage  of  their  time  to  pursue  some  studies. 

EVENING  SCIENCE  SCHOOLS. 

And  because  of  this,  we  think  our  evening  science  schools,  which  wo  are  endeavoring  to  improve, 
will  be  better  attended,  and  we  shall  therefore  get  some  science  and  art  teaching  into  the  adult  working- 
classes  who  have  already  begun  their  life-labor,  who  have  almost  always  the  desire  to  become  better 
nformed,  and  will  in  this  way  be  able  to  satisfy  that  desire. 

HOURS  OF  LABOR  IN  AMERICA. 

If  you  will  allow  me  to,  I  should  like  to  make  another  remark  as  a  result  of  my  observation  in  Amer¬ 
ica.  I  do  not  wish  to  say  anything  to  intensify  differences  of  opinion,  but,  having  said  it  to  several 
employers  of  labor,  it  may  not  be  inappropriate  to  say  it  here.  I  believe  that  all  American  working- 
people  have  greater  activity,  greater  nervous  energy  than  our  people  have,  and  I  believe  they  do  more 
work,  and  can  do  more  work,  from  that  spirit  of  intense  desire  which  they  have  to  accomplish  some¬ 
thing,  to  accomplish  more,  even,  day  by  day,  than  they  have  done  before.  This  is  the  spirit  of  your 
people.  They  work  harder  while  at  work,  and  I  therefore  say  that  nine  hours  of  labor  here,  with  the 
intensity  of  diligence  which  your  people  display,  would,  I  think,  count  for  more  than  ten  hours  of  our 
people  s  work.  Undoubtedly  the  condition  of  the  working-classes  in  this  country  is  superior  to  ours, 
all  round.  The  very  fact  that  you  have  food  just  as  cheap  as  we  have  it— in  some  places  they  say  it  is 
cheaper,  but.  at  any  rate  it  is  just  as  cheap  as  our  working-people  enjoy— that  you  pay  wages  varying 
from  one-half  as  much  again  to  double  as  much  again  for  similar  employment;  that  you  have  or  have 
had,  hitherto,  as  I  think,  more  constant  employment  than  our  people  have,  and  therefore  the  aggregate 
earnings  in  the  whole  year  are  greater  than  they  are  with  our  people — all  these  indicate  that  there  is 
more  purchasing  power  in  the  hands  of  the  American  workingman  than  an  English  workingman  enjoys. 

HIGH  RENTS  IN  AMERICA. 

The  one  subject  which  strikes  me  as  being  very  difficult  to  comprehend,  and  most  oppressive,  I 
think,  upon  your  working-people,  is  the  enormous  amounts  they  pay  for  house-rent.  1  do  not  think  I 
overstate  the  case  when  Isay  that  rents  are  double,  all  through  this  country,  for  tho  same  degree  of 
comfort,  that  they  are  in  England.  That  is  so  even  in  Pullman  City,  which  is  a  model  city.  It  has 
always  slruck  me  as  being  a  very  remarkable  aud  almost  unnatural  condition  of  things  that  in  a 
country  where  there  is  so  much  land,  and  where  the  resources  of  the  people  are  so  much  greater,  and 
material  therefore  ought  to  be  so  cheap,  the  habitations  of  your  working-people  cost  so  much.  It  is 
cerlainly  an  indisputable  fact  that  rents  are  double  here  what  they  are  in  England. 

In  this  country  waste  of  raw  materials  is  the  normal  condition  of  things.  You  waste  your  forests, 
your  metals,  your  food  and  your  drink  There  is.  so  much  waste  here  that  it  is  not  noticed. 

All  the  institutions  for  the  aid  of  the  working-people  are  kept  up  by  the  employers— ail  our  hospi¬ 
tals  and  dispensaries— to  give  cheap  medical  advice  and  cheap  surgical  aid,  and  relief  in  time  of  need. 
Wo  have  workingmen's  clubs  established  by  philanthropic  people;  we  have  coffee-houses  where  the 
workingmen  can  come  and  read.  Into  these,  members  of  the  committee  come  from  time  to  time,  aud 
take  an  interest  in  tho  young  people. 

I  think  what  you  require  here  is  a  larger  interest  in  the  working-classes  by  your  wealthier  people. 
You  require  more  institutions  for  their  intellectual  enjoyment,  for  their  entertainment  anil  their 
recreation.  You  require  less  hours  of  labor  certainly. 

I  think  you  ought  to  reduce  your  hours  of  labor  to  nine — it  would  be  for  tho  benefit  of  the  whole 
country,  employers  and  employes— so  as  to  give  a  full  solid  half-holiday  each  week  for  the  entire  mass 
of  the  working-people.  They  would  enjoy  family  life  more,  and  would  have  less  temptation  to  indulge 
in  vicious  habits. 


INDUSTRIAL  TRAINING  SHOULD  BE  INTRODUCED  INTO  THE  FUBLIC  SCHOOLS. 

Then,  in  your  common-school  system,  by  introducing  industrial  education  side  by  side  with  intellec¬ 
tual  education  (and  it  would  not  hurt  intellectual  education,  but  would  help  it),  you  would  have  a 
larger  number  of  people  who  would  be  willing  to  go  out  into  the  far  West,  and,  meeting  the  forces  of 


ME.  PHILIP  MAGNUS  ON  TECHNICAL  TRAINING. 


827 


Nature,  subdue  them  in  a  territory  that  is  apparently  unlimited  and  as  rich  as  it  is  boundless.  All  that 
spirit  would  be  evoked  by  these  simple  changes,  which  would  be  very  easy  to  make.  It  would  only 
require  probably  the  resolution  to  do  it,  and  it  would  bo  done. 

COMPARISON  BETWEEN  THE  CONDITION  OP  AMERICAN  AND  FOREIGN  WORKMEN. 

In  all  other  respects  the  working-classes  of  this  country  are  infinitely  better  situated  than  any 
people  abroad.  They  have  in  their  form  of  government  no  hindrances  of  any  kind,  either  from  tradi¬ 
tion  or  feudalism ;  they  can  acquire  laud  easier — it  is  almost  given  away  in  many  parts  of  this  country. 
They  have  an  equality  among  themselves  and  their  foremen  and  managers  that  you  do  not  see  in  auy 
part  of  the  world.  I  am  particularly  struck  by  the  respect  which  the  managers  and  foremen  here 
seem  to  have  for  their  workmen,  the  civility  they  show  them ;  all  of  these  are  advantages  to  the 
workingmen,  apart  from  their  civil  rights,  which,  of  course,  are  universally  admitted  here;  all  these 
make  up  a  social  condition  superior  to  anything  we  have  in  England.  And  if  the  working-people 
were  only  by  their  habits  to  show  that  they  were  capable  of  taking  the  advantages  ottered  them  by 
Nature  and  by  your  free  institutions,  they  ought  to  be  the  happiest  and  most  prosperous  people  in  the 
world.  Government  need  do  nothing  more  for  them,  I  think  ;  but  society  requires  to  do  a  great  deal 
more  for  them. 

PUBLIC  OPINION  SHOULD  BE  DIRECTED  TOWARD  THE  AMELIORATION  OP  THE  CONDITION  OP  THE 

LABORING  CLASSES. 

I  have  heard  a  gentleman  say  here  that  corporations  wore  not  di  lingnished  for  their  sympathy. 
That  is  true;  and  that  is  why  I  jioint  out  that  society  in  America,  in  all  the  great  centres  of  indus¬ 
try,  has  a  duty  laid  upon  it  that  I  think  it  is  not  performing  in  the  full  sense  of  its  responsibilities. 
In' these  great  corporations  the  shares  are  held,  I  presume,  by  wealthy  persons,  representing  probably 
the  culture  of  your  cities,  and  probably  occupying  public  positions.  It  would  be  a  very  simple  matter 
for  any  of  those  corporations  to  appropriate,  by  their  shareholders,  from  year  to  year,  such  amount  of 
money  as  they  might  wish  to  appropriate  for  the  benefit  of  the  working-people.  And  if  public  opin¬ 
ion  in  this  country  were  directed  toward  the  amelioration  of  the  condition  of  the  working-classes  all 
around,  it  would  not  be  an  uncommon  thing  for  certain  sums  of  money,  probably  every  year,  to  be 
given  for  their  benefit.  That  is  not  uncommon  with  us.  We  are  tending  somewhat  ourselves,  you 
know,  to  turning  all  our  concerns  into  joint-stock  companies;  hut  I  am  very  happy  to  he  able  to  say 
that  we  often  find  that  spirit  of  humanity  among  our  corporations — not  so  much,  perhaps,  as  with 
individuals,  but  there  is  coming,  more  and  more,  to  be  an  acknowledgment  of  the  fact  that  any 
employer  of  a  large  class  of  people  is  bound  to  regard  those  people  on  the  social  side  as  well  as  the 
industrial  side. 


EXHIBIT  S. 

[Extracts  from  an  Address  on  Technological  Instruction,  by  Philip  Magnus,  Secretary  and  Director  of 

the  City  and  Guilds  of  Loudon  Institute.] 

Workmen,  generally,  make  a  great  mistake  in  taking  a  very  narrow  view  of  their  own  educational 
requirements.  Instances  of  this  are  continually  coming  under  my  notice.  It  is  difficult,  for  example, 
to  make  them  understand  that  a  knowledge  of  intimately  associated  and  cognate  branches  of  their 
trade  is  likely  to  prove  serviceable  to  them ;  that  in  order  to  become  efficient  foremen  it  is  necessary 
that  they  should  possess  an  intelligent  and  comprehensive  acquaintance  with  the  entire  area  of  the 
work  in  which  they  are  engaged.  It  is  partly  to  correct  the  cramping  influence  of  the  extreme  divi¬ 
sion  of  labor  that  technical  instruction  has  become  necessary. 

Speaking  from  my  own  experience,  I  should  say  that  workmen  generally  caro  to  learn  in  the  school 
very  little  more  than  they  might  learn  in  the  shop;  they  only  want  to  learn  it  more  quickly.  This 
desire  of  workmen  to  learn  those  parts  only  of  a  subject'which  seem  to  them  to  be  intimately  con¬ 
nected  with  their  special  occupation  reminds  me  of  a  fact  told  me  by  a  medical  friend,  that  among  his 
students  of  anatomy  was  one  who  expressed  his  decided  unwillingness  to  dissect  the  abdominal  cavity, 
because,  as  a  surgeon,  lie  intended  to  devote  himself  exclusively  to  diseases  of  the  eye.  This  narrow 
view  of  the  scope  and  objects  of  technical  education  needs  to  ho  steadily  and  persistently  discouraged, 
and  it  is  one  of  the  objects  of  this  college  to  bring  home  to  the  workman  the  advantages  of  a  wider 
aud  more  comprehensive  system  of  instruction. 

A  similar  difficulty  is  experienced  in  inducing  adult  artisan  students  to  attach  sufficient  value  to  a 
knowledge  of  the  elementary  principles  of  the  sciences  bearing  upon  their  industry.  This  is  due 
partly  to  the  method  of  science  teaching  commonly  adopted,  which  does  not  distinguish  between  the 
requirements  of  school-children  and  of  adult  workmen,  and  partly  to  the  fact  that  such  students  are 
too  impatient  to  see  the  immediate  applicability,  at  each  successive  stage,  of  the  knowledge  they  are 
gaining  to  their  particular  work.  It  is  possilde  that  the  fundamental  principles  of  science  are  not 
always  presented  to  the  artisan  student  in  as  attractive  form  as  they  might  be,  and  that  he  is  not  made 
to  see,  at  a  sufficiently  early  stage,  the  connection  bet  ween  the  instruction  he  is  receiving  and  theoccu- 
pation  in  which  ho  is  engaged;  out  of  the  value  and  the  importance  of  this  elementary  knowledge  as 
preliminary  to,  and  as  an  essential  part  of,  technical  instruction,  we  must  take  care  never  to  lose 
sight. 

These  and  other  difficulties  will  doubtless  he  found  to  gradually  disappear  in  the  training  of  young 
apprentices,  who  will  constitute  the  workmen  of  the  future,  and  whom,  iu  the  interests  of  trade,  quite 
apart  from  tho  material  advantages  which  they  themselves  may  derive  from  such  instruction,  it  is 
most  desirable  to  carefully  educate.  In  Belgium,  and  in  some  parts  of  Germany,  where  technical 
teaching  is  better  systematized  than  in  this  country,  the  class-rooms,  intheevening,  are  filled  withyoung 
students  who  attend  five  or  six  nights  a  week  aud  follow  the  several  courses  of  instruction  in  the  order 
in  which  they  are  recommended  to  them ;  and,  in  the  hope  of  being  able  to  introduce  a  somewhat  sim¬ 
ilar  system  into  this  college,  courses  of  instruction  have  Been  arranged,  adapted  to  the  requirements 
of  apprentices  engaged  in  various  industries,  but  affording,  at  the  same  time,  an  education  in  the  true 
sense  of  t  lie  word.  These  curricula  have  been  drawn  up  with  special  reference  to  the  educational  wants 
of  tho  mechanic,  the  electrician,  the  metal-plate  worker,  the  cabinetmaker,  the  carpenter,  the  brick¬ 
layer,  the  plumber,  etc.,  and  are  intended  to  supplement  without  interfering  with  his  workshop 
training. 

In  the  ordinary  teaching  of  pure  science  the  preliminary  stages  of  instruction  are  such  as  afford, 
or  are  intended  to  afford,  the  best  basis  on  which  the  superstructure  of  higher  knowledge  can  after¬ 
wards  be  raised,  and  where  the  pupil  has  a  long  course  of  study  before  him,  to  which  he  can  devote 
himself  before  being  required  to  apply  his  knowledge  to  any  special  art  or  industry.  No  better 
method  of  instruction  can  bo  devised. 


828  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS, 


But  the  case  is  different  ■where  the  pupil's  period  of  study  is  necessarily  limited,  and  is  not  long 
enough  to  enable  him  to  attain  to  that  higher  knowledge  which  would  .justify  the  time  spent  in  prep¬ 
aration  for  it.  Indeed,  in  this  respect,  the  practical  educator  may  take  a  lesson  from  the  builder,  who 
adapts  his  foundations  to  the  superstructure  to  be  raised  upon  t  hem.  This  question  of  time  is  an  impor¬ 
tant  factor  in  the  consideration  of  all  schemes  of  technical  instruction  necessitating  the  early  speci¬ 
fication  of  the  student’s  work.  For  we  may  take  it  for  granted  that  the  pupil  requires  not  only  a 
knowledge  of  the  principles  of  science  and  of  the  details  of  practical  work,  but  the  ability  to  apply 
the  one  to  the  other;  and  for  this  reason  it  is  essential  that  theory  and  practice  should  be  combined  in 
his  instruction,  and  that  both  should  have  reference  to  his  particular  work. 

PRACTICAL  CHARACTER  OF  THE  INSTRUCTION. 

In  this  college  all  the  subjects  of  instruction  will  bo  taught,  as  far  as  possible,  with  reference  to  the 
career  or  occupations  of  the  students ;  that  is  to  say,  the  teacher  will  keep  steadily  before  him  the  pur¬ 
poses  to  which  the  student  will  apply  bis  knowledge  in  the  instruction  which  he  gives  him.  Indeed, 
the  technical  teacher  ought  to  be  so  constituted  as  to  be  able  to  keep  one  eye  on  the  general  principles 
of  science,  and  the  other  upon  the  industry  which  his  pupil  intends  to  follow.  Instruction  of  this 
kind  must  overlap  ordinary  science  teaching  and  the  teaching  of  a  trade,  and  must  yet  be  distinct  from 
either.  Between  the  ordinary,  or  the  scholastic,  teaching  of  the  elements  of  physics,  and  the  instruc¬ 
tion,  for  example,  that  might  be  given  to  a  novice  in  the  manipulation  of  a  telegraphic  instrument,  there 
is  a  wide  difference;  and  it  is  within  this  difference  that  a  technical  teacher  is  called  upon  to  do  his 
work.  So,  too,  between  the  teaching  of  Euclidian  geometry  and  the  rules  that  would  be  given  to  an 
apprentice  for  theconstruction  of  a  particular  kindof  joint,  or  the  cutting  out  of  a  sheet  of  metal  to  a 
given  pattern,  lies  the  border-land  for  technical  instruction  in  the  application  of  geometry  to  joinery 
and  to  metal-plate  work. 

Speaking  generally,  the  method  of  teaching  science  in  this  college  will  be  based  on  the  well-known 
educational  principle  that  all  teaching  should  proceed  from  the  concrete  to  the  abstract,  from  the  known 
to  the  unknown.  The  student  will  be  brought  into  contact,  first  of  all,  with  the  actual  working 
machine,  and  he  will  then  proceed  to  analyze  it  into  its  different  elementary  parts,  and  to  deduce  the  laws 
of  their  action.  In  this  way  the  principles  of  science  will  be  derived  from  the  mechanical  contrivances 
exemplifying  them,  just  as  the  laws  of  growth  and  decay  are  inferred  by  the  student  of  biology  from  the 
observations  of  living  animals  and  plants.  This  method  of  science  teaching  has  been  tersely  described 
by  Professor  Ayrton  as  the  analytical,  as  distinguished  from  the  synthetical  method  ;  and  it  is  satis¬ 
factory  to  know  that  in  this  college  it  will  receive  a  fair  trial.  To  the  adult  student  the  advantage  of 
this  system  of  instruction  must  be  plainly  manifest,  for  he,  being  already  familiar  w  ith  the  general 
character  of  the  machinery  ho  uses,  will  arrive  at  a  knowledge  of  the  abstract  principles  of  science 
by  a  natural  and  easy  method  of  inquiry  into  the  causes  that  explain  the  processes  he  sees ;  and,  apart 
altogether  from  the  material  advantages  he  may  derive  from  this  higher  knowledge,  be  will  be  enabled 
to  reach  the  state  of  happiness  ascribed  by  Virgil  to  the  similarly  educated  agriculturists. 

“  — qui  potuit  verum  cognoscere  causat.’' 

It  is  scarcely  necessary  to  add  that  the  teaching  in  this  school  will  bo  essentially  practical ;  that 
more  will  be  done  in  the'laboratories,  in  the  drawing-rooms  and  workshops  than  in  the  lecture  thea¬ 
tres.  Indeed,  it  may  be  rather  said  that  the  lectures  will  form  a  commentary  on  the  practical  work 
than  that  the  practical  work  will  serve  only  to  illustrate  the  lectures. 

THE  MAIN  PURPOSE  OF  THE  INSTITUTE  CLEARLY  STATED. 

It  must  be  remembered,  in  considering  this  difference  of  method,  that  the  main  purpose  of  the  teach¬ 
ing  to  be  given  in  this  institution  is  not  to  make  scientific  men,  nor  to  train  scientists,  as  the  Ameri¬ 
cans  call  them,  but  to  educate  teebnikers,  as  the  Germans  say;  to  explain  to  thoso  preparing  for 
industrial  work,  or  already  engaged  in  it,  the  principles  that  have  a  direct  bearing  upon  their  occupa¬ 
tion,  so  that  they  may  be  enabled  to  think  back  from  the  processes  they  see  to  the  causes  underlying 
them,  and  thus  substitute  scientific  method  for  mere  rule  of  thumb.  It  is  almost  superfluous  to 
remark  that  instruction  of  this  kind  can  be  given  by  those  only  who  possess  a  wide  and  deep  knowl¬ 
edge  of  their  subject,  and  a  full  and  accurate  acquaintance  with  the  practical  and  commercial  details 
of  the  industry  or  trade  to  which  their  teaching  refers.  Indeed,  it  is  now  generally  recognized  that 
technical  teachers  must  be  familiar  with  the  processes  of  the  factory  or  workshop.  Teachers  of  this 
kind  the  President  of  the  British  Association  must  have  had  in  view  when,  in  his  opening  address  at 
Southampton,  contrasting  them  w  ith  the  ardent  students  of  Nature,  the  “  High  Priests  of  Science," 
hosaid:  “  It  is  not  to  them  that  wre  must  look  for  our  excellence  and  progress  in  practical  science; 
nor  must  we  look  for  it  to  the  rule-of-thumb  practitioner  who  is  guided  by  what  conies  nearer  to 
instinct-  It  is  to  the  man  of  science,  who  gives  attention  to  practical  questions,  and  to  the  practi¬ 
tioner,  who  devotes  part,  of  bis  time  to  prosecution  of  strictly  scientific  investigations,  that  we  owe 
tho  rapid  progress  of  the  present  day.”  Such  men,  of  whom  the  writer  himself  is  so  illustrious  an 
example,  are  difficult  to  find;  and  yet  the  progress  of  technical  education  in  this  country  depends 
upon  their  supply. 

The  teacher  who  is  to  inspire  confidence  in  his  artisan  students  must  address  them  in  the  language 
they  understand,  and  must  show  that  he  is  not  beyond  appreciating  practical  difficulties  which  occur 
to  them  in  their  daily  work.  Dr.  Siemens  further  tells  us  that  “theory  and  practice  are  so  interde¬ 
pendent  that  an  intimate  union  between  them  is  a  matter  of  absolute  necessity  for  our  future  prog¬ 
ress”;  and  certainly  none  are  more  alive  to  the  truth  of  this  proposition,  as  regards  educational 
progress,  than  artisan  students,  for  it  is  to  them  a  constant  source  of  regret  that  they  are  unable  to 
see  the  relation  of  scientific  truths,  as  they  are  generally  imparted  to  them,  to  the  work  in  which  they 
are  engaged;  and  in  this  complaint,  which  is  so  often  heard,  is  found  the  protest  of  workmen  against 
the  divorce  of  praetice.from  theory  in  the  instruction  which  they  frequently  receive.  With  the  view 
of  indicating  the  requisite  qualifications  of  the  technical  teacher,  the  Council  of  this  institute  have 
inserted  iu  their  programme  of  technological  examinations  a  paragraph  stating  that  persons  having  a 
practical  acquaintance  with  their  trade,  acquired  in  the  factory  or  workshop,  and  possessing,  at  the 
same  time,  such  knowledge  of  pure  science  as  enables  them  to  teach  under  the  Science  and  Art 
Department,  will  be  registered  as  teachers  by  the  institute. 

Of  the  four  departments  into  which  the  college  is  divided,  that  of  electrical  engineering  promises, 
for  some  time  at  least,  to  be  the  most  attractive  to  students.  The  applications  of  electricity  to  teleg¬ 
raphy,  telephony,  illumination,  machinery  and  locomotion  are  among  the  most  recent  of  the  practical 
developments  of'  science,  and  seem  to  afford  a  glimpse,  if  nothing  more,  of  the  wider  field  of  invention 
which  is  yet  to  be  explored.  The  appetite  for  wonders  grows  with  what  it  feeds  upon,  and  never 


“railroad  engineering  education”  BY  MR.  JAMESON.  829 


before,  perhaps,  was  the  world  more  willing  to  believe  in  the  possibilities  of  science  than  now.  This 
universal  credence  almost  constitutes  a  new  faith.  The  numerous  discoveries  fetched  within  the  last 
few  years  from  the  seemingly  boundless  world  of  physical  science  verify  and  give  a  special  signifi¬ 
cance  to  Cicero's  words : 

“  Omnibus  fere  in  rebus ,  et  maxime  in  physicis,  quid  non  sit  citius  quam  quid  sit,  dixerim." 

Although  electricity  may  be  regarded,  just  at  present,  as  the  most  popular  of  the  sciences,  the  dis¬ 
coveries  which  have  recently  been  made  in  other  branches  of  knowledgo  are  scarcely  less  important. 
The  skill  and  the  inventive  power  of  the  mechanism  have  been  called  into  requisition  with  every 
advance  in  physics  and  iu  chemistry.  Indeed,  it  is  only  when  the  inventions  of  physicists  and  chem¬ 
ists  are  capable  of  being  adapted  to  machinery  that  these  inventions  can  be  said  to  bo  practically 
serviceable.  The  great  discoveries  which  have  recently  been  made  in  chemical  science,  in  the  appli¬ 
cation  of  which  to  industrial  purposes  the  Germans  and  the  Swiss  have  left  us  so  far  in  the  rear,  are 
among  the  causes  that  have  given  rise  to  the  demand  in  this  country  for  the  technical  instruction 
which  the  City  and  Guilds  of  London  are  engaged  in  providing.  It  may  reasonably  be  supposed  that 
many  of  the  students  of  this  college  will  entertain  the  laudable  ambition  to  have  their  names  enrolled 
among  those  who  have  pushed  discovery  one  step  further,  and  have  added  somethingto  the  sum  total 
of  human  knowledge;  and  it  may  be  encouraging  to  these  students  to  be  told  that  they  will  here 
receive  a  preparatory  training  that  should  help  to  place  the  power  of  discovery  within  their  reach. 
Tor  discovery  in  science,  like  design  in  art,  does  not  depend  entirely  upon,  although  it  is  greatly  aided 
by,  inspiration  and  genius.  Anyone  who  is  carefully  trained  in  the  methods  of  research,  who  is 
shown  the  processes  by  which  the  system  of  organized  knowledge,  known  as  science,  has  been  grad¬ 
ually  built  up,  may  reasonably  hope  to  unravel  fresh  secrets  of  Nature,  and  to  add  something  to  our 
knowledge  of  what  is  or  may  be.  Except,  perhaps,  in  the  region  of  chemistry,  it  is  not  the  masters  of 
acquired  knowledge,  the  professors  of  abstract  science,  but  rather  those  who  have  made  science  min¬ 
ister  to  art— practising  first  and  then  calling  theory  to  their  aid — who,  as  discoverers,  have  exerted 
most  influence  upon  the  material  progress  of  the  world,  and  have  chiefly  assisted  in  the  development 
of  its  trade  and  commerce. 


EXHIBIT  T. 

Massachusetts  Institute  of  Technology. — Society  of  Arts. — Education  for  Eailroad 

Engineering. 


The  351st  meeting  of  the  Society  of  Arts  was  held  at  the  Institute  of  Technology  ou  Thursday 
evening,  Oct.  28,  President  Walker  in  the  chair. 

After  reading  the  records  of  the  previous  meeting,  the  President  introduced  Mr.  C.  D.  Jameson,  of 
the  Institute,  who  read  a  paper  ou  “  Railroad  Engineering  Education.” 

Mr.  Jameson  said:  “  The  duties  of  the  first  railroad  engineers  were  much  more  general  than  those  of 
the  present  engineers.  They  located  and  built  their  railroads,  designed  their  locomotives,  rolling 
stock  and  bridges,  and  when  completed  managed  the  road  with  success,  and  this  without  the  aid  of 
experience  or  precedent.  Usually  they  were  men  who  had  had  no  early  education  or  training  in  rail¬ 
roading,  but  possessed  an  indomitable  will,  unlimited  patience  and  a  good  stock  of  common  sense. 

*■  We  undoubtedly  do  things  more  quickly  now  than  then,  and  in  many  respects  do  them  better;  but 
this  is  due  to  t  he  fact  that  we  naturally  profit  by  their  experience,  and  also  at  the  present  time  no  one 
man  does  the  whole  of  anything,  hence  he  can  do  his  particular  part  better. 

‘‘In  many  branches,  however,  we  have  made  little,  if  any,  advancement.  This  is  particularly  the  case 
in  the  matter  Of  location  where  wo  seem  to  have  copied  the  earlier  engineers  in  their  errors,  but  not 
in  their  habits  of  careful  observation  and  study. 

“The  majority  of  our  railroads  are  uneconomically  located,  and  not  only  was  the  first  cost  of  con¬ 
struction  more  than  it  ought  to  have  been,  but  the  loss  in  the  operating  expenses  is  enormous,  and 
increases  with  increasing  business.  This  loss  is  not,  in  the  majority  of  cases,  due  entirely  to  the 
engineering  profession,  but  to  the  mistaken  policy'  on  the  part  of  the  management  of  the  railroad 
companies. 

“The  expenses  of  the  engineering  parties  on  preliminary  work  and  final  location  are  very  great,  and 
for  much  of  this  expense  the  management  can  see  no  direct  return,  and  there  seems  to  be  an  idea 
abroad  that  most  of  the  money  spent  in  this  way  goes  for  theory  and  is  of  very  little  practical  use  to 
the  company.  Therefore  the  salary  of  the  locating  engineer  is  comparatively  small,  and  his  ability  is 
frequently  small  in  proportion.  The  number  of  his  assistants  is  kept  as  low  as  possible  and  theresult 
is  inferior  work.  The  vital  principles  upon  which  the  economic  location  of  a  railroad  depends  are  not 
considered  at  all,  or,  at  the  most,  in  a  very  slight  degree,  and  the  smaller  details  upon  which,  to  a 
great  extent,  depends  the  ultimate  financial  success  of  the  road,  are  left  entirely  out  of  account. 


THE  CONSTRUCTION  ENGINEER. 

“After  the  road  is  located  the  management  secures  the  services  of  the  best  construction  engineer 
possible.  This  is  as  it  should  be ;  but  no  matter  how  great  may  be  the  abilities  of  the  construction 
engineer,  or  how  much  he  may  save  in  overcoming  the  defects  in  location,  still  the  greater  part  of  the 
money  merely  passes  through  his  hands  as  a  paymaster,  having  been  actually  expended  months  before 
by  the  locating  engineer. 

“In  order  that  the  railroad  engineer  of  the  future  may  be  thoroughly  com  petent,  both  in  the  *  theory' 
of  economic  location  ’  and  in  the  details  connected  with  the  work  in  the  field,  too  much  attention  can¬ 
not  be  paid  to  this  branch  of  education. 

“We  are  in  an  age  of  specialties.  The  engineering  profession  has  been  subdivided,  so  that  we  now 
have  civil,  mechanical,  mining,  hydraulic,  sanitary,  bridge  and  railroad  engineers.  In  order  to  reach 
distinction  a  man  must  confine  himself  to  his  specialty,  and  if  that  be  railroading,  his  time  either  as  a 
student  or  as  a  man  in  active  work  will  be  amply  filled  in  keeping  paco  with  the  age. 


COLLEGE  TRAINING  FOOLISHLY  UNDERRATED. 

“There  seems  to  be  a  tendency  among  certain  classes  to  sneer  at  an  education,  considering  the  time 
that  is  spent  at  college  wasted,  and  that  it  might  have  been  spent  to  much  greater  advantage  in  actual 
work  iu  the  field.  Many'  instances  are  cited  by  these  people  in  corroboration  of  this  belief  of  persons 
who  have  risen  to  the  head  of  their  professions  by  their  own  exertion,  without  the  aid  of  a  college  or 
technical  education,  and  also  of  a  largenumber  of  men  who,  having  graduated  from  our  finest  schools, 
have  accomplished  nothing.  The  reason  for  this  is  not  that  these  unsuccessful  men  lost  anything  b  y 


830  EDUCATION  IX  TIIH  INDUSTRIAL  AM)  FINK  ARTS. 


going  to  college,  but  they  were  greatly  inferior  in  energy  and  ability  to  the  other*  College*  do  not 
profess  to  make  brain*,  blit  simply  to  teach  the  man  to  use  what  he  ha*  to  the  best  ndvaulag*  and  the 
man  who  is  successful  without  a  college  or  technical  education  would,  w  ith  till*  aid,  have  found  the 
path  to  success  much  easier  and  shorter. 

“In  the  year*  which  intervened  between  the  first  railroad  engineer*  and  those  of  the  present  they 
were  considered  a  necessity  in  locating  and  building  the  road  oiiTy,  Tin  road  wa*  then  turned  over  to 
busim  m  men  to  manage.  A*  long  a*  the,  road*  wen-  -mall  and  the  repair*  and  renew';*!*  slight,  tin* 
worked  well.  A*  the  number  of  road*  increased,  and  long  line*  and  r-ysfems  begin  to  be  formed,  the 
incrca.se  ol  traific  demanded  a  large  Increase  in  the  *i/,e  and  weight  of  the  locomotive*  and  rolling 
*tock  ;  thi*  in  turn  ne<  <  hsifulcd  renewal*  ami  addition*  to  the  roadbed  and  Ira*  k.  the  replacing  of  the 
old  bridge*  by  new  and  heavier  om*,  '1  hi*  reconstruct  ion  in  tl.e  form  of  renewal*  wifi  never  *  ea<c 
and  with  it  all  the  railroad  companies  have  eome  to  *e,e  the  m  c<  -  di.v  of  a  permanent  and  reliable 
engineering  c orp*,  Thus  the  field  of  work  for  the  railroad  engineer  ha*  broad' nod  from  tire  transient 
work  of  locating  and  constructing  the  road  to  permanent  position*  on  *  -lablUb'd  road*,  where  there 
are  abundant  opportunities  of  making  good  use  of  hi*  ability#  Hut  in  order  to  take  ad  vantage  of  all 
these  opportunities  there  j*  need  of  a  mncb  broader  education  in  what  w  ema;,  call  ‘railway  science/ 
which  include*  many  branches  a*  yet  very  little  taught  in  our  technical  schools. 


SPECIAL  COt.’JIHK  IN  RAILWAY  SCIENCE. 

“Let  us  now  look  at  some  of  the  items  that  should  be  included  in  a  course  of  instruct  ion  in  *  mil 
way  science,'  or,  a*  it  i*  commonly  called,  a  ‘special  course,  for  railway  engineer*,’  The,  length  of  the 
course  should,  if  possible,  be  live  year*  instead  of  four.  '1  lie,  (list  t  wo  year*  should  be  devoted  to  lay* 
Inga  ilrm  foundation  in  the  general  studies,  particular  attention  being  paid  to  mathematics,  chem/s' 
try  and  physics  in  their  more  elementary  forms;  the  third  year  to  I  lie  general  study  of  civil  engineer 
lug,  and  the  last  two  years  to  a  special  study  of  railroad*  lu  all  tin  ir  brain  be,*  The  third  year  s 
course  should  contain  thorough  instruction  and  practice  in  the  field  work  of  the  rail  v. ay  engineer,  in 
both  location  and  instruction.  When  the  weather  will  permit,  the  field  work  should  he  pushed  even 
to  the  point  of  sacrificing  some  of  the  work  in  the  class  room.  The  Held  methods  should  tie  taught 
exactly  as  they  are  now  used  in  the  best  practice;  the  same  term*  used,  the  *uine  organization  of 
part  ies,  and,  most  of  all,  the  same  discipline  and  strict  attention  to  buslm-s*  The  greatest  possible 
attention  should  tie  paid  to  the  subject  of  location  in  all  Its  details  in  the  Held  and  when  the  student 
has  mastered  as  far  as  possible  the  principle*  that  govern  a  railroad  location  in  regard  to  the  g«  ogra- 
pliy  of  the  country  and  understands  the  aeiual  wor  k  of  putting  the  line  on  the  ground  then,  and  not 
till  then,  should  he  bo  instructed  in  these  finer  detail*  and  principles  of  the  work  called  the  I  henry 
of  Economic  Location,’  ami  upon  which  the  true  location  of  a  railroad  depend*. 

“Till*  ‘Theory  of  Economic  Location  *  should  he  taught  in  the  last  two  years.  Also  there  should 
he  given  a  course  of  Instruct  ion  in  e  very  branch  of  railroad  construction,  which  should  contain  an 
amount  of  hydraulic  and  sanitary  engineering  sufficient  to  enable  the  person  to  build  ami  maintain 
stations,  shops,  etc.,  and  the  projier  handling  of  all  the  water  that  may  Is?  encount* red  in  thccon* 
struction  ami  maintenance  of  the  road;  the  ‘maintenance  of  way  In  all  its  details,  both  in  theory  and 
practice;  the  proper  in  an  ageim-.iit  and  economical  distribution  of  large  and  small  gangs  of  laborers; 
railway  management  as  it  applies  to  the  operating  of  the  road,  such  a*  internal  management  of  the 
separate  departments  and  tlielr  relations  to  the  general  management  the  making  up  and  running  of 
trains;  running  and  repairs  of  locomotive*  and  rolling  stock  ;  station  and  term!  nal  service;  therein 
lion  lief  ween  the  railroad  and  the,  public;  the  financial  management  as  to  bonds,  slocks,  leased  line* 
consolidations,  pools,  etc. ;  and  all  the  questionsof  railway  transportation,  legislative  Interference  arm 
State  ownership. 

“In  the  instruction  in  any  branch  of  engineering  the  one  thing  to  he  kept  prominently  before  the 
student  is  economy  of  design  and  construction.  It  Is  not  enough  to  he,  able  to  design  amf  construct  a 
bridge  of  a  certain  length  which  shall  safely  hold  up  a  given  load,  or  a  station  that  shall  accommodate 
a  given  number  of  passengers  and  trains,  but  tills  should  Is?  done  at  the  least  possible  cost. 


PRESENT  COURSE*  OK  INSTRUCTION  ANTIQUATED, 

“If  a  person  examine*  the  courses  of  Instruction  in  the  different  branches  of  engineering  in  fhe 
various  technical  schools  in  fids  country,  he  will  he  struck  with  Me  nutifjiialcd  idea*  and  methods 
that  still  prevail  In  a  majority  o!  them.  With  but  one  or  t  wo  exception*  there  is  no  Instruction  gi  •  n 
In  railroad  engineering  proper,  and  the  merest  outline  of  the  principles  of  location  and  con*tim  lion. 
Tliei e  are  undoubtedly  some  reasons  why  the  schools  are  so  much  behind  1  he  limes  and  one  of  t  he  most 
common  and  at  the  same  time  the  most  serious  1*  the,  lack  of  money.  Another  i*  the  low  standard  of 
admission,  In  consequence  of  which  the  whole  of  the  first  year  is  occupied  lu  teaching  what  ought  to 
have  been  learned  before,  entering.  The  standard  of  admission  is  often  lowered  to  attract  students, 
hut  it  is  a  suicidal  policy  and  soon  ruins  the  reputation  of  t  he  school. 


NEED  OK  LIISKUAL  ENDOWMENT  OK  ENOlNKK.lt  JNO  SCHOOL*. 

“  Every  school  should  have  an  endowment  large,  enough  lopay  all  salaries  and  running  expenses 
without  depending  in  the  least  on  the  tuition  of  the  students,  students  should  not  he  admitted  until 
they  are  eighteen  years  of  age,  so  that  they  will  he  able  to  fully  appreciate  the  ad  vantages  oil  e  red  ihem. 

“  Still  another  reason  Is  in  the  fact  that  t  he  faculties  of  many  of  the  0  clinical  school*  have  allowed 
themselves  to  get  into  ruts,  from  which  it  is  difficult  Ut  move  tiiem.  With  the  exception  of  the  Wrist, 
these  reasons  may  he  classed  under  the  head  of  hud  management,  and  the  trouble  can  be  easily 
corrected. 

THE  EQUIPMENT  NEEDED. 

“  Every  advantage  should  he  placed  at  the  disposal  of  tin-  student.  All  the  apparatus  necessary  for 
experiment  of  every  kind  should  he  provided ;  a  good  library  containing  every  hook  of  worth  hearing 
on  the  different  subjects;  a  good,  a  met  reading-room  where  all  the  engineering  periodical*  of  the  day 
arc,  accessible.  The  student  should  he  encouraged  to  do  as  much  reading  from  a  literary  standpoint 
as  possible.  It  teaches  him  how  to  think  and  to  express  his  thoughts  in  a  clear,  logical  and  gram¬ 
matical  manner. 

“He  should  he  taught  habits  of  application  and  the  power  of  being  able  to  concentrate  the  whole 
mind  for  the  time  being  upon  whatever  work  he  has  in  hand,  in  other  words,  he  should  be  taught  to 


JOHNS  HOF'KINH  UNIVERSITY  AND  CITY  SCHOOL  SYSTEM.  831 


study  no  tli at  when  behave*  )ia  will  not  only  Im  able  to profit  by  IiIm  own  experience  ns  It  coiiich  slowly, 
but,  wlmt  la  far  better,  to  profit  by  the  experience  of  others,  mid  thus  at  once  advance  to  a  point 
who  b  it  would  take  him  ,;ear*  to  teach  by  himself. 

“During  the  year*  Mp«  of  at  the  Institute  the  si udent  should  examine  a*  much  a*  poHMiblo  all  engi¬ 
neering  work*  lliat  can  in  any  way  interest  him  while  in  pieces*  of  count  ruction. 

In  «  onclusion,  lot  mo  sa.^  that  the  student  should  bo  ho  drilled  that  when  bo  gradual  cm  Iio  can  have 
not  only  the  diploma  of  the  school,  but,  wliat  In  of  more  importance  to  him,  can  accent  any  position 
in  bin  profession  that  offers,  prove  himself  of  use,  and  therefore  a  necessity  to  his  employer,  and  earn 
a  living  for  himself.  ' 

The  paper  wan  followed  by  a  lengthy  discussion,  In  which  I'rc*ldcnt  Walker,  Professor  Swain. 
Don.  J.  A.  I>i<  s  or,  Mr  U eorge  K,  Hardy,  and  Mr.  Dwight  Porter  look  part.  The  meeting  adjourned 
with  a  vote  of  thank*  to  Mr.  Jameson. 

Ah  already  stated ,  exhibits  from  “  T  ”  to  “  V,”  inclusive,  are  given 
in  chapter  V.  of  this  volume  of  this  Report.  The  final  exhibit 
marked  “X,”as  given  in  the  report  by  Dr.  Barnard,  was  designed 
to  show  the  actual  want  of  relation  between  the  public  educational 
system  of  the  City  of  Baltimore  and  the  Johns  Hopkins  University  ; 
in  contrast  with  the  possible  relation  that,  in  Dr.  Barnard’s  judg¬ 
ment,  ought  to  exist !  This  exhibit,  wit  h  its  graphic  showing,  pre¬ 
sents  a  very  interesting, suggestive  and  plausible  ideal  of  the  relation 
that  might  he  borne  between  the  public  free  schools  of  a  great  city 
and  a  high  class  university.  As  such  it  follows  here,  whether  it 
secures  any  practical  result  or  not,  the  plan  reflects  credit  upon  the 
humariitarianism  of  its  lamented  author. 

EXHIBIT  X. 

This  exhibit  contain*  a  graphical  representation  of  Haltimore's  s< hool  nyHtcm  hm  It  1h  and  a*  it 
should  b«*.  It  will  bo  *eoji  by  the  Hint  diagram  that  the  provision  for  IndiiHtrial  training  1*  practi¬ 
cally  nothing,  and  tbat  there  I*  no  connection  between  our  Mehool  system  and  the  I diversity.  Hut 
little  more  than  one  half  Die  children  v,  bo  enter  tlie  primary  grade*  ever  pu*M  into  tin  grammar  grade. 

orn*  of  the  oilier*  enter  private  ncIiooIh,  but  very  many  0/ the, in  quit  school  to  reinforce  the  ignorant, 
tin  v  icioiJ*,  and  the  criminal  class*  m.  One  rea*on  of  tin*  1*  tbat  their  parent*  do  not  *ee  mucji  in  the 
grammar  school  course  that  will  be  of  u«e  to  children  who  have  lo  make  their  living  by  manual  labor. 
In  addition  to  the  subject*  now  taught  in  the  gram uiai  grade*,  there  ought  to  be  practical  instruction 
in  industrial  drawing,  experimental  science,  and  physiology  and  hygiene.  ln*tructloii  should  also  be 
gjv«  n  lu  the  grammar  grade  to  girl*  in  cooking  and  Mowing,  and  to  boy*  in  the  u*e  and  care  of  tool*. 
Willi  *ie  l»  audition*  to  the  grammar  school  studies,  more,  boy*  nod  girl*  would  be  induced  to  complete 
that  course,  and  the*  be  lifted  for  high  school  dutie*.  Tbo*e  who  from  Inclination  or  force  of  eiicu m- 
atanei  left  acbool  aft»  r  completing  the  grammar  school  course,  would  enter  upon  their  life  work  with 
a  fair  amount  of  elementary  education  and  with  habit*  of  study  sullieiently  well  fixed  to  make  self 
imprm  <  ment  possible.  The  grammar  *chool  should  lit  boy*  and  girl*  for  either  a  literary  or  an  Indus* 
trial  high  *  bool  course,  and  for  Mitch  art  Mehool*  a*  the  Maryland  Institute. 

I  be  literary  high  school  lit*  young  people  for  commercial  pursuits,  for  law,  mediml,  or  theological 
studies,  and  for  college  course*,  it,  is  certainly  only  fair  tbat  the  school  system  should  make  equal 
pros  i  con  for  the  preparatory  training  of  those  who  are  to  become  mechanic.*,  architects,  engineers, 
ct«  .and  thus  fit  them  for  the  higher  training  that  Is  afforded  In  purely  technical  school*.  The  literary 
high  school*  of  Dalt.imore  cost fyft.OOO  a  year,  while  only  $12,000  a  year  is  allowed  for  industrial  train¬ 
ing  in  t be  Manual  1  raining  Heliool, 

1  lie.  literary  high  school  course  should  continue  as  It  Is,  with  some  slight  modi  Heat  Ion*.  An  imlus 
trial  high  school  should  be  provided  for  on  a  scale  a*  large  as  the  literary  high  school  now  Is.  The 
course  of  study  *bouid  Include  manual  training,  Industrial  drawing,  applied  science,  mechanic  arts, 
book  keeping,  and  history,  government,  etc  ,  together  with  some  literary  studies.  There  ought  Lo  be 
a  close  connection  between  the  literary  and  industrial  high  school*,  so  that  student*  could  change 
readily  from  one,  to  the  other.  Home  of  the  classes  might  be  in  common  with  mutual  advantage. 

The  Johns  Hopkins  University  should  be  considered  as  a  part  of  the  Ualflmore  school  system,  and 
Its  crowning  glory.  To  maintain  this  position  it  should  nlloid  instruction  in  applied,  u*  well  as  in 
pure,  science. 


832  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


BALTIMORE  SCHOOL  SYSTEM. 

Drawings  representing  by  areas  the  attendance  as  it  is  and  as  it  should  be  : 

AS  it  is. 


J.  H.  University.* * 


y7 


High  School. 
1,800. 


Manual  Training  School. 


150. 


Grammar  grades. 
15,000. 


Primary  grades. 
24,000. 


Scale  4,000  to  square  inch. 

*  The  diagrams  show  the  University  in  its  relation  to  the  city  school  system,  without  regard  to 
other  sources  from  which  students  are  drawn. 


AN  IDEAL  OF  THE  EDUCATIONAL  SYSTEM  FOR  A  CITY. 


833 


ART 


AS  IT  SHOULD  BE. 


J.  H.  University.*  1,000. 


High  School. 


Industrial. 

3,000. 


Literary. 

3,000. 


Grammar  grades . 
24,000. 


Primary  grades. 
32,000. 


Scale  4,000  to  square  inch. 

*  See  footnote  on  previous  page. 

VOL  4 - 53 


l 


APPENDIX  Z. 


PAPERS  RELATING  TO  THE  U.  S.  COLLEGES  OF  AGRICULTURE 
AND  THE  MECHANIC  ARTS. 


I.  Introduction. 

II.  The  Land  Grant  Laws  of  the  United  States. 

III.  Historical  Statements  concerning  Passage  of  the  Land  Grant  Law  of  1862. 
Accounts  of  the  successful  efforts,  in  promoting  the  passage  of  the  above  law,  made 
by  Dr.  Amos  Brown,  of  New  York  State,  and  by  Dr.  Evan  Pugh,  of  Pennsylvania. 

IV.  Historical  Addresses  delivered  at  the  commencement  of  the  Massachusetts 
Agricultural  College.  June  21st,  1887,  the  25th  Anniversary,  of  the  Passage  of  the 
“ Morrill”  Land  Grant  Law  of  1862. 

V.  Paper  entitled  Agricultural  Education  in  Bavaria,  by  Professor  R.  B.  Warder. 

VI.  Address  on  Technical  Training,  delivered  by  Professor  John  Hamilton,  on  the 
occasion  of  the  opening  of  the  New  Mechanical  Department  Building,  Pennsylvania 
State  College,  February  10th,  1886. 

VII.  Farewell  Address  by  Bishop  Haygood,  at  commencement  of  Claflin  College, 
South  Carolina,  in  1890. 


835 


APPENDIX  Z. 


PAPERS  RELATING  TO  THE  U.  S.  COLLEGES  OF  AGRICULTURE  AND 

THE  MECHANIC  ARTS 


I. 

INTRODUCTION. 

The  papers  which  make  up  this  Appendix,  all  relate,  more  or  less 
directly,  to  those  Colleges  of  Agriculture  and  the  Mechanic  Arts, 
which  arose  in  obedience  to  the  creative  fiat  of  the  American  Congress. 

As  these  colleges  were  thus  the  direct  outcome  of  the  laws  passed 
by  the  Congress  of  the  United  States,  it  seems  fit  and  proper  that 
copies  of  these  three  creative  laws  should  be  here  placed. 

The  immense  power  for  good  which  the  act  of  1862,  has  developed, 
lends  interest  to  everything  throwing  light  upon  its  passage.  The 
historical  paper,  furnished  by  the  courtesy  of  Professor  Chickering, 
which  recites  the  important  work  accomplished  by  the  late  Dr.  Amos 
Brown,  of  the  State  of  New  York  ;  and  the  data  elsewhere  obtained 
showing  how  earnestly  the  late  Dr.  Evan  Pugh,  of  Pennsylvania, 
cooperated  in  the  efforts  made  by  educators  to  perfect  and  pass  this 
epoch-making  law,  can  hardly  fail  to  interest  every  reader. 

The  extracts  from  the  striking  addresses  delivered  at  the  com¬ 
mencement  of  the  Massachusetts  Agricultural  College  in  1887,  on 
the  25th  Anniversary  of  the  passage  of -the  so-called  “Morrill  Act  of 
1862,”  possess  both  historical  and  contemporary  interest. 

The  careful  and  exhaustive  paper  which  follows,  by  Professor 
Warder,  setting  forth  the  thorough  system  of  State  education  in 
Agriculture  as  illustrated  by  the  Kingdom  of  Bavaria ;  is  full  of 
information  and  suggestion  for  American  educators  and  law  makers. 

The  admirable  statement  by  Professor  Hamilton,  of  what  the  new 
education  is,  was  made  on  the  occasion  of  the  opening  of  a  building 
for  this  new  Department  in  the  very  college  of  which  Dr.  Evan  Pugh, — 
who,  as  is  set  forth  in  a  previous  paper,  so  earnestly  cooperated  in 
the  efforts  for  the  passage  of  the  law  of  1862, — was  formerly  the 
President. 

The  final  paper,  the  farewell  Address  by  Bishop  Haygood,  treats 
of  one  of  the  most  momentous  problems  of  the  new  era  in  American 
development. 

An  “Introduction”  at  greater  or  less  length,  precedes  each  of  these 

papers. 


837 


838  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


II. 

The  Land  Grant  Laws  of  the  United  States. 

As  often  in  the  course  of  this  Report,  and  inevitably  in  the  accounts 
given  of  the  different  State  Institutions  which  have  received  the 
benefits  conferred  by  the  laws  authorizing  the  National  Land  Grants, 
these  laws  have  been  constantly  referred  to  ;  it  has  been  thought 
advisable  to  include  in  this  Appendix,  which  contains  articles  par¬ 
ticularly  related  to  these  colleges,  a  copy  of  the  three  laws  popularly 
known,  from  the  names  of  the  members  of  Congress  in  charge  of 
the  Bills,  as  the  “Morrill  Act  of  1862”;  the  “Hatch  Act  of  1887”; 
and  the  “  Supplementary  Morrill  Act  of  1890.” 

The  Laws  Enacted  By  The  Congress  Of  The  U.  S.  Relating  To  The 
Colleges  Of  Agriculture  And  Mechanic  Arts. 

The  Act  of  1862. 

An  Act  Donating  Public  Lands  to  the  Several  States  and  Territories  which  may 
Provide  Colleges  for  the  Benefit  of  Agriculture  and  the  Mechanic  Arts. 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United  States  of 

America  in  Congress  assembled  : 

Section  1.  That  there  be  granted  to  the  several  States,  for  the  purposes  herein¬ 
after  mentioned,  an  amount  of  public  land,  to  be  apportioned  to  each  State,  a  quan¬ 
tity  equal  to  thirty  thousand  acres  for  each  senator  and  representative  in  Congress, 
to  which  the  States  are  respectively  entitled  by  the  apportionment  under  the  census 
of  eighteen  hundred  and  sixty;  provided,  that  no  mineral  lands  shall  be  selected  or 
purchased  under  the  provisions  of  this  act. 

Sect.  2.  And  be  it  further  enacted ,  that  the  land  aforesaid  after  being  surveyed 
shall  be  apportioned  to  the  several  States  in  sections  or  subdivisions  of  sections  not 
less  than  one  quarter  of  a  section  ;  and  whenever  there  are  public  lands  in  a  State 
subject  to  sale  at  private  entry  at  one  dollar  and  twenty-five  cents  per  acre,  the 
quantity  to  which  said  State  shall  be  entitled  shall  be  selected  from  such  lands 
within  the  limits  of  such  State,  and  the  Secretary  of  the  Interior  is  hereby  directed 
to  issue  to  each  of  the  States  in  which  there  is  not  the  quantity  of  public  lands  sub¬ 
ject  to  sale  at  private  entry  at  one  dollar  and  twenty-five  cents  per  acre,  to  which 
said  State  may  be  entitled  under  the  provisions  of  this  act,  land  scrip  to  the  amount 
in  acres  for  the  deficiency  of  its  distributive  share ;  said  scrip  to  be  sold  by  said 
States,  and  the  proceeds  thereof  applied  to  the  uses  and  purposes  prescribed  in  this 
act,  and  for  no  other  use  or  purpose  whatsoever ;  provided,  that  in  no  case  shall 
any  State  to  which  land  scrip  may  thus  be  issued  be  allowed  to  locate  the  same 
within  the  limits  of  any  oilier  State,  or  of  any  territory  of  the  United  States,  but 
their  assignees  may  thus  locate  said  land  scrip  upon  any  of  the  unappropriated 
lands  of  the  United  States  subject  to  sale  at  private  entry  at  one  dollar  and  twenty- 
five  cents  or  less  per  acre;  and  provided  further ,  that  not  more  than  one  million 
acres  shall  be  located  by  such  assignees  in  any  one  of  the  States  ;  and  provided 
further,  that  no  such  location  shall  be  made  before  one  year  from  the  passage  of 
this  act. 

Sect.  3.  And  be  it  f  urther  enacted,  that  all  the  expenses  of  management,  super¬ 
intendence,  and  taxes,  from  date  of  selection  of  said  lands  previous  to  their  sales, 
and  all  expenses  incurred  in  the  management  and  disbursement  of  the  moneys 
which  may  be  received  therefrom,  shall  be  paid  by  the  States  to  which  they  may 
belong,  out  of  the  treasury  of  said  States,  so  that  the  entire  proceeds  of  the  sal.e  of 
said  lands  shall  be  applied  without  any  diminution  whatever  to  the  purposes  here¬ 
inafter  mentioned. 

Sect.  4.  And  be  it  further  enacted,  that  all  moneys  derived  from  the  sale  of  the 
lauds  aforesaid  by  the  States  to  which  the  lands  are  apportioned,  and  from  the  sales 
of  land  scrip  hereinbefore  provided  for,  shall  be  invested  in  stocks  of  the  United 
States,  or  of  the  States,  or  some  other  safe  stocks,  yielding  not  less  than  five  per 
centum  upon  the  par  value  of  said  stocks  ;  and  that  the  moneys  so  invested  shall 
constitute  a  perpetual  fund,  the  capital  of  which  shall  remain  forever  undiminished 
(except  so  far  as  may  be  provided  in  section  fifth  of  this  act)  and  the  interest  of 
which  shall  be  inviolably  appropriated,  by  each  State  which  may  take  and  claim 
the  benefit  of  this  act,  to  the  endowment,  support,  and  maintenance  of  at  least  one 


THE  LAND  GRANT  LAWS  OF  THE  UNITED  STATES.  839 


college  where  the  leading  object  shall  be,  without  excluding  other  scientific  and 
classical  studies,  and  including  military  tactics,  to  teach  such  branches  of  learning 
as  are  related  to  agriculture  and  the  mechanic  arts,  in  such  manner  as  the  legisla¬ 
tures  of  the  States  may  respectively  prescribe,  in  order  to  promote  the  liberal  and 
practical  education  of  the  industrial  classes  in  the  several  pursuits  and  professions 
in  life.  » 

Sect.  5.  And  be  it  further  enacted ,  that  the  grant  of  land  and  land  scrip  hereby 
authorized  shall  be  made  on  the  following  conditions,  to  which,  as  well  as  to  the 
provisions  hereinbefore  contained,  the  previous  assent  of  the  several  States  shall  be 
signified  by  legislative  acts  : 

First.  If  any  portion  of  the  fund  invested,  as  provided  by  the  foregoing  section, 
or  any  portion  of  the  interest  thereon,  shall,  by  any  action  or  contingency,  be 
diminished  or  lost,  it  shall  be  replaced  by  the  State  to  which  it  belongs,  so  that  the 
capital  of  the  fund  shall  remain  forever  undiminished ;  and  the  annual  interest 
shall  be  regularly  applied  without  diminution  to  the  purposes  mentioned  in  the 
fourth  section  of  this  act,  except  that  a  sum  not  exceeding  ten  per  centum  upon  the 
amount  received  by  any  State  under  the  provisions  of  this  act  may  be  expended  for 
the  purchase  of  lands  for  sites  or  experimental  farms,  whenever  authorized  by  the 
respective  legislatures  of  said  State. 

Second.  No  portion  of  said  fund,  nor  the  interest  thereon,  shall  be  applied, 
directly  or  indirectly,  under  any  pretence  whatever,  to  the  purchase,  erection,  pres¬ 
ervation,  or  repair  of  any  building  or  buildings. 

Third.  Any  State  which  may  take  and  claim  the  benefit  of  the  provisions  of  this 
act  shall  provide,  within  five  years,  at  least  not  less  than  one  college,  as  described 
in  the  fourth  section  of  this  act.  or  the  grant  to  such  State  shall  cease ;  and  said 
State  shall  be  bound  to  pay  to  the  United  States  the  amount  received  for  any  land 
previously  sold,  and  that  the  title  to  purchasers  under  the  State  shall  be  valid. 

Fourth.  An  annual  report  shall  be  made  regarding  the  progress  of  each  college, 
recording  any  improvements  and  experiments  made,  with  their  cost  and  results, 
and  such  other  matters,  including  state,  industrial,  and  economical  statistics,  as 
may  be  supposed  useful ;  one  copy  of  which  shall  be  transmitted  by  mail  free,  by 
each,  to  all  the  other  colleges  which  may  be  endowed  under  the  provisions  of  this 
act,  and  also  one  copy  to  the  Secretary  of  the  Interior. 

Fifth.  When  lands  shall  be  selected  from  those  which  have  been  raised  to  double 
the  minimum  price  in  consequence  of  railroad  grants,  they  shall  be  computed  to  the 
States  at  the  maximum  price,  and  the  number  of  acres  proportionally  diminished. 

Sixth.  No  State  while  in  a  condition  of  rebellion  or  insurrection  against  the  gov¬ 
ernment  of  the  United  States  shall  be  entitled  to  the  benefit  of  this  act. 

Seventh.  No  State  shall  be  entitled  to  the  benefits  of  this  acts  unless  it  shall 
express  its  acceptance  thereof  by  its  Legislature  within  two  years  from  the  date  of 
its  approval  by  the  President. 

Sect.  6.  And  be  it  further  enacted ,  that  land  scrip  issued  under  the  provisions 
of  this  act  shall  not  be  subject  to  location  until  after  the  first  day  of  January,  one 
thousand  eight  hundred  and  sixty-three. 

Sect.  7.  And  be  it  further  enacted,  that  the  land  officers  shall  receive  the  same 
fees  for  locating  land  scrip  issued  under  the  provisions  of  this  act  as  is  now  allowed 
for  the  location  of  military  bounty  land  warrants  under  existing  laws ;  provided, 
their  maximum  compensation  shall  not  be  thereby  increased . 

Sect.  8.  And  be  it  further  enacted,  that  the  governors  of  the  several  States  to 
which  scrip  shall  be  issued  under  this  act  shall  be  required  to  report  annually  to 
Congress  all  sales  made  of  such  scrip  until  the  whole  shall  be  disposd  of,  the  amount 
received  for  the  same,  and  what  appropriation  has  been  made  of  the  proceeds. 
[Approved  July  2,  1862.] 

The  Act  of  1887. 

An  Act  to  establish  Agricultural  Experiment  Stations  in  connection  with  the  Col¬ 
leges  established  in  the  Several  States  under  the  provisions  of  an  Act  approved 
July  second,  eighteen  hundred  and  sixty-two,  and  of  the  Acts  supplementary 
thereto. 

Be  it  enacted  by 'the  Senate  and  House  of  Representatives  of  the  United  States  of 
America  in  Congress  assembled : 

Section  1.  That  in  order  to  aid  in  acquiring  and  diffusing  among  the  people  of 
the  United  States  useful  and  practical  information  on  subjects  connected  with  agri¬ 
culture,  and  to  promote  scientific  investigation  and  experiments  respecting  the 
principles  and  applications  of  agricultural  science,  there  shall  be  established,  under 
direction  of  the  college,  or  colleges,  or  agricultural  department  of  colleges  in  each 
State  or  Territory  established,  or  which  may  hereafter  be  established,  in  accordance 


840  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


with  the  provisions  of  an  act  approved  July  second,  eighteen  hundred  and  sixty- 
two,  entitled  “An  act  donating  public  lands  to  the  several  States  and  Territories 
which  may  provide  colleges  for  the  benefit  of  agriculture  and  the  mechanic  arts,” 
or  any  of  the  supplements  to  said  act,  a  department  to  be  known  and  designated  as 
an  “agricultural  experiment  station”  :  Provided,  that  in  any  State  or  Territory  in 
which  two  such  colleges  have  been  or  may  be  so  established  the  appropriation  here¬ 
inafter  made  to  such  State  or  Territory  shall  be  equally  divided  between  such  col¬ 
leges,  unless  the  Legislature  of  such  State  or  Territory  shall  otherwise  direct. 

Sect.  2.  That  it  shall  be  the  object  and  duty  of  said  experiment  stations  to  conduct 
original  researches  or  verify  experiments  on  the  physiology  of  plants  and  animals  ; 
the  diseases  to  which  they  are  severally  subject,  with  the  remedies  for  the  same ;  the 
chemical  composition  of  useful  plants  at  their  different  stages  of  growth  ;  the  com¬ 
parative  advantage  of  rotative  cropping  as  pursued  under  a  varying  series  of  crops ; 
the  capacity  of  new  plants  or  trees  for  acclimation  ;  the  analysis  of  soils  and  water ; 
the  chemical  composition  of  manures  natural  or  artificial,  with  experiments  designed 
to  test  their  comparative  effects  on  crops  of  different  kinds ;  the  adaptation  and 
value  of  grasses  and  forage  plants  ;  the  composition  and  digestibility  of  the  different 
kinds  of  food  for  domestic  animals ;  the  scientific  and  economic  questions  involved 
in  the  production  of  butter  and  cheese  ;  and  such  other  researches  or  experiments 
bearing  directly  on  the  agricultural  industry  of  the  United  States  as  may  in  each 
case  be  deemed  advisable,  having  due  regard  to  the  varying  conditions  and  needs 
of  the  respective  States  or  Territories. 

Sect.  3.  That  in  order  to  secure,  as  far  as  practicable,  uniformity  of  methods  and 
results  in  the  work  of  said  stations,  it  shall  be  the  duty  of  the  United  States  Com¬ 
missioner  of  Agriculture  to  furnish  forms,  as  far  as  practicable,  for  the  tabulation 
of  results  of  investigation  or  experiments ;  to  indicate,  from  time  to  time,  such 
lines  of  inquiry  as  to  him  shall  seem  most  important ;  and,  in  general,  to  furnish 
such  advice  and  assistance  as  will  best  promote  the  purposes  of  this  act.  It  shall 
be  the  duty  of  each  of  said  stations,  annually,  on  or  before  the  first  day  of  February, 
to  make  to  the  governor  of  the  State  or  Territory  in  which  it  is  located  a  full  and 
detailed  report  of  its  operations,  including  a  statement  of  receipts  and  expenditures, 
a  copy  of  which  report  shall  be  sent  to  each  of  said  stations,  to  the  said  Commis¬ 
sioner  of  Agriculture,  and  to  the  Secretary  of  the  Treasury  of  the  United  States. 

Sect.  4.  That  bulletins  or  reports  of  progress  shall  be  published  at  said  stations  at 
least  once  in  three  months,  one  copy  of  which  shall  be  sent  to  each  newspaper  in 
the  States  or  Territories  in  which  they  are  respectively  located,  and  to  such  indi¬ 
viduals  actually  engaged  in  farming  as  may  request  the  same,  and  as  far  as  the 
means  of  the  station  will  permit.  Such  bulletins  or  reports  and  the  annual  reports 
of  said  stations  shall  be  transmitted  in  the  mails  of  the  United  States  free  of  charge 
for  postage,  under  such  regulations  as  the  Postmaster-General  may  from  time  to 
time  prescribe. 

Sect.  5.  That  for  the  purpose  of  paying  the  necessary  expenses  of  conducting 
investigations  and  experiments  and  printing  and  distributing  the  results  as  herein¬ 
before  prescribed,  the  sum  of  fifteen  thousand  dollars  per  annum  is  hereby  appro¬ 
priated  to  each  State,  to  be  specially  provided  for  by  Congress  in  the  appropriations 
from  year  to  year,  and  to  each  Territory  entitled  under  the  provisions  of  section 
eight  of  this  act,  out  of  any  money  in  the  treasury  proceeding  from  the  sales  of  pub¬ 
lic  lands,  to  be  paid  in  equal  quarterly  payments,  on  the  first  day  of  January,  April, 
July,  and  October  in  each  year,  to  the  treasurer  or  other  officer  duly  appointed  by 
the  governing  boards  of  said  colleges  to  receive  the  same,  the  first  payment  to  be 
made  on  the  first  day  of  October,  eighteen  hundred  and  eighty-seven :  Provided, 
however,  that  out  of  the  first  annual  appropriation  so  received  by  any  station  an 
amount  not  exceeding  one-fifth  may  be  expended  in  the  erection,  enlargement,  or 
repair  of  a  building  or  buildings  necessary  for  carrying  on  the  work  of  such  sta¬ 
tion  ;  and  thereafter  an  amount  not  exceeding  five  per  centum  of  such  annual 
appropriation  may  be  so  expended. 

Sect.  6.  That  whenever  it  shall  appear  to  the  Secretary  of  the  Treasury  from  the 
annual  statement  of  receipts  and  expenditures  of  any  of  said  stations  that  a  por¬ 
tion  of  the  preceding  annual  appropriation  remains  unexpended,  such  amount  shall 
be  deducted  from  the  next  succeeding  annual  appropriation  to  such  station,  in 
order  that  the  amount  of  money  appropriated  to  any  station  shall  not  exceed  the 
amount  actually  and  necessarily  required  for  its  maintenance  and  support. 

Sect.  7.  That  nothing  in  this  act  shall  be  construed  to  impair  or  modify  the 
legal  relation  existing  between  any  of  the  said  colleges  and  the  government  of  the 
States  or  Territories  in  which  they  are  respectively  located. 

Sect.  8.  That  in  States  having  colleges  entitled  under  this  section  to  the  benefits 
-of  this  act  and  having  also  agricultural  experiment  stations  established  by  law  sep¬ 
arate  from  said  colleges,  such  States  shall  be  authorized  to  apply  such  benefits  to 


THE  LAND  GRANT  LAWS  OF  THE  UNITED  STATES.  841 


experiments  at  stations  so  established  by  such  State ;  and  in  case  any  State  shall 
have  established  under  the  provisions  of  said  act  of  July  second  aforesaid,  an  agri¬ 
cultural  department  or  experimental  station,  in  connection  with  any  university, 
college,  or  institution  not  distinctively  an  agricultural  college  or  school,  and  such 
State  shah  have  established  or  shall  hereafter  establish  a  separate  agricultural  col¬ 
lege  or  school,  which  shall  have  connected  therewith  an  experimental  farm  or  sta¬ 
tion,  the  legislature  of  such  State  may  apply  in  whole  or  in  part  the  appropriation 
by  this  act  made,  to  such  separate  agricultural  college  or  school,  and  no  legislature 
shall  by  contract  expressed  or  implied  disable  itself  from  so  doing. 

Sect.  9.  That  the  grants  of  money  authorized  by  this  act  are  made  subject  to 
the  legislative  assent  of  the  several  States  and  Territories  to  the  purposes  of  said 
grants :  Provided,  that  payment  of  such  installments  of  the  appropriation  herein 
made  as  shall  become  due  to  any  State  before  the  adjournment  of  the  regular  ses¬ 
sion  of  its  legislature  meeting  next  after  the  passage  of  this  act  shall  be  made  upon 
the  assent  of  the  governor  thereof  duly  certified  to  the  Secretary  of  the  Treasury. 

Sect.  10.  Nothing  in  this  act  shall  be  held  or  construed  as  binding  the  United 
States  to  continue  any  payments  from  the  Treasury  to  any  or  all  the  States  or  insti¬ 
tutions  mentioned  in  this  act,  but  Congress  may  at  any  time  amend,  suspend,  or 
repeal  any  or  all  the  provisions  of  this  act. 

[Approved  March  2,  1887.] 


The  Act  of  1890. 

An  Act  to  apply  a  portion  of  the  proceeds  of  the  Public  Lands  to  the  more  com¬ 
plete  Endowment  and  Support  of  the  Colleges  for  the  benefit  of  Agriculture  and 
the  Mechanic  Arts  established  under  the  provisions  of  an  Act  of  Congress  ap¬ 
proved  July  second,  eighteen  hundred  and  sixty-two. 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United  States  of 
America  in  Congress  assembled : 

Section  1.  That  there  shall  be,  and  hereby  is,  annually  appropriated,  out  of  any 
money  in  the  Treasury  not  otherwise  appropriated,  arising  from  the  sales  of  public 
lands,  to  be  paid  as  hereinafter  provided,  to  each  State  and  Territory  for  the  more 
complete  endowment  and  maintenance  of  colleges  for  the  benefit  of  agriculture  and 
the  mechanic  arts  now  established,  or  which  may  be  hereafter  established,  in  accord¬ 
ance  with  an  act  of  Congress  approved  July  second,  eighteen  hundred  and  sixty- 
two,  the  sum  of  fifteen  thousand  dollars  for  the  year  ending  June  thirtieth,  eighteen 
hundred  and  ninety,  and  an  annual  increase  of  the  amount  of  such  appropriation 
thereafter  for  ten  years  by  an  additional  sum  of  one  thousand  dollars  over  the  pre¬ 
ceding  year,  and  the  annual  amount  to  be  paid  thereafter  to  each  State  and  Terri¬ 
tory  shall  be  twenty-five  thousand  dollars  to  be  applied  only  to  instruction  in  agri¬ 
culture,  the  mechanic  arts,  the  English  language,  and  the  various  branches  of 
mathematical,  physical,  natural,  and  economic  science*  with  special  reference  to 
their  applications  in  the  industries  of  life,  and  to  the  facilities  for  such  instruction  : 
Provided,  that  no  money  shall  be  paid  out  under  this  act  to  any  State  or  Territory 
for  the  support  and  maintenance  of  a  college  where  a  distinction  of  race  or  color  is 
made  in  the  admission  of  students,  but  the  establishment  and  maintenance  of  such 
colleges  separately  for  white  and  colored  students  shall  be  held  to  be  a  compliance 
with  the  provisions  of  this  act  if  the  funds  received  in  such  State  or  Territory  be 
equitably  divided  as  hereinafter  set  forth :  Provided,  that  in  any  State  in  which 
there  has  been  one  college  established  in  pursuance  of  the  act  of  July  second, 
eighteen  hundred  and  sixty-two,  and  also  in  which  an  educational  institution  of 
like  character  has  been  established,  or  may  be  hereafter  established,  and  is  now 
aided  by  such  State  from  its  own  revenue,  for  the  education  of  colored  students  in 
agriculture  and  the  mechanic  arts,  however  named  or  styled,  or  whether  or  not  it 
has  received  money  heretofore  under  the  act  to  which  this  act  is  an  amendment, 
the  legislature  of  such  State  may  propose  and  report  to  the  Secretary  of  the  Interior 
a  just  and  equitable  division  of  the  fund  to  be  received  under  this  act  between  one 
college  for  white  students  and  one  institution  for  colored  students  established  as 
aforesaid,  which  shall  be  divided  into  two  parts  and  paid  accordingly,  and  there¬ 
upon  such  institution  for  colored  students  shall  be  entitled  to  the  benefits  of  this  act 
and  subject  to  its  provisions,  as  much  as  it  would  have  been  if  it  had  been  included 
under  the  act  of  eighteen  hundred  and  sixty-two,  and  the  fulfillment  of  the  fore¬ 
going  provisions  shall  be  taken  as  a  compliance  with  the  provision  in  reference  to 
separate  colleges  for  white  and  colored  students. 

Sect,  2.  That  the  sums  hereby  appropriated  to  the  States  and  Territories  for  the 
further  endowment  and  support  of  colleges  shall  be  annually  paid  on  or  before  the 


842  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


thirty-first  day  of  July  of  each  year,  by  the  Secretary  of  the  Treasury,  upon  the  war¬ 
rant  of  the  Secretary  of  the  Interior,  out  of  the  Treasury  of  the  United  States,  to  the 
state  or  territorial  treasurer,  or  to  such  officer  as  shall  be  designated  by  the  laws  of 
such  State  or  Territory  to  receive  the  same,  who  shall,  upon  the  order  of  the  trustees 
of  the  college,  or  the  institution  for  colored  students,  immediately  pay  over  said 
sums  to  the  respective  colleges  or  other  institutions  entitled  to  receive  the  same,  and 
such  treasurers  shall  be  required  to  report  to  the  Secretary  of  Agriculture  and  to  the 
Secretary  of  the  Interior,  on  or  before  the  first  day  of  September  of  each  year,  a 
detailed  statement  of  the  amount  so  received  and  of  its  disbursement.  The  grants 
of  moneys  authorized  by  this  act  are  made  subject  to  the  legislative  assent  of  the 
several  States  and  Territories  to  the  purpose  of  said  grants :  Provided,  that  pay¬ 
ments  of  such  installments  of  the  appropriation  herein  made  as  shall  become  due  to 
any  State  before  the  adjournment  of  the  regular  session  of  legislature  meeting  next 
after  the  passage  of  this  act  shall  be  made  upon  the  assent  of  the  governor  thereof, 
duly  cert  ified  to  the  Secretary  of  the  Treasury. 

Sect.  3.  That  if  any  portion  of  the  moneys  received  by  the  designated  officer  of  the 
State  or  Territory  for  the  further  and  more  complete  endowment,  support,  and 
maintenance  of  colleges,  or  of  institutions  for  colored  students,  as  provided  in  this 
act,  shall,  by  any  action  or  contingency,  be  diminished  or  lost,  or  misapplied,  it 
shall  be  replaced  by  the  State  or  Territory  to  which  it  belongs,  and  until  so  replaced 
no  subsequent  appropriation  shall  be  apportioned  or  paid  to  such  State  or  Territory  ; 
and  no  portion  of  said  moneys  shall  be  applied  directly  or  indirectly,  under  any 
pretense  whatever,  to  the  purchase,  erection,  preservation,  or  repair  of  any  build¬ 
ing  or  buildings.  An  annual  report  by  the  president  of  each  of  said  colleges  shall 
be  made  to  the  Secretary  of  Agriculture,  as  well  as  to  the  Secretary  of  the  Interior, 
regarding  the  condition  and  progress  of  each  college,  including  statistical  informa¬ 
tion  in  relation  to  its  receipts  and  expenditures,  its  library,  the  number  of  its  students 
and  professors,  and  also  as  to  any  improvements  and  experiments  made  under  the 
direction  of  any  experiment  stations  attached  to  said  colleges,  with  their  costs  and 
results,  and  such  other  industrial  and  economical  statistics  as  may  be  regarded  as 
useful,  one  copy  of  which  shall  be  transmitted  by  mail  free  to  all  other  colleges 
further  endowed  under  this  act. 

Sect.  4.  That  on  or  before  the  first  day  of  July  in  each  year,  after  the  passage  of 
this  act,  the  Secretary  of  the  Interior  shall  ascertain  and  certify  to  the  Secretary  of 
the  Treasury  as  to  each  State  and  Territory  whether  it  is  entitled  to  receive  its  share 
of  the  annual  appropriation  for  colleges,  or  of  institutions  for  colored  students,  under 
this  act,  and  the  amount  which  thereupon  each  is  entitled,  respectively,  to  receive. 
If  the  Secretary  of  the  Interior  shall  withhold  a  certificate  from  any  State  or  Terri¬ 
tory  of  its  appropriation  the  facts  and  reasons  therefor  shall  be  reported  to  the 
president,  and  the  amount  involved  shall  be  kept  separate  in  the  Treasury  until  the 
close  of  the  next  Congress,  in  order  that  the  State  or  Territory  may,  if  it  should  so 
desire,  appeal  to  Congress  from  the  determination  of  the  Secretary  of  the  Interior. 
If  the  next  Congress  shall  not  direct  such  sum  to  be  paid  it  shall  lie  covered  into  the 
Treasury.  And  the  Secretary  of  the  Interior  is  hereby  charged  with  the  proper 
administration  of  this  law. 

Sect.  5.  That  the  Secretary  of  the  Interior  shall  annually  report  to  Congress  the 
disbursements  which  have  been  made  in  all  the  States  and  Territories,  and  also 
whether  the  appropriation  of  any  State  or  Territory  has  been  withheld,  and  if  so, 
the  reasons  therefor. 

Sect.  6.  Congress  may  at  any  time  amend,  suspend,  or  repeal  any  or  all  provi¬ 
sions  of  this  act. 

[Approved  August  30,  1890.] 


III. 


Historical  Statements  concerning  the  Passage  of  the  U.  S. 

Land  Grant  Act  of  1862. 

The  following  Historical  reminiscences,  of  the  passage  of  the  law 
making  a  Land  Grant  to  Colleges  of  Agriculture  and  the  Mechanic 
Arts ;  showing  the  active  cooperation  of  the  late  Dr.  Amos  Brown, 
of  New  York,  and  of  the  late  Dr.  Evan  Pugh,  of  Pennsylvania,  in 
promoting  this  result ;  consist  of  material  furnished  by  Professoi 
John  W.  Chickering,  of  the  National  Deaf  Mute  College,  D.  C.,  and 
of  extracts  compiled  by  the  author  of  this  “Special  Report,”  from  a 
Report  made  in  1864,  to  the  Board  of  Trustees  of  the  State  College 
of  Pennsylvania,  by  the  President  of  the  College,  Dr.  Evan  Pugh. 

In  any  great  movement  which  ultimately  results  in  legislative 
action,  either  by  a  State  Legislature  or  by  Congress,  there  must  be 
of  necessity,  many  zealous  promoters  of  the  new  ideas  or  enterprises, 
for  which  are  invoked  the  sanction  of  law;  hence  it  is  difficult,  if 
not  impossible,  to  indicate  any  individual  who  is  solely  entitled  to  the 
credit  of  the  conception  and  initiation  of  the  movement. 

In  State  Legislatures  and  in  Congress,  where  the  assent  of  a  major¬ 
ity  of  the  mem  bers  is  requisite,  often,  owing  to  incidental  emergen¬ 
cies,  the  introducer  of  the  Bill  and  the  person  by  whose  name  it  may 
come  to  bo  known,  is  not,  necessarily,  the  one  who  has  been  most 
earnest  in  its  advocacy. — To  designate  any  one  person  to  whom  the 
new  measure  is  to  be  credited,  would  therefore,  be  either  impossible 
or  unjust. — Its  success  has  been  due  to  many  friends  in,  and  outside 
of,  the  legislative  bodies. — For  these  reasons  it  would  be  difficult  to 
distribute  equitably  the  meed  of  praise  due  to  all  the  originators  and 
promoters  of  the  first  United  States  Land  Grant  Law  in  aid  of  Col¬ 
leges  of  Agriculture  and  the  Mechanic  Arts. 

The  project  brought  many  interested  Educators  to  Washington  to 
urge  the  passage  of  the  bill,  and  to  look  after  its  provisions.  Most 
prominent  among  these  were  naturally  the  officers  or  friends  of 
existing,  or  projected  institutions,  that  anticipated  advantages  to 
their  given  institution  from  the  passage  of  the  bill. 

Whether  Senator  Morrill,  of  Vermont,  who,  as  a  member  of  the 
House  of  Representatives,  in  1857,  introduced  a  similar  bill,  which, 
after  passing  both  Houses  of  Congress  in  1859,  was  vetoed  by  Presi¬ 
dent  Buchanan,  and  from  whom,  as  its  introducer  when  a  member 
of  the  Senate  in  1862,  the  present  bill  took  the  name  by  which  it  is 
commonly  known,  is  to  be  credited  with  the  original  conception  of 
such  a  law  is  not  known  to  the  present  writer  ;  but  what  is  known 
of  all  men  is,  that,  in  full  accord  with  his  life  long  record  as  the 
ardent  friend  of  American  Industry,  he  was  ever  the  able  and  per¬ 
sistent  advocate  of  the  bill  from  its  first  introduction  through  all  the 
intermediate  stages  to  its  final  passage ; — so  that,  in  this  instance, 

843 


844  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


his  name  was  justly  identified  with  the  law.  He  had,  for  his  coad¬ 
jutors,  the  ablest  and  most  far-seeing  among  the  members  of  both 
Houses  of  Congress. 

While  it  is  not  possible  to  enumerate  here  a  list  of  the  names  of 
the  eaidy  friends  of  the  measure,  I  am  glad  to  be  able,  through  the 
courtesy  of  Professor  Chickering,  of  the  National  Deaf  Mute  College, 
Kendall  Green,  Washington,  D.  C.,  to  record  the  name  of  a  leading 
educator  who  proved  himself  to  be  one  of  the  most  earnest  of  the 
advocates  of  the  bill  before  Congress,  and  whose  services  and  zeal  in 
urging  its  passage  are  attested  by  letters  from  the  leading  friends  of 
the  bill  in  both  Houses  of  Congress.  Professor  Chickering’s  notes, 
also,  contain  incidentally  a  brief  history  of  the  vicissitudes  of  the  bill 
before  its  final  passage. 

While  Dr.  Brown,  thus  represents  the  great  State  of  New  York, 
the  sister  State  of  Pennsylvania,  was  not  without  its  representative; 
who,  it  will  be  seen,  makes  the  definite  statement  that  without  the 
aid  and  advocacy  of  the  friends  of  the  Pennsylvania  State  College, 
the  bill  would  have  failed. — It  is  not  asserted  that  either  of  these 
distinguished  educators  originated  the  idea  ; — indeed  the  scope  of  the 
bill  was  so  modified  or  rather  enlarged  during  its  progress  through 
Congress,  that  it  may  not  be  possible  for  any  one  person  to  claim  it 
as  original.  To  that  development  is  due  its  great  utility — since  no 
longer,  as  in  its  early  conception,  narrowed  to  the  barest  needs  of  the 
tillers  of  the  ground,  it  now  includes  within  its  beneficent  influence 
the  educational  interests  of  all  workers  or  thinkers  who,  encircled 
by  the  ever  widening  horizon  of  the  industries  and  arts  of  man,  labor 
for  the  progress  of  the  race. 

It  is  due  to  the  memories  of  Amos  Brown,  and  Evan  Pugh,  that 
their  efficient  services  in  this  great  work  should  be  here  commem¬ 
orated.  To  all  others  equally  entitled,  similar  credit  would  here  be 
gladly  given,  and  it  may  well  be,  that  the  records  here  preserved 
may  incite  the  friends  of  others,  who  likewise  aided  in  the  promotion 
of  this  great  work,  to  preserve  the  memory  of  their  efforts.  When 
men  come  to  honor  the  deeds  of  those  who  promote,  by  peaceful 
means,  the  progress  of  civilization,  as  they  now  exalt  those  who 
triumph  in  war;  a  long  step  forward  will  have  been  taken. 

The  following  account  of  the  part  borne  by  the  late  Rev.  Amos 
Brown,  ll.  d.,  in  promoting  the  passage  of  the  Land  Grant  Bill  in 
aid  of  Colleges  of  Agriculture  and  the  Mechanic  Arts,  is  furnished 
by  Professor  Chickering. — 

Records  of  the  Efforts  Made  by  Rev.  Amos  Brown,  in  Promoting  Passage 
of  Bills  in  Aid  of  Agricultural  Education. 

Among  the  many  men  whose  earnest  conditions  made  them  warm  friends  of  what 
is  commonly  known  as  the  Agricultural  College  Land  Bill,  and  whose  unwearied 
and  efficient  exertions  secured  its  final  passage,  tfie  name  of  Rev.  Amos  Brown, 
LL.  D. .  should  ever  have  a  prominent  place. 

Not  a  practical  farmer,  much  more  interested  in  metaphysics  than  in  natural 
science  either  theoretical  or  practical,  he  was  nevertheless  largely  instrumental  in 
conferring  this  princely  gift  upon  the  sciences  of  agriculture  and  applied  Physics 

Not  a  member  of  either  house  of  Congress,  without  political  experience,  with 
none  of  the  arts  of  the  demagogue,  backed  by  no  monied  interest,  he  was  enabled 
by  his  earnest  and  honest  advocacy  of  a  cause  in  which  he  believed,  by  his  tact  in 
presenting  that  cause,  by  his  ability  to  influence  intelligent  and  candid  men  through 
argument,  to  render  services  whose  value  was  readily  acknowledged  by  the  promi¬ 
nent  friends  of  the  measure  in  Congress. 

As  his  name  never  appears  in  any  public  mention  of  the  debates  upon  the  bill,  it 
is  no  more  than  just  to  him  and  to  history  that  the  facts  of  his  connection  with  the 
success  of  the  measure  should  go  upon  record. 


SERVICES  RENDERED  BY  DR.  AMOS  BROWN. 


845 


Mr.  Brown,  was  bom  upon  a  farm  in  Kensington,  N.  H.,  in  1804.  He  graduated 
from  Dartmouth  College,  in  1833,  supporting  himself  during  his  Collegiate  course, 
mainly  by  teaching. 

He  also  studied  theology  at  Andover  Theological  Seminary,  and  was  settled  for 
two  or  three  years  as  Pastor  over  a  Congregational  Church  in  Machias,  Maine. 

But  teaching  was  his  special  forte,  and  to  that  work  the  last  years  of  his  life  were 
given.  He  taught  for  one  year  at  Fryeburg,  Maine,  and  then  for  12  years,  at  Gor¬ 
ham,  Maine,  where  he  so  put  in  practice  his  educational  theories,  and  so  demon¬ 
strated  his  ability  as  an  instructor  as  to  raise  the  institution  to  the  front  rank. 

In  the  fall  of  1853,  he  assumed  charge  of  the  academy  at  Ovid,  N.  Y.  which  soon 
became,  under  his  management,  one  of  the  prominent  schools  of  the  State. 

One  of  the  departments  to  which  he  gave  great  prominence  in  this  Institution, 
known  as  Seneca  Collegiate  Institute,  was  that  of  Agricultural  Education,  inaugu¬ 
rating  courses  of  popular  lectures  in  addition  to  the  regular  course  of  study. 

His  attention  was  increasingly  turned  in  this  direction,  and  learning  that  a  charter 
for  a  State  Agricultural  College  in  a  neighboring  county  had  been  granted  some 
years  before,  he  set  about  securing  that,  and  having  the  location  changed  to  Seneca 
County.  Learning  that  an  unclaimed  fund  of  $40,000  was  lying  idle  in  the  State 
treasury,  he  conceived  the  idea  of  securing  that  as  a  loan,  upon  condition  that  the 
inhabitants  of  Seneca  County  would  raise  an  equal  sum. 

He  went  to  Albany,  where  some  of  the  most  influential  members  of  the  Legisla¬ 
ture,  themselves  friendly  to  the  plan,  told  him  that  he  could  not  get  a  dollar  of 
appropriation  for  any  such  purpose. 

Undeterred  however  he  went  about  the  work,  and  soon  demonstrated  his  remark¬ 
able  ability  as  a  lobbyist,  to  such  good  purpose  that  the  bill  passed  the  Senate 
unanimously,  and  the  House  by  a  very  large  majority. 

As  the  result,  the  New  York  State  Agricultural  College  was  established  and  went 
into  operation  at  Ovid,  and  Dr.  Brown,  as  one  of  its  trustees,  was  active  and  efficient 
in  its  organization  though  he  was  not,  as  it  seemed  to  many  of  the  friends  of 
the  College,  he  deserved,  made  its  President. 

He  was  however  Aug.  12, 1857,  elected  President  of  the  Peoples’  College  at  Havana, 
N.  Y.  in  which  “Agriculture,  with  the  various  branches  of  manufactures,  and  the 
mechanic  arts,”  were  to  be  “systematically  prosecuted  within  the  college  and  its 
grounds,  and  as  a  part  of  its  regular  course.” 

EFFORTS  OF  DR.  BROWN  BEFORE  CONGRESS. 

More  and  more  impressed  with  the  importance  of  this  department  of  education, 
and  with  the  conviction  that  State  and  national  aid  should  be  freely  granted  thereto, 
the  public  lands  had  naturally  suggested  themselves  to  his  mind  as  a  practicable, 
economical,  and  constitutional  means  of  accomplishing  this  end,  and  he  had 
bestowed  much  thought  upon  this  subject,  so  that  when  the  first  notice  of  the  bill 
introduced  by  Hon.  Justin  S.  Morrill,  then  a  representative  from  Vermont,  appeared 
in  the  papers,  he  at  once  said  “  I  must  go  to  Washington,  and  see  what  I  can  do  in 
support  of  that  bill.” 

This  was  in  December  14,  1857,  and  from  that  time  till  its  final  passage  in  the 
Senate,  in  Feb.  7,  1859,  he  was  hard  at  work  in  Washington  whenever  there  seemed 
any  need  of  or  opportunity  for  his  services. 

This  bill  was  vetoed  by  President  Buchanan. 

A  similar  bill  was  introduced  by  Mr.  Morrill,  then  in  the  Senate,  in  May  5th, 
1862,  which  passed  the  Senate  on  June  10th,  passed  the  House  on  June  15th,  and 
was  finally  approved  by  President  Lincoln  July  2nd,  1862. 

At  this  time,  again  Dr.  Brown’s  services  were  constant,  judicious  and  efficient. 

What  estimate  was  placed  on  those  services  by  the  principal  friends  of  the  meas¬ 
ure  in  Congress,  will  appear  from  the  subjoined  letters  most  of  which  were  written, 
when  the  claims  of  the  Peoples’  College  and  its  President,  to  the  control  of  the 
share  of  lands  allotted  to  the  State  of  New  York,  were  presented  to  the  Legislature. 
As  the  result  of  these  and  similar  representations,  the  whole  grant  was  assigned  to 
the  Peoples’  College  upon  conditions  which  seemed  equitable  and  not  difficult  of 
fulfilment. 

These  conditions  however  were  not  met,  and  the  endowment  passed  eventually 
to  Cornell  University. 

These  letters  were  written  when  the  whole  matter  was  fresh  in  the  minds  of  those 
who  had  been  active  in  the  support  of  the  bill,  and  may  be  supposed  to  express 
their  honest  and  intelligent  convictions  as  to  the  value  of  Dr.  Brown's  services  in 
their  behalf. 


846 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Letters  from  Leading  Legislators  Stating  the  Effective  Services  of  Dr. 
Brown  in  Securing  Congressional  Action. 


Washington,  D.  C.,  Dec.  1,  1862. 

Dear  Sir  :  I  suppose  vour  State  Legislature  may  soon  legislate  in  relation  to  the 
Donation  of  Lands  for  the  establishment  of  Colleges  for  the  benefit  of  Agriculture 
and  the  Mechanic  Arts,  by  the  late  act  of  Congress  ;  and  if  so,  it  is  proper  that  you 
and  other  friends  of  the  measure  should  know  that  the  President  of  the  N.  Y.  Peo¬ 
ples’  College,  the  Rev.  Amos  Brown,  took  such  an  active  part  in  securing  the  pas¬ 
sage  of  the  bill  referred  to,  whenever  it  was  before  Congress,  both  by  his  earnest  and 
intelligent  advocacy  of  the  measure  through  personal  interviews  and  by  efficiently 
urging  the  attendance  of  members  on  all  occations  of  any  test  votes,  services  con¬ 
tinuing  for  months,  that  it  is  due  to  him  and  the  institution  of  which  he  is  the  head, 
whenever  a  final  disposition  of  the  fund  shall  be  made  that  his  merits  shall  not  go 
unacknowledged  by  the  State  of  New  York.  From  an  early  moment  after  the  first 
bill  was  introduced  he  has  been  unflagging  in  his  efforts  to  promote  the  success  of 
this  great  measure  in  behalf  of  Agriculture  and  it  is  a  pleasure  to  me  to  acknowl¬ 
edge  the  value  of  his  advice  and  co-operation. 

*  ****** 


With  great  regard,  sincerely  yours, 

Hon.  E.  B.  Morgan, 

Aurora,  N.  Y. 


Justin  S.  Morrill. 


Washington,  Dec.  1,  1862. 

Hon.  E.  B.  Morgan, 

Sir  :  I  am  requested  to  state  to  you  what  agency  the  Peoples’  College  of  your 
State,  had  in  procuring  the  passage  of  the  law  appropriating  land  for  the  Agricul¬ 
tural  College  in  the  several  States  and  Territories. 

Having  taken  a  deep  interest  in  that  measure  I  ought  to  be  qualified  to  speak  with 
confidence  on  the  subject  and  I  do  not  hesitate  to  say  that  had  it  not  been  for  the 
exertions  of  that  institution,  I  do  not  believe  the  measure  could  have  received  the 
sanction  of  Congress.  Great  credit  is  due  to  the  exertions  of  the  Hon.  Mr.  Morrill 
of  the  House,  for  his  unwearied  labors  in  its  behalf.  Yet  I  always  believed  and 
still  believe,  that  had  it  not  been  for  the  able,  energetic  and  unwearied  exertions  of 
the  Rev.  Amos  Brown,  President  of  the  Peoples’  College,*  it  would  never  have 
become  a  law. 

It  encountered  great  opposition  in  some  quarters,  on  account  of  its  supposed 
antagonism  to  the  “  Homestead  Bill,”  and  much  also  from  the  mere  indifference  of 
members  who  did  not  take  interest  enough  in  the  measure  to  give  it  a  thorough 
investigation,  more  still,  from  several  members  from  the  land  States,  who  feared 
its  passage  would  conflict  with  the  rapid  settlement  of  their  States. 

All  these  difficulties  however,  were  overcome  by  the  intelligent  and  persevering 
labors  of  Mr.  Brown,  whom  I  consider  really  the  father  of  the  measure,  and  whose 
advice  I  believe  entitled  to  more  weight,  in  carrying  the  law  into  execution  than 
that  of  almost  any  other  man. 

******* 
Yours  respectfullv, 

B.  F.  Wade. 


Aurora,  17.  Dec.  1862. 

Rev.  Amos  Brown, 

President  Peoples’  College. 

Dear  Sir: 

******* 

The  first  man  who  suggested  to  me  the  passage  of  the  bill  which  you  meet  to  con¬ 
sider — was  yourself — and  from  my  own  knowledge,  the  first  bill  passed— which  was 
vetoed  by  Mr.  Buchanan- -would  not  have  had  the  remotest  chance  in  either  house 
of  Congress, — without  your  interest,  labor,  and  most  efficient  efforts. 

I  have  some  letters  from  distinguished  friends  of  the  bill  in  the  present  Congress — 
showing  what  yourself  and  the  friends  of  the  Peoples’  College  have  again  accom¬ 
plished — which  you  will  please  lay  before  the  gentlemen  you  may  meet. 

******* 

Very  truly  yours, 


Edwin  B.  Morgan. 


ADVOCACY  OF  THE  ACT  OF  1802  BY  DR.  BROWN. 


847 


Washington,  Dec.  6,  1862. 


My  Dear  Sir  :  At  the  request  of  Dr.  Amos  Brown,  I  take  pleasure  in  testifying 
to  his  merits  as  President  of  the  Peoples’  College,  and  personally,  in  relation  to  the 
bill  granting  lands  to  the  States,  for  agricultural  purposes. 

Mr.  Brown,  as  I  believe,  was  not  only  father  of  the  bill,  but  to  his  persistent, 
efficient,  and  untiring  efforts,  its  success  was  mainly  due.  I  have  no  hesitation  in 
saying  that  but  for  him  it  would  have  failed,  in  my  judgment  altogether. 

Yours  very  truly 


W.  P.  Fessenden. 


Mr.  Morgan. 


Dear  Sir  : 

*  * 


Washington,  Dec.  6, 1866. 

*  *  *  *  * 

* 


Dr.  Brown  is  a  man  of  very  great  energy  and  efficiency.  The  Agricultural  inter¬ 
ests  of  the  country  are  indebted  to  him  more  than  to  any  one — indeed  every  one 
else,  for  the  passage  of  the  law  donating  public  lands  to  Agricultural  Colleges. 
Yours  respectfully, 

Ira  Harris, 


"William  H.  Parnell,  Esq. 


Rev.  Amos  Brown, 

Dear  Sir: 

*  *  * 


National  Hotel,  Jan.  11,  1863. 


* 


* 


* 


* 


It  gives  me  great  pleasure  to  bear  testimony  to  the  aid  you  rendered  in  procuring 
the  passage  of  the  Agricultural  College  Bill. 

It  might  have  passed  without  you — I  cannot  say  that  it  would  not — but  sure  I  am 
no  one  was  so  active,  or  so  efficient  as  you  in  removing  obstacles  to  it,  and  in  secur¬ 
ing  it  friends.  *  *  * 

You  will  remember  I  was  much  interested  in  the  measure  and  anxious  for  its 
passage,  and  I  will  not  withhold  the  opinion  that  the  very  highest  consideration  is 
due  to  you  from  your  State  and  from  the  country  for  this  eminently  useful  and 
just  measure. 

Very  truly  yours. 


Dan’l  Clark. 


Washington,  Feb.  24,  1863. 

The  undersigned,  members  of  the  37th  Congress,  certify  to  the  efficiency  of  Rev. 
Amos  Brown  of  Havana,  N.  Y.,  in  advocating  the  passage  of  the  law  appropriating 
lands  to  the  states  for  the  use  of  Colleges.  We  believe  there  was  no  man  who  did 
more  to  impart  information  and  furnish  arguments  showing  the  propriety  of  the 
law,  and  he  richly  merits  the  thanks  of  all  its  friends. 

W.  E.  Lansing, 

Alfred  Ely, 

A.  L.  Diven,  27th  Dist.  N.  Y. 

R.  E.  Fenton,  31st  Dist.  N.  Y. 

R.  Franchot,  19th  Dist,  N.  Y. 
W.  A.  Wheeler, 

A.  B.  Orin, 

A.  W.  Clark, 

J.  P.  Chamberlain. 


The  cumulative  evidence  as  to  the  value  of  Dr.  Brown’s  efforts,  as 
given  above,  is  convincing. 

Efforts  by  Dr.  Evan  Pugh,  of  Pennsylvania,  to  Promote 
Legislation  by  Congress. 

In  a  “Report”  made  by  Dr.  Evan  Pugh,  President  of  the  Pennsyl¬ 
vania  State  College,  to  the  Trustees  of  the  College,  in  session  at 
Harrisburg,  January  6th,  1864 — full  reference  to  which  will  be  found 
in  the  historical  account  of  this  College,  given  in  the  present  volume 
of  this  Report  (see  ante  pages  502-3) — occur  the  following  statements 
relating  to  the  passage  of  the  law  of  Congress.  Dr.  Pugh’s  views 


848  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


in  regard  to  the  purpose  and  origin  of  the  movement  for  this  Land 
Grant  law,  are  of  interest.  The  “  Report  ”  is  evidently  designed  to 
induce  the  Legislature  to  give  the  use  of  the  National  Land  Grant  to 
this  college,  and  strenuously  urges  the  inability  of  the  Literary  Col¬ 
leges  to  carry  out  the  purposes  of  the  Law.  Dr.  Pugh’s  statements 
of  the  scope  and  needs  of  the  Institutions  designed  by  the  Law  indicate 
a  man  of  far  reaching  and  comprehensive  ideas. — The  “  Report”  fills 
36  pages.  The  following  are  the  passages  relating  to  the  influence  of 
the  friends  of  the  State  College  in  promoting  the  action  of  Congress: 

*  *  *  Our  next  question  is, 

Can  an  Endowment  Fund  sufficient  to  yield  $27,700  annually  be  secured  ? 

It  was  with  some  such  question  as  this  before  the  minds  of  the  Board  of  Trustees 
of  the  Agricultural  College  of  Pennsylvania,  that  they  labored  for  several  years  for 
the  passage,  by  Congress,  of  the  bill  donating  land  to  Agricultural  Colleges. 

It  was  with  this  question  in  his  mind  that  one  of  the  Board  turned  from  the  State 
Legislature,  where  he  had  labored  successfully  to  secure  funds  to  complete  our  Col¬ 
lege  buildings,  to  his  seat  in  Congress,  where  he  labored  no  less  successfully  to 
secure  the  means  of  their  endowment.  *  *  * 

The  grant  of  Land  and  Land  Scrip  from  Congress  to  the  several  States  for  the 
endowment  of  Agricidtural  Colleges. 

The  foregoing  considerations ,  in  great  part,  have  had  a  general  character,  relating 
to  the  whole  subject  of  Industrial  Education,  rather  than  to  the  Agricultural  Col¬ 
lege  of  Pennsylvania  in  particular.  This  form  of  considering  the  subject  has  been 
adopted,  because  all  questions  involved  in  the  general  consideration  applied  with 
especial  force  to  this  College. 

In  closing  this  report  I  would  venture  a  few  remarks  upon  what  would  seem  to 
be  the  legitimate  object  of  the  Land  Grant  by  Congress,  for  the  endowment  of  Col¬ 
leges  of  Agriculture  and  the  Mechanic  arts. 

This  Land  Grant  was  the  result  of  the  growing  intelligence  of  the  agricultural 
classes  of  the  country,  and  the  modern  development  of  all  those  sciences  which  have 
a  practical  bearing  upon  the  industrial  operations  of  life.  A  necessity  for  Industrial 
Colleges  was  felt  throughout  the  entire  country.  Literary  Colleges  not  only  failed 
to  supply  an  education  especially  adapted  to  the  peculiar  necessities  of  the  indus¬ 
trial  classes,  but  through  their  highest  officials  they  persistently  proclaimed  that  no 
such  special  College  education  was  requisite,  and  that  the  best  education  a  young 
man  could  have  to  fit  him  for  practical  duties  in  life,  was  to  be  found  in  the  study 
of  Latin  and  Greek.  The  idea  of  Industrial  Education  was  turned  into  ridicule, 
and  Industrial  Colleges  were  denominated  visionary  ideals  of  impracticable  men. 
Determined  that  means  should  be  provided  for  a  general  system  of  Industrial  Edu¬ 
cation,  a  few  prominent  friends  of  such  a  system  of  education  from  other  States,  in 
conjunction  with  the  friends  of  the  Agricultural  College  of  Pennsylvania,  after 
about  six  years  of  persistent  effort  secured  the  passage,  by  Congress,  of  the  Land 
Grant  bill.  This  bill  afforded  sufficient  land,  or  land  scrip  to  each  of  the  larger 
States,  to  enable  them,  with  a  reasonable  effort  from  the  State,  to  found  one  Agri¬ 
cultural  College.  Smaller  States  could  only  use  it  by  establishing  Agricultural 
Chairs  in  Literary  Colleges,  as  they  had  not  enough  to  endow  an  Industrial  College. 
The  object  of  the  bill  however,  was  most  distinctly  hot  simply  to  found  Industrial 
Chairs  in  Literary  Colleges,  but  to  endow  Industrial  Colleges  such  as  that,  the 
organization  of  which  has  been  discussed  in  this  paper.  #  *  * 

5th.  The  friends  of  the  Agricultural  College  of  Pennsylvania  secured  the  passage 
of  the  Land  Grant  bill  by  Congress. 

A  member  of  their  Board  of  Trustees  (then,  as  now,  a  prominent  member  of 
Congress)  devoted  almost  an  entire  session  in  Congress  to  its  passage,  and  other 
friends  of  the  College  visited  Washington  several  times  for  the  same  purpose. 
Without  their  aid  the  bill  woidd  not  have  passed. 

There  is  no  discrepancy  between  the  claims  of  Dr.  Brown  and  Dr. 
Pugh  and  doubtless  there  were  others  whose  efforts  were  as  essential. 
It  is  “the  long  pull,  the  strong  pull,  and  the  pull  altogether”  that 
counts  in  Legislation. 


IV. 


Commemorative  Addresses  Delivered  at  Amherst,  Massa¬ 
chusetts,  on  the  25th  Anniversary  of  the  Passage  of  the 
United  States  Land  Grant  Law  of  1862. 

INTRODUCTION. 

While  the  foregoing  account  of  the  activity  of  two  enthusiastic 
educators  in  urging  before  Congress  the  passage  of  the  Land  Grant 
Law  of  1862,  is  of  interest  for  the  glimpse  it  affords  of  the  far  reach¬ 
ing  views  of  the  zealous  friends  of  that  measure ;  the  following 
extracts  taken  from  the  Commemorative  Addresses  delivered  in 
honor  of  the  event,  at  the  Commencement  Exercises  of  the  Massa¬ 
chusetts  Agricultural  College,  at  Amherst,  in  1887,  on  the  occasion 
of  the  25th  Anniversary  of  the  passage  of  the  Law;  with  their  retro¬ 
spective  view  of  its  beneficent  activities,  will  be  found  of  notable 
interest. 

These  addresses  were  issued  in  pamphlet  form  by  the  college.* 
The  opening  address  by  President  Adams,  of  Cornell  University, 
New  York,  recalls  the  great  additional  value  of  this  grant  which 
was  secured  to  the  educational  interests  of  that  State,  by  the  wise 
foresight,  enterprise  and  generosity  of  the  late  Ezra  Cornell,  in  his 
care  for  that  imperial  domain  of  territory  given  to  it  by  the  Nation. 
The  words  of  Senator  Morrill,  charged  with  the  practical  good  sense 
so  characteristic  of  the  man,  and  the  account  of  the  State  institution 
of  Massachusetts,  whose  honored  guests  they  then  were,  so  well  told 
by  the  Hon.  Charles  G.  Davis,  are  of  veritable  historical  value. 
Want  of  space  alone  compels  the  giving  of  these  “  extracts,”  in  place 
of  reprinting  the  entire  contents  of  this  valuable  memorial  pamphlet. 

Memorial  Address 

BY 

Charles  Kendall  Adams,  LL.  D.,  President  of  Cornell 

University. 


THE  MORRILL  LAND  GRANT. 

It  was  a  remarkable  evidence  of  the  confidence  and  the  composure  of  our  federal 
legislature  that  in  1862,  just  twenty-five  years  ago,  they  were  able  to  give  their 
thoughts  to  the  framing  of  that  far-reaching  act,  in  commemoration  of  which  we 
are  to-day  assembled.  It  was  at  one  of  the  most  anxious,  if  not  one  of  the  darkest 
periods  of  our  terrible  war.  The  first  great  organized  advance  of  the  federal  forces 
was  just  coming  to  a  disastrous  end.  The  Peninsula  Campaign  in  which  were  cen¬ 
tered  all  the  nation’s  hopes  had  taken  time  for  the  most  complete  preparation  in 
order  that  no  repulse  might  be  possible.  Fair  Oaks,  Gaines  Mill,  Mechanicsville, 

*  Commemorative  Addresses,  1862-1887,  Massachusetts  Agricultural  College. — 
Addresses  delivered  at  the  Massachusetts  Agricultural  College  June  21st,  1887,  on 
the  25th  Anniversary  of  the  passage  of  the  National  Land  Grant  Act,  Amherst, 
Mass. ;  J.  E.  Williams,  Book  and  Job  Printer,  1887,  Pp.  61. 

ART— VOL  4 - 54 


849 


850  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Cold  Harbor,  Malvern  Hill, — names  that  even  now  send  a  shudder  into  thousands 
of  American  homes, — had  followed  in  rapid  succession,  and  our  baffled  army  took 
up  its  retreat  on  the  second  of  July,  the  very  day  on  which,  by  the  signature  of  the 
President,  the  act  in  which  we  have  now  so  much  interest,  became  a  law.  Little 
did  the  people  think  that  at  the  very  moment  they  were  watching,  with  bated  breath 
and  tearfid  eyes  for  every  new  sign  of  success  or  repulse,  there  was  going  forward 
to  completion  in  the  halls  of  legislation  at  the  National  Capitol,  a  great  act  of  states¬ 
manship  which  in  after  years  would  bring  the  people  together,  as  we  are  assembled 
here  to-day. 

A  GREAT  ACT  OF  STATESMANSHIP. 

And  yet  a  great  act  of  statesmanship  it  was.  In  the  few  moments  I  shall  detain 
you  it  will  be  my  effort  to  show  that  its  spirit  was  conceived  in  accordance  with  the 
best  traditions  of  our  country,  that  its  provisions  were  in  harmonious  accord  with 
the  general  spirit  of  the  time,  and  that  it  was  fraught  with  the  means  of  incalcu¬ 
lable  advantage  to  the  nation.  To  these  three  considerations,  then,  I  briefly  invite 
your  attention. 

Within  the  last  twenty-five  years  the  policy  of  rendering  national  and  state  aid 
to  educational  institutions  has  sometimes  been  gravely  questioned.  It  has  been 
asserted  that  the  work  of  education,  in  any  other  than  a  purely  elementary  sense, 
should  be  left  to  the  care  of  private  benevolence.  This,  however,  was  not  the  doc¬ 
trine  of  the  fathers.  As  was  so  eloquently  shown  fifty  years  ago,  when  the  orator 
selected  to  represent  Harvard,  and  Amherst,  and  Williams  pleaded  the  cause  of  the 
colleges  before  the  Legislature  of  Massachusetts,  it  was  the  states  acting  in  their 
organized  capacity,  that  provided  for  the  means  of  higher  education  as  well  as  for 
the  common  schools. 

THE  TRADITIONAL  POLICY  OF  THE  NEW  ENGLAND  STATES. 

Look  at  the  facts  of  that  early  history.  Years  before  the  famous  common  school 
law  was  passed,  provision  had  been  made  for  the  founding  of  a  college,  by  means  of 
a  tax  levied  upon  the  whole  people  of  the  Colony.  As  Mr.  Everett  said,  scarcely 
had  the  feet  of  the  Pilgrims  taken  hold  of  Plymouth  Rock,  when  a  year’s  rate  of 
the  Colony  was  levied  in  order  that  the  higher  learning  might  have  a  home  in  the 
New  World.  Nor  was  the  child  of  this  parentage  left  to  any  such  precarious  sup¬ 
port  as  might  be  afforded  by  private  benevolence.  Tbe  Court  Records  of  Massa¬ 
chusetts  in  the  colonial  period  are  sprinkled  over  with  evidence  of  the  most  solicit¬ 
ous  care.  It  was  in  the  days  of  poverty.  The  subsistence  of  the  president  and  the 
professors  or  tutors,  as  they  were  then  called,  was  immediately  dependent  on  the 
bounty  of  the  commonwealth.  Appropriations  for  buildings  and  for  lands  were 
from  time  to  time  made.  The  income  of  the  ferry  between  Poston  and  Cambridge 
was  appropriated  by  the  General  Court  to  the  use  of  the  college.  The  legislature 
selected  the  controlling  board.  In  short,  Harvard  College  was  an  institution  of  the 
government,  founded  by  it,  supported  by  it  and  controlled  by  it.  Before  the  days 
of  independence  arrived,  more  than  a  hundred  different  statutes  had  been  spread 
upon  the  legislative  record  for  the  purpose  of  guiding  and  assisting  this  child  of  the 
infant  state.  Even  in  the  constitution  of  1780  it  was  declared  forever  to  be  the  duty 
of  the  legislature  to  encourage  higher  learning  and  especially  the  University  at 
Cambridge.  And  it  was  not  until  the  sons  of  the  college  had  multiplied  and  grown 
rich,  that  the  legislature  said  to  them  as  late  as  1865  :  You  can  now  care  for  your 
benignant  mother  better  than  I  can.  therefore  I  pension  her  off  and  entrust  her  for¬ 
tunes  to  your  generous  keeping. 

STATE  AID  TO  EDUCATION. 

The  policy  of  Massachusetts  was  the  policy  of  Connecticut.  Long  before  Elihu 
Yale  gave  the  final  impulse  for  the  founding  of  the  college  which  was  to  bear  his 
name,  the  General  Court  had  carefully  considered  the  establishment  of  such  an 
institution.  The  subject  was  postponed  from  time  to  time,  not  because  there  was 
any  question  as  to  the  propriety  of  founding  such  an  institution ;  but  because  the 
population  was  as  yet  too  sparse  and  too  poor  to  furnish  the  pupils  for  two  colleges 
in  New  England.  And  so  it  was  not  till  more  than  sixty  years  had  passed  after  the 
founding  of  Harvard  that  the  second  New  England  College  was  established.  But 
after  its  establishment  its  history  was  much  like  that  of  its  elder  sister.  During  the 
whole  of  the  last  century,  as  the  first  President  Dwight  has  said  in  his  History,  it 
was  to  the  bounty  of  the  Legislature  of  Connecticut  that  the  support  of  Yale  Col¬ 
lege  was  chiefly  due.  Again  and  again  all  other  resources  failed.  It  was  the  legis¬ 
lature  that  erected  old  Connecticut  Hall  and  gave  to  it  the  name  of  its  benefactor. 


MEMORIAL  ADDRESS  BY  PRESIDENT  ADAMS. 


851 


THE  ORIGIN  OF  DARTMOUTH  COLLEGE,  IN  NEW  HAMPSHIRE. 

Then  look  at  the  history  of  Dartmouth.  The  college  began  as  a  work  of  charity. 
Gradually  it  grew  into  something  more  than  a  secondary  school.  But  during  the 
years  of  its  early  growth,  it  never  hesitated  to  call  for  aid  upon  the  Legislature  of 
New  Hampshire ;  and  its  call  was  seldom  heard  in  vain.  It  educated  many  of  the 
sons  of  Vermont,  and  in  due  time  it  called  upon  the  Green  Mountain  State  for  its 
share  of  assistance.  A  cheerful  recognition  of  the  obligation  was  the  result.  The 
land  of  a  township  was  given  to  the  college,  and  a  record  of  the  fact  was  stamped 
into  the  history  and  upon  the  map  of  the  state  by  giving  to  the  town  the  name  of 
the  college  president. 

A  LIKE  POLICY  OF  STATE  AID  TO  EDUCATION  IN  THE  SOUTHERN  STATES. 

What  was  true  of  the  method  that  prevailed  in  New  England  was  also  true  of 
the  South.  William  and  Mary,  the  second  college  established  in  the  Colonies,  took 
its  name  from  the  royal  benefactors  who  made  the  first  large  contribution  for  its 
support  out  of  the  public  treasury.  The  Colony  was  also  taxed  in  behalf  of  the 
institution.  A  part  of  the  value  of  every  pound  of  tobacco  raised  in  Virginia  had 
to  go  into  the  treasury  for  the  benefit  of  the  college.  This  continued  throughout 
colonial  days.  And  when  Jefferson  conceived  the  plan  of  the  University  of  Vir¬ 
ginia,  in  some  respects  the  grandest  educational  project  ever  devised  in  America, 
though  he  was  inclined  to  intrust  less  authority  to  the  government  than  any  other 
of  our  forefathers,  he  endeavored  to  make  the  institution  as  much  a  part  of  the 
educational  system  of  the  state  as  were  the  common  schools  themselves. 

HOW  THIS  POLICY  PROMOTED  HIGHER  EDUCATION. 

This  method  of  supporting  the  colleges,  moreover,  was  not  only  universal,  it  was 
also  effectual  in  that  it  planted  and  nourished  into  maturity  colleges  of  a  high  order 
of  mei'it  even  in  the  infant  days  of  our  national  life.  Not  only  were  admirable 
scholars  made,  but  they  were  made  in  large  numbers.  The  standards  of  those  days, 
it  is  true,  were  somewhat  different  from  the  standards  of  our  days ;  but  one  who 
looks  at  what  was  done,  while  recognizing  great  differences,  will  hesitate  long 
before  he  pronounces  them  inferior.  A  recent  and  eminent  superintendent  of  edu¬ 
cation  in  your  own  state  not  long  since  pronounced  the  opinion  that  the  standards 
of  higher  education  in  colonial  days  were  not  simply  relatively,  but  actually  higher 
than  the  standards  of  the  second  half  of  the  nineteenth  century.  I  am  not  here  to 
corroborate  this  statement  or  even  to  express  an  opinion  on  that  point.  But  we 
may  regard  it  as  certain  that  the  schools  that  could  train  the  men  of  revolutionary 
days  were  efficient  and  were  among  the  most  valuable  institutions  of  colonial  time. 

And  when  we  pass  on  from  colonial  days  to  the  days  of  the  republic,  we  find  that 
the  propriety  and  the  justice  of  these  methods  were  universally  recognized.  That 
first  great  ordinance  which  still  sheds  its  benign  influence  over  the  Northwest,  pro¬ 
vided  that  “Schools  and  the  means  of  education  shall  forever  be  encouraged.” 
And  from  the  day  of  that  benignant  provision  to  the  present  time,  no  territory  has 
been  organized  and  no  state  has  been  admitted  to  the  Union  without  provision  that 
a  part  of  its  domain  shall  be  set  apart  for  higher  learning  as  well  as  a  part  for  the 
common  schools. 

THE  MORRILL  LAND  GRANT  LAW  OF  1862  IN  THIS  LINE  OF  HIGH  PRECEDENTS. 

Thus  it  is  that  I  hold  the  Land  Grant  of  1862  to  have  been  in  strict  accordance 
with  the  best  traditions  of  our  educational  history. 

The  second  part  of  my  thesis  is  that  the  Morrill  Land  Grant  was  in  strict  accord¬ 
ance  with  the  spirit  of  the  present  time. 

We,  doubtless,  sometimes  talk  flippantly  and  unwisely  of  what  we  call  the  spirit 
of  the  age.  And  yet  the  age  in  which  we  live  has  certain  peculiarities  which  we 
can  hardly  go  astray  in  trying  to  characterize.  They  are  so  distinctly  marked, 
indeed  they  are  so  generally  acknowledged  and  understood  that  even  to  speak  of 
them,  subjects  one  to  the  charge  of  dealing  with  the  common-place.  But  the  rela¬ 
tion  of  these  characteristics  to  matters  of  education  is  so  important  that  I  shall 
venture  briefly  to  speak  of  them. 

During  the  middle  ages  the  work  of  the  schools  was  limited  to  the  education  of 
those  who  were  to  go  into  the  learned  professions.  It  is  even  a  matter  of  some 
doubt  whether  the  great  Charles,  the  organizer  of  schools  in  France  and  Germany, 
could  himself  write  or  read.  It  is  certain  that  one  of  the  greatest  of  French  mili¬ 
tary  leaders,  as  late  as  the  time  when  the  Renaissance  was  beginning  to  dawn,  was 
absolutely  illiterate. 


852  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Nor  was  this  condition  of  affairs  a  singular  one,  or  one  that  should  excite  our 
surprise.  Before  the  introduction  of  the  Baconian  philosophy,  the  methods  of  look¬ 
ing  at  the  problems  of  life  were  the  reverse  of  the  methods  that  have  now  come  to 
prevail.  Aristotle  said,  “  Look  into  your  own  minds,  study  the  nature  of  thought, 
look  into  the  nature  of  things,  and  thus  you  will  be  able  to  reason  out  the  course  of 
conduct  you  ought  to  pursue.”  The  Aristotelian  philosophy  prevailed  until  the  sev¬ 
enteenth  century .  At  length  came  Bacon  and  Descartes.  Their  methods  were  the 
opposite.  They  said,  study  things  not  so  much  in  their  nature, — which  you  cannot 
know  anything  about  by  a  process  of  reasoning — as  in  their  characteristics  and 
relations.  You  are  to  reason  from  their  external  appearance  and  characteristics 
which  everybody  can  investigate  and  in  some  sense  at  least  understand  into  their 
internal  natures.  Thus  it  was  that  the  Baconian  or  inductive  philosophy  had  for 
its  aim  the  setting  of  all  thinking  beings  to  the  examining  of  the  things  everywhere 
about  them.  It  taught  not  only  that  the  domain  of  thought,  but  also  that  the 
domain  of  action,  was  open  to  the  scrutiny  of  human  intelligence.  It  exhorted 
everybody  to  pry  into  whatever  there  was  within  the  range  of  observation.  Exam¬ 
ine  the  methods  of  nature,  in  order  to  discover  the  laws  of  nature.  Examine  the 
habits  of  animals  in  order  to  become  acquainted  with  the  laws  of  their  development. 
Study  the  rocks,  the  trees,  the  plants,  the  flowers,  in  fact,  study  all  the  domain  of 
nature,  in  order  to  discover  the  secrets  of  nature.  The  exhortation  was  followed  in 
the  course  of  the  last  century  by  the  birth  of  what  are  called  the  Natural  Sciences. 

It  is  not  singular  that  this  method  immediately  began  to  insist  on  the  examination 
of  institutions  as  well  as  the  things  of  nature.  Heretofore,  the  rights  of  the  church, 
the  rights  of  the  king,  the  rights  of  all  governing  powers,  rested,  not  on  any  evi¬ 
dence  that  such  forms  and  methods  by  actual  experience  had  been  shown  to  con¬ 
duce  to  the  largest  happiness  of  man,  but  rather  on  some  pronounced  right  that  was 
founded  on  authority  either  human  or  divine.  But  now  came  a  change.  The 
Baconian  philosophy  taught  that  men  might  examine  the  conduct  of  government ; 
and  they  drew  the  logical  inference  that  if  they  might  examine,  they  might  act  on 
the  results  of  examination.  This  they  did  not  hesitate  to  do.  It  is  an  interesting 
fact  that  the  immortal  work  of  Bacon  which  embodied  and  put  into  permanent 
scientific  form  the  results  of  his  studies  and  the  substance  of  his  philosophy  was 
published  in  1620,  the  very  year  of  the  Pilgrims  at  Plymouth,  just  twenty-two  years 
before  the  vigorous  outbreak  of  the  English  Revolution. 

SIGNIFICANCE  OF  THE  BACONIAN  PHILOSOPHY. 

Now  what  was  the  educational  significance  of  this  movement?  Why,  simply 
this.  It  opened  the  whole  l’ealrn  of  nature  as  the  legitimate  field  of  investigation 
and  study.  Before  this  time  the  work  of  the  schools  and  universities  had  been  con¬ 
fined  to  developing  the  minds  of  the  pupil  and  the  teaching  of  the  four  learned  pro¬ 
fessions — theology,  medicine,  law,  and  pedagogy.  Universities  had  been  established 
in  the  twelfth,  thirteenth,  foui-teenth,  and  fifteenth  centuries  in  all  parts  of  Europe, 
but  in  no  one  of  them  were  studies  carried  on  in  accordance  with  the  modern  inves¬ 
tigating  spirit.  This  is  not  strange,  for  the  sciences  had  not  yet  been  born.  They 
could  not  come  into  existence  till  the  investigating  or  inductive  methods  of  study 
had  come  to  prevail,  ami  these  methods  it  was  that  the  Baconian  philosophy 
ushered  in. 

A  change  of  this  nature  was  necessarily  slow  in  making  itself  observed.  But 
there  was  here  and  there  a  man  who  caught  the  new  spirit  and  preached  the  new 
doctrine.  The  most  enlightened  man  of  the  next  generation  was  Milton.  He  had 
in  the  vast  stoi’es  of  his  mind  all  the  wealth  of  ancient  learning.  But  he  saw  the 
full  significance  of  the  new  philosophy  and  so  every  page  of  his  tractate  on  Educa¬ 
tion  is  redolent  with  the  modern  spirit.  Here  are  some  of  his  words,  “  I  call  there¬ 
fore  a  complete  and  generoxxs  education,  that  which  fits  a  man  to  perform  justly, 
skillfully,  and  magnanimously  all  the  offices,  both  private  and  public  of  peace  and 
war.”  This  comprehensive  definition  might  not  inaptly  be  emblazoned  as  a  motto 
upon  the  walls  of  every  one  of  the  institutions  founded  by  the  Morrill  Grant  of  1862. 

But  the  doctrine  of  Milton  was  slow  in  permeating  educated  society.  Institu¬ 
tions  of  learning  are  proverbially  conservative.  The  universities  resisted  all  change 
until  the  necessity  of  change  made  itself  everywhere  apparent.  A  century  passed 
on  during  which  the  ideas  of  Bacon  and  Milton  were  gradually  infiltrating  them¬ 
selves  into  the  minds  of  the  people.  Then  came  the  great  book  of  Adam  Smith 
on  the  Wealth  of  Nations, — a  book  which  is  entitled  to  this  distinction  that  by 
combining  the  Aristotelian  with  the  Baconian  methods  it  sought  to  establish  a 
science  of  wealth  on  a  philosophical  basis.  The  premises  and  the  reasoning  on 
which  conclusions  were  founded  were  not  in  my  judgment  without  great  errors; 
but  the  book  had  its  bearings  on  education  scai'cely  less  important  than  its  bearings 
on  political  economy  and  finance.  Its  teachings  were  essentially  this :  the  best 


THE  BEGINNINGS  OF  TECHNICAL  EDUCATION  IN  SCIENCE.  853 


thing  government  can  do  with  men,  as  a  rule ,  is  simply  to  protect  them  against 
abuses  from  their  fellows,  and  then  let  them  alone.  This  doctrine,  however  faulty, — 
and  civilization  is  now  teaching  that  it  is  full  of  faults, — carried  with  it  this  logical 
conclusion.  If  it  be  true,  that  men  will  most  successfully  work  out  their  own  for¬ 
tune  and  destiny,  when  not  interfered  with  by  government,  it  follows  that  they 
must  acquire  the  general  intelligence  suitable  for  self  guidance,  and,  consequently, 
that  far  more  generous  provisions  for  education  must  be  made  than  had  ever  before 
been  provided  for. 

These  doctrines  of  Adam  Smith,  moreover,  were  in  complete  harmony  with  what 
are  commonly  called  the  revolutionary  doctrines  of  the  latter  part  of  the  last  cen¬ 
tury.  Jefferson,  as  well  as  Adam  Smith,  preached  the  doctrine  of  letting  men  and 
things  alone.  And  it  was  precisely  because  kings  and  parliaments  and  nobles  and 
hereditary  lords  would  not  let  men  and  things  alone,  that  the  revolution  came  on 
in  America,  and  a  little  later  in  France. 

THE  BIRTH  OF  MODERN  SCIENCE. 

There  is  another  phase  of  the  course  of  events  that  is  worthy  of  note.  While  the 
revolutionary  ideas  in  regard  to  the  proper  attitude  of  government  toward  the  peo¬ 
ple  were  taking  root  there  was  another  revolution  going  on  which  had  even  greater 
significance.  The  Baconian  doctrine  of  investigation  was  beginning  to  bear  fruit. 
As  a  consequence  the  modern  sciences  had  come  into  being.  In  all  parts  of  the 
world  every  bright  boy  was  looking  into  things.  Every  intelligent  man  was  think¬ 
ing  of  the  ways  by  which  his  means  of  subsistence  could  be  improved.  You  know 
the  result  was  the  most  remarkable  succession  of  inventions  that  history  has  ever 
known  anything  about.  The  power  loom,  the  spinning  jenny,  the  application  of 
steam  to  the  driving  of  machinery,  the  cotton  gin,  the  invention  of  the  locomotive 
engine,  the  building  of  roads  and  canals,  not  only  changed  the  methods  of  existence 
from  top  to  bottom,  but  also  made  everybody  the  near  neighbor  of  everybody  else. 
Contemplate  one  or  two  simple  facts.  At  the  middle  of  the  last  century  it  was  still 
the  regular  method  of  conveying  freight  in  England  between  London  and  the 
interior  to  put  it  into  crooks  thrown  across  the  backs  of  mules,  and  send  it  along 
the  narrow  pathways  that  crossed  the  country.  But  what  a  miracle  was  soon 
wrought.  When  Emerson  visited  England  about  the  middle  of  the  present  cen¬ 
tury  he  recorded  in  his  “  Notes”  that  the  working  power  of  steam  in  Great  Britain 
alone,  was  equal  to  the  strength  of  six  hundred  millions  of  men  ;  and  that  thirty- 
six  thousand  ships  were  employed  in  carrying  British  products  to  distant  parts  of 
the  world.  What  a  mighty  revolution  was  that? 

It  is  interesting  to  note  that  these  two  revolutions,  the  political  and  philosophical 
on  the  one  hand,  and  the  social  and  economic  on  the  other,  were  strictly  contempo¬ 
raneous.  As  we  said  that  the  date  of  the  Novum  Organum  was  the  date  of  the 
Pilgrims,  so  we  may  note  that  the  date  of  the  “Wealth  of  Nations”  and  of  the 
patents  of  Watt  and  Bolton  were  all  within  the  years  of  our  revolutionary  war. 

TECHNICAL  AND  SCIENTIFIC  SCHOOLS  THE  OUTCOME  OF  THE  NEW  NEEDS. 

Now  it  is  a  curious  fact,  that  although  it  was  in  England  that  these  two  revolu¬ 
tions  had  their  origin,  it  was  also  in  England  that  the  educational  results  of  these 
revolutions  were  slowest  and  latest  in  making  themselves  felt.  The  reason,  how¬ 
ever,  is  not  far  to  seek.  England  was  the  first  to  take  advantage  of  the  new  inven¬ 
tions.  Factories  had  sprung  into  existence  on  every  hillside  and  on  every  stream, 
and  British  goods  had  taken  possession  of  every  market  in  the  world.  The  states¬ 
men  in  France  and  Germany  saw  that  nothing  but  a  systematic  establishment  of 
technical  schools  would  regain  for  the  nations  of  the  continent  the  industrial 
importance  which  they  had  lost.  And  so  industrial  and  technical  schools  were 
rapidly  established.  The  Ecole  Polytechnique  came  into  existence  in  1795.  A  school 
of  similar  purpose  was  established  at  Chalons  in  1802  ;  another  at  Angers  in  1811, 
and  another  at  Aix  in  1843.  The  still  more  famous  Ecole  Centrale  at  Paris  came 
into  existence  in  1829  with  its  array  of  schools  for  the  education  of  mechanical 
engineers,  civil  engineers,  chemists,  and  architects.  Besides  these  there  were  estab¬ 
lished  a  vast  number  of  trade  schools  of  every  kind,  with  shops  for  the  teaching  of 
methods  of  working  in  wood  and  iron  and  brass  and  other  metals.  In  Paris  alone 
there  are  more  than  a  hundred  such  schools  open  alike  to  natives  and  to  foreigners. 

In  Germany  the  activity  in  this  direction  has  been  even  more  marked.  Austria 
has  seven  great  technical  schools  and  Prussia  has  nine.  The  new  home  of  the 
Polytechnic  at  Berlin,  perhaps  the  finest  educational  building  in  the  world,  has,  it 
is  said,  accommodations  for  m  less  than  four  thousand  students. 

Moreover,  besides  these  great  centres  of  the  higher  grades  of  technical  education, 
there  is  a  vast  number  of  schools  of  a  more  elementary  grade.  These  are  grouped 
about  every  industrial  nucleus  in  the  country.  In  Hamburg  alone  nearly  a  hundred 


854  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


teachers  are  employed  to  give  instruction  in  technical  and  industrial  subjects  to  the 
thousands  of  pupils  that  throng  the  rooms.  At  the  little  mountain  city  of  Chemnitz 
in  Saxony  there  are  five  higher  technical  and  trade  schools,  and  so  successful  have 
these  schools  been  within  the  past  few  years  in  producing  skilled  labor,  that  from 
the  single  county  of  Nottingham,  in  England,  it  is  said  that  more  than  half  a  score 
of  great  manufacturing  firms  have  transferred  their  machinery  to  Saxony  in  order 
to  avail  themselves  of  the  superior  workmanship  that  is  there  offered.  And  it  is  in 
this  way  that  Germany,  by  means  of  her  technical  schools,  is  taking  from  England 
her  industrial  supremacy. 

At  last  England  has  come  to  see  her  danger.  At  Manchester,  at  Sheffield,  at 
Birmingham,  and  in  London  technical  schools  of  some  merit  have  recently  been 
established.  At  last  the  scholastic  tranquillity  of  Cambridge  even  has  been  disturbed 
by  the  noise  of  the  saws  and  the  lathes  ancl  the  planing  machines  of  a  technical 
school ;  and  even  old  Eton,  that  has  rested  for  centuries  in  its  quiet  beauty  under 
the  shadows  of  Windsor  Castle,  and  for  centuries  has  been  the  favorite  school  of  the 
scions  of  nobility,  has  been  obliged  to  yield  to  the  universal  demand.  By  establish¬ 
ing  a  technical  annex  she,  however  unwillingly,  has  paid  tribute  to  the  inevitable. 

THE  FIRST  AGRICULTURAL  SCHOOLS. 

But  this  is  only  one  phase  of  the  general  movement.  The  other,  that  which  per¬ 
tains  to  agriculture,  is  equally  striking  and  equally  important. 

Agricultural  schools  were  established  in  Germany  early  in  the  present  century. 
But  it  was  not  till  after  Liebig  in  1844  published  his  famous  work  on  “Chemistry 
as  applied  to  Agriculture”  that  any  real  impulse  was  given  to  agricultural  schools. 
But  Liebig  proved  beyond  the  possibility  of  doubt  two  things.  The  one  was  that 
however  great  the  draft  upon  the  soil,  the  fertility  may  be  fully  maintained  and 
even  increased  by  restoring  to  the  soil  the  mineral  and  the  organic  matter  taken 
from  it  at  the  harvest.  The  second  truth,  and  one  even  more  important  than  the 
other,  was  that  the  proportions  and  quantities  of  the  ingredients  taken  up  by  the 
crop  are  so  variable  and  so  different  under  differing  circumstances  that  nothing  less 
than  a  careful  and  scientific  study  of  soils  will  enable  one  to  restore  those  ingredients 
in  the  most  efficient  and  economical  proportions.  It  was  accordingly  held  that  for 
the  encouragement  of  such  studies,  schools  of  agriculture  must  be  multiplied. 

HOW  AGRICULTURAL  EDUCATION  IS  CARED  FOR  IN  GERMANY. 

And  from  that  day  to  this  the  number  as  well  as  the  efficiency  of  the  schools  has 
steadily  increased.  Prussia  alone  has  four  higher  agricultural  colleges  with  some 
eighty  professorships ;  she  has  more  than  forty  lesser  schools,  ah  having  model 
farms  ;  she  has  five  special  schools  for  the  cultivation  of  meadows  and  the  scientific 
study  of  methods  of  irrigation ;  she  has  one  special  school  for  the  teaching  of  those 
who  desire  to  reclaim  swamp  lands ;  she  has  two  special  schools  for  teaching  the 
growing  of  fruit  trees  in  industrial  nurseries ;  she  has  a  school  for  teaching  horse¬ 
shoeing  ;  one  for  teaching  silk  raising ;  one  for  the  raising  of  bees ;  and  one  for 
teaching  the  cultivating  of  fish.  Besides  all  these  she  has  twenty  special  schools 
for  the  education  of  gardeners  ;  and  fifteen  schools  for  the  training  of  those  who  are 
to  cultivate  the  grape. 

The  example  of  Prussia  has  been  imitated  by  the  other  German  states.  The  little 
Kingdom  of  Bavaria,  scarcely  larger  than  Massachusetts,  has  twenty-six  agricul¬ 
tural  colleges,  besides  more  than  two  hundred  agricultural  associations.  Wurtern- 
berg,  still  smaller  in  area,  has  sixteen  colleges,  and  seventy-six  associations.  Baden, 
with  a  population  of  only  a  million,  has  fourteen  agricultural  colleges  besides  four 
schools  of  gardening  and  forestry.  Saxony,  with  its  dense  population  of  two  mil¬ 
lions  compacted  into  a  space  hardly  larger  than  two  American  counties,  has  four 
higher  colleges  and  twenty  agricultural  schools  besides  a  veterinary  college,  and  a 
department  of  agriculture  of  twenty  professors  at  the  University  of  Leipsic.  Saxe 
Weimar,  with  a  population  of  no  more  than  230,000  souls,  has  three  agricultural 
colleges  besides  an  agricultural  department  with  fifteen  professorships  at  the  Uni¬ 
versity  of  Jena. 

And  what  has  been  the  result?  Simply  this,  that  while  in  every  one  of  the 
American  states,  as  is  shown  by  the  agricultural  reports,  the  average  crop  per  acre 
has  been  steadily  growing  less  and  less,*  the  average  crop  in  Germany  has  been  as 


*  Authority  for  this  statement  may  be  found  in  the  Report  of  the  Commissioner  of 
Agriculture  for  the  year  1886,  p.  19.  It  is  there  shown  that  the  average  yield  of  the 
leading  cereals  between  1870  and  1879  was  considerably  greater  than  that  from  1879 
to  1885.  The  diminution  is  shown  by  the  following  figures  :  The  average  Corn  crop 
declined  from  26.8  to  25.1  bushels  per  acre  ;  Wheat,  from  12.5  to  12.1 ;  Oats,  from 
27.5  to  27.2 ;  Rye,  from  14.2  to  12.8 ;  Barley,  from  22.4  to  22.08 ;  and  Buckwheat, 
from  17.5  to  1345. 


DEVELOPMENT  OF  SCIENTIFIC  EDUCATION  IN  THE  U.  S.  855 


steadily  growing  more  and  more.  In  view  of  these  facts,  we  ought  to  bow  our 
heads  in  humility  if  not  in  shame.  At  least  let  us  cease  our  unwarranted  boasting 
about  the  superiority  of  our  educational  facilities. 

Such  have  been  the  tendencies  in  other  parts  of  the  world,  and  I  trust  that  you 
will  agree  with  me  in  thinking  that  the  Morrill  Grant  in  purpose  and  in  aim  was 
in  harmony  with  the  general  spirit  and  the  best  tendencies  of  the  times. 

WHAT  THE  “MORRILL”  LAND  GRANT  LAW  HAS  DONE  FOR  THIS  COUNTRY. 

The  third  part  of  my  thesis  is  the  proposition  that  this  land  was  fraught  with  the 
means  of  incalculable  advantage  to  the  nation. 

I  am  willing  to  concede  that  in  many  cases  the  avails  of  the  grant  were  not  so 
large  as  they  should  have  been.  *  *  * 

But  notwithstanding  the  difficulties  in  the  way  of  realizing  the  full  value  of  the 
grant,  no  one,  I  imagine,  will  have  the  hardihood  to  deny  that  a  great,  an  immense 
good  has  been  accomplished.  Look  at  a  few  of  the  facts  and  figures.  The  Land 
Grant  amounted  to  17,430,000  acres.  The  sum  realized  from  the  sale  of  this  scrip  is 
reported  to  have  been  $7,545,405.  This  sum  has  been  greatly  increased  by  additions 
of  grounds,  buildings,  apparatus,  and  money  given  by  benevolent  individuals.  In 
this  way  the  land  scrip  fund,  which  in  New  York  amounted  to  scarcely  more  than 
$600,000,  has  been  augmented  to  not  less  than  about  $6,000,000.  Though  the  uni¬ 
versity  to  which  I  refer  has,  perhaps,  been  the  most  fortunate  of  the  land  grant 
institutions,  gifts  with  a  similar  purpose  have  likewise  increased  the  endowments 
in  other  states.  The  result  is  that  the  latest  reports  show  that  these  colleges  now 
employ  nearly  five  hundred  professors  and  teachers,  and  give  instruction  to  some 
five  thousand  students.  Many  of  these  students  have,  in  turn,  become  teachers  in 
other  schools  and  colleges.  From  the  institution  with  which  I  have  the  honor  to  be 
connected,  I  recall  the  names  of  at  least  twelve  of  the  graduates  who  have  become 
professors  of  some  branch  of  Agriculture  in  other  schools  of  collegiate  grade.  In  a 
similar  way,  the  other  land  grant  colleges  are  disseminating  knowledge  on  those 
great  subjects  which  were  especially  named  in  the  bill. 

But  this,  of  course,  has  been  but  a  small  part  of  the  work.  Thousands  of  young 
men,  educated  in  the  various  branches  of  Agriculture  and  Mechanical  Science,  have 
gone  forth  to  engage  in  the  practical  duties  of  life,  and  thus  have  disseminated  and 
multiplied  the  knowledge  they  have  received.  The  work  is  to  go  on  with  ever 
accelerating  vigor,  and  thus  there  will  be  sent  out  a  continued  succession  for  all 
future  time. 

There  is  another  feature  of  the  benefits  received  from  this  great  measure  that 
ought  not  to  be  overlooked.  I  refer  to  the  fact  that  centres  of  agricultural  knowl¬ 
edge  have  been  established  in  all  the  States  of  the  Union.  The  science  of  agricul¬ 
ture,  before  almost  absolutely  unknown  by  the  masses  of  the  people,  has  come  to  be 
in  some  measure  at  last  respected  and  even  honored.  The  agricultural  necessities 
of  the  country  have  been  made  more  apparent.  To  some  thousands  of  young  men 
the  stupendous  fact  is  now  taught  that  nature  will  not  be  cheated  of  her  rights,  and 
that  for  everything  you  take  out  of  the  soil,  you  must  put  something  back,  or  the 
time  will  come  when  nature’s  cashier  will  cease  to  honor  your  drafts,  and  you  will 
end  in  bankruptcy. 

And  what  a  field  for  such  teaching  there  is ;  look  at  the  statistics  of  our  Agricul¬ 
tural  Department.  In  every  one  of  the  states,  in  the  North,  in  the  South,  in  the 
East  and  even  in  the  West,  the  yield  per  acre  of  all  the  great  cereal  crops  has  been 
steadily  declining  since  the  early  years  of  the  Century.  The  American  farmer  has 
impoverished  the  soil, — and  then  gone  West.  It  is  not  certain  that  this  process 
has  even  yet  been  arrested.  The  last  statistics  available  for  general  comparison  are 
not  very  reassuring.  If  the  New  England  States  have  held  their  own,  it  has  not 
been  by  means  of  improved  agriculture,  but  by  the  general  establishment  of  manu¬ 
factories.  The  same  process  has  been  going  on  that  converted  many  of  the  fertile 
lands  of  Virginia  into  pine  barrens.  As  we  all  know  too  well  thousands  of  acres  in 
the  Eastern  States  have  been  abandoned  as  practically  worthless.  Meanwhile  the 
streams  of  immigration  and  emigration  have  been  going  on.  The  Irish  and  the 
Germans  have  come  to  Massachusetts  ;  but  the  farmers  of  Massachusetts  have  gone 
to  New  York  and  Ohio,  the  people  of  New  York  have  gone  to  Indiana  and  Illinois, 
and  the  people  of  Indiana  and  Illinois  have  gone  to  Kansas  and  the  farther  West. 
Ever  westward  has  been  the  movement  until  the  current  has  been  arrested  on  the 
slopes  of  the  Pacific.  At  length  there  is  no  West,  to  whose  virgin  soil  we  may  flee. 
Our  farmers  no  longer  have  the  choice  between  remaining  poor  or  moving  toward 
the  setting  sun  ;  they  have  the  other  alternative,  the  one  which  has  long  confronted 
the  farmers  of  the  old  world,  remaining  poor  or  a  more  perfect  knowledge  of  the 
conditions  under  which  nature  will  yield  a  bounteous  and  profitable  return. 


856  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


DANGERS  ARISING  FROM  RECKLESS  DESTRUCTION  OF  FORESTS. 

Then  look  at  another  fact.  In  many  regions  of  our  country  the  same  desolating 
process  is  going  on  that  lias  reduced  the  fertile  fields  about  the  Mediterranean  to 
sterile  deserts.  The  trees  are  being  swept  away  and  thus  we  attempt  to  frustrate 
the  methods  by  which  an  all  wise  Providence  designed  that  the  moisture  in  the 
deep  should  be  taken  up  into  the  plant  and  cast  off  into  the  clouds  to  be  returned 
again  as  rain.  What  has  been  the  result?  The  rainfall  lias  been  diminished,  the 
showers  which  heaven  still  does  not  refuse  to  furnish,  instead  of  being  welcomed 
by  the  soft  verdure  of  forests  and  cultivated  fields  and  lovingly  kept  in  the  soil  for 
the  good  of  all  animal  and  plant  life,  is  repelled  by  parched  hill  sides,  so  that  it  shoots 
off  in  angry  torrents  and  is  soon  once  more  in  the  lakes  and  the  great  rivers  and 
the  oceans  beyond .  Thus  by  a  perfectly  explicable  method  our  climate  is  under¬ 
going  a  change  and  it  is  the  change  which  in  some  of  the  regions  of  the  old  world 
has  caused  the  sands  to  drift  over  regions  that  were  once  the  homes  of  a  prosperous 
people. 

Amd  yet  however  great  the  difficulties  may  seem,  there  is  no  tendency  of  nature 
that  is  more  amenable  to  the  influence  of  man’s  appreciative  intelligence.  Every¬ 
body  remembers  Emerson’s  allusion  to  the  ability  of  the  English  by  the  planting  of 
trees  on  the  borders  of  Egypt  to  bring  rain  again  after  a  drought  of  three  thousand 
years.  We  have  been  doing  the  same  thing  in  the  West ;  for  the  planting  of  trees 
and  cornfields  in  Kansas  and  Nebraska  up  to  the  very  frontier  has  already  pushed 
the  rain-line  farther  west  by  more  than  a  hundred  miles.  The  Reports  of  the  Com¬ 
missioner  of  Agriculture  are  teeming  with  facts  of  similar  significance.  It  is  esti¬ 
mated,  for  example,  that  the  loss  from  the  swine  plague  alone  reaches  annually 
some  thirty  millions  of  dollars,  and  that  the  value  of  corn  and  wheat  annually 
destroyed  by  fungi  is  not  less  than  the  enormous  sum  of  two  hundred  millions.* 

These  are  some  of  the  lessons  and  some  of  the  necessities  that  are  taught  by 
experience;  and  yet  they  are  only  hints,  as  it  were,  designed  to  show  how  vast 
is  the  domain  that  invites  the  careful  study  of  our  schools  and  colleges.  It  is 
into  this  domain  that  the  people  were  invited  by  the  wise  Land  Grant  of  1862.  It 
is  in  this  domain  that  the  colleges  and  universities  founded  on  that  grant,  if  the}' 
live  up  to  their  high  behest,  will  accomplish  results  that  shall  be  for  the  helping,  if 
not  for  the  healing  of  the  nations. 


Address  by 

Hon.  Justin  S.  Morrill,  United  States  Senator  for  Vermont. 

While  having  some  words  to  which  I  may  not  unwillingly  give  utterance,  yet,  not 
until  within  the  past  two  weeks  have  I  had  any  expectation  of  being  able,  in 
response  to  the  invitation  of  January  last,  to  be  present  on  this  25th  Anniversary 
of  the  passage  of  the  act  by  which  this  and  other  similar  colleges  have  been  estab¬ 
lished  in  the  several  states.  I  am  glad  to  recognize  your  observance  of  the  day  as 
evidence  that  these  institutions  have  won  some  consideration  and  hold  here  your 
cordial  respect.  I  do  not  feel  that  the  Land-Grant  Colleges  derive  any  dignity  from 
the  author  of  the  act  of  Congress  to  which  they  owe  their  birth,  however  dear  to 
me  his  reputation  may  very  naturally  be  supposed  to  be.  The  existence  of  the 
Colleges  can  alone  be  vindicated  by  the  reason  that  they  are  not  superfluous  but 
indisputably  wanted;  and  that  their  work  is  not  Utopian  but  practically  of  real 
service  to  the  country.  They  must  derive  all  of  their  dignity,  not  from  any  real  or 
supposed  obstacle  encountered  in  their  origin,  but  from  the  substantial  equivalent 
they  give  for  the  four  years  of  vigorous  life  surrendered  by  students  to  their  guid¬ 
ance,  and  from  the  lustre  reflected  upon  them  by  their  alumni. 

The  importance  of  the  early  training  of  the  horse  and  the  ox  has  never  been  lost 
sight  of  by  mankind  ;  a  seven  years’  apprenticeship  has  been  thought  not  too  much 
to  acquire  the  skill  of  a  master  mechanic  ;  and  the  importance  of  long  terms  of 
human  training,  for  the  professions  of  theology,  law,  medicine,  and  pedagogy,  has 
for  years  been  held  to  be  indispensable.  But  these  learned  professions,  important  as 
they  are,  numerically  include  only  a  small  fraction,  comparatively,  of  the  human 
race  ;  and,  yet,  it  is  hardly  too  much  to  say,  that  our  ancient  colleges  and  universi¬ 
ties  mainly  provided  instruction  originally  intended  exclusively  for  those  who 
sought  to  be  equipped  for  these  special  classes.  The  great  majority  of  mankind, 
therefore,  lacking  perhaps  neither  ambition  nor  native  ability,  were  dependent  upon 
the  hap-hazard  of  self-culture,  or  upon  being  taught  in  some  brief  way  in  the  district- 
school  how  to  read,  write,  and  cipher.  If  this  uncounted  and  unrepresented  multi¬ 
tude  sought  to  acquire  knowledge  of  more  practical  value  in  the  voyage  of  life,  they 
soon  found  that  useful  knowledge  was  often  estimated  in  ancient  and  richly  endowed 


*  Report  of  Commissioner  of  Agriculture  for  1866,  Pp.  11,24. 


ADDRESS  BY  SENATOR  MORRILL  OF  VERMONT. 


857 


institutions  to  mark  the  humble  station  of  steerage  passengers,  while  the  august 
institutions  assumed  to  provide  alone  for  passengers  in  the  cabin,  and,  for  them — 
having  reluctantly  abandoned  the  discipline  of  the  “  birch  ” — only  intellectual  disci¬ 
pline,  the  efficacy  of  which  no  one  disputes,  though  no  less  efficacy  maybe  claimed 
in  behalf  of  studies  for  scientific  use  than  for  classic  ostentation. 

An  eminent  orator  of  Harvard  College,  it  is  reported,  once  asked,  “What  is  a 
University?”  and  answered  it  by  quoting  himself  as  having  said  thirty  years  before 
that,  “A  University  is  a  place  where  nothing  useful  is  taught,  and  a  University  is 
possible  only  where  a  man  may  get  his  livelihood  by  digging  Sanscrit  roots.” 

This  may  have  been  sanctioned  by  the  authority  of  longevity,  and  certainly 
appeared  thirty  years  ago  as  too  antiquated  and  limited  for  the  general  wants  of 
American  citizens,  who  claim  that  in  any  sphere  of  life  education  pays,  that  all 
persons,  however  humble  their  pursuits,  become  more  valuable  by  education,  more 
useful  to  themselves  and  to  the  community,  and  especially  so  where  each  one  has  a 
visible  and  responsible  share  in  the  government  under  which  he  lives. 

Something  more  than  a  system  of  liberal  education  for  the  class  of  the  so-called 
“liberal  professions”  was  demanded,  and  this  class,  where  the  greatest  number  of 
representatives  of  the  highest  culture  now  exists,  should  all  gladly  welcome  additions 
to  their  own  numbers  of  other  learned  men.  The  great  army  of  industrious  laborers 
in  the  field  and  workshop,  in  mines  and  factories,  or  on  railroads  and  other  business 
enterprises — ready  at  any  time  to  give  their  lives  in  support  of  the  liberties  and 
union  of  the  nation — had  some  right  to  more  of  sound  and  appropriate  learning  that 
would  elevate  and  especially  profit  them  in  their  respective  future  careers. 

THE  FEW  YEARS  OF  SCHOOL  LIFE  CONTRASTED  WITH  THE  SUM  OF  DESIRABLE 

KNOWLEDGE. 

The  school-age  of  man  is  far  too  brief  for  the  acquirement  of  all  knowledge  of 
philosophy,  letters  and  science,  and  where  the  dead  languages  have  the  primacy, 
there  is  little  chance  for  the  sciences,  for  modern  languages,  or  even  for  our  native 
tongue,  or,  indeed,  for  much,  with  scholarly  thoroughness,  in  anything  else.  A 
mere  smattering  of  the  sciences,  or  of  the  ancient  languages,  is  no  more  to  be  coveted 
than  even  the  old  absolute  unity  of  all  college  education.  The  organic  law  of  the 
Land-Grant  Colleges,  therefore,  made  it  a  leading  feature  that  instruction  should 
be  provided,  without  ostracising  anything,  in  branches  related  to  Agriculture  and 
the  Mechanic  Arts,  upon  which,  as  we  all  know,  the  greater  number  of  mankind 
must  rely  for  their  substance  and  happiness,  as  well  as  for  their  growth  and  reputa¬ 
tion  among  men. 

The  sciences  related  to  agriculture,  tending,  among  other  things,  to  increase  the 
food  products  of  the  world,  and  the  mechanic  arts,  upon  which  nations  must  lean 
for  their  independence  and  defence,  should  neither  be  ignored  nor  assigned  to  an 
inferior  position.  The  mastery  in  these  robust  branches  of  learning  requires  train¬ 
ing  and  brain-power,  and  does  not  exclude,  though  it  may  diminish  attention  to 
those  branches  of  study  too  often  regarded  as  the  only  branches  where  honors  can 
be  won,  or  as  the  only  luxuries  of  a  liberal  education.  *  *  * 

TO  WIN  CONQUESTS  FROM  THE  DESERTS  OF  IGNORANCE  TO  THE  EVER  WIDENING 

REALM  OF  INTELLIGENCE. 

The  Land-Grant  Colleges  were  founded  on  the  idea  that  a  higher  and  broader  edu¬ 
cation  should  be  placed  in  every  state  within  the  reach  of  those  whose  destiny 
assigns  them  to,  or  who  may  have  the  courage  to  choose  industrial  vocations  where 
the  wealth  of  nations  is  produced;  where  advanced  civilization  unfolds  its  comforts, 
and  where  a  much  larger  number  of  the  people  need  wider  educational  advantages, 
and  impatiently  await  their  possession.  The  design  was  to  open  the  door  to  a  lib¬ 
eral  education  for  this  large  class  at  a  cheaper  cost  from  being  close  at  band,  and 
to  tempt  them  by  offering  not  only  sound  literary  instruction,  but  something  more 
applicable  to  the  productive  employments  of  life.  It  would  be  a  mistake  to  sup¬ 
pose  it  was  intended  that  every  student  should  become  either  a  farmer  or  mechanic 
when  the  design  comprehended  not  only  instruction  for  those  who  may  hold  the 
plow  or  follow  a  trade,  but  such  instruction  as  any  person  might  need— with  “  the 
world  all  before  them  where  to  choose  ” — and  wit  bout  the  exclusion  of  those  who 
might  prefer  to  adhere  to  the  classics.  Milton  in  his  famous  discourse  on  education, 
gives  a  definition  of  what  an  education  ought  to  be,  which  would  seem  to  very 
completely  cover  all  that  was  proposed  by  the  Land-Grant  Colleges;  and  Milton 
lacked  nothing  of  ancient  learning,  nor  did  he  suffer  his  culture  to  hide  his  stal¬ 
wart  republicanism.  He  says:  “  I  call,  therefore,  a  complete  and  generous  educa¬ 
tion,  that  which  fits  a  man  to  perform  justly,  skillfully  and  magnanimously  all  the 
offices,  both  private  and  public,  of  peace  and  war.” 


858  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


HOW  THK  NEW  LAND-GRANT  COLLEGES  HAVE  STIMULATED  THE  STUDY  OF  SCIENCE 

IN  THE  OLDER  COLLEGES. 

It  was  not  desired  that  literary  colleges  should  be  superseded,  or  be  in  any  sense 
dwarfed,  as  surely  none  of  these  elder  colleges  or  universities  could  have  any  rea¬ 
son  to  complain  at  the  prospect  of  an  augmentation  of  the  number  of  educated 
young  men,  nor  could  they  have  any  reason  to  complain  but  should  rejoice  when 
reinforced  by  an  additional  corps  of  teachers — though  differently  equipped — enlisted 
in  the  earnest  labor  of  training  men  for  the  noblest  ranks  of  usefulness.  There  is 
room  for  all.  Thorough  culture  is  contagious.  One  educated  young  man  creates 
an  educational  epidemic  in  a  whole  neighborhood.  The  only  contention  is  that,  in 
educational  institutions  of  the  highest  dignity,  scholarship  in  useful  learning  should 
stand  as  equal  to  scholarship  in  any  other  branch  of  education,  and  I  hope  to  be 
pardoned  for  believing  that  it  will  do  as  much  to  discipline  and  to  fashion  as  large 
a  proportion  in  the  hundred  of  men  for  distinction  in  society,  and  to  make  them 
valuable  citizens,  as  Well  as  authorities  and  ornaments  in  their  respective  vocations, 
entitling  them  as  much  to  the  honors  of  a  college,  as  anything  to  be  found  in  the 
humanities  of  a  four  years’  university  curriculum. 

Within  the  memory  of  many  of  those  who  now  live,  the  advancement  of  the 
useful  arts  and  sciences  is  supposed  to  have  eclipsed  all  previous  records.  Modern 
text-books  of  chemistry,  botany,  entomology,  forestry,  geology,  metallurgy,  elec¬ 
tricity,  mechanics,  architecture,  of  zoology,  would  be  unknown,  if  not  “  all  Greek,” 
to  most  college  graduates  of  fifty  years  ago;  but  since  the  date  of  the  Land-Grant 
Colleges,  other  colleges,  endowed  with  sufficient  means,  have  also  responded  with 
more  or  less  liberality  to  the  demand  for  instruction  in  these  branches,  leaving  many 
of  them  elective  or  optional.  The  Land-Grant  Colleges  have,  therefore,  not  only 
done  good  work  of  their  own,  but  have  prompted,  perhaps,  some  good  work  upon 
the  part  of  others.  *  *  * 

HOW  STATES  AND  INDIVIDUALS  HAVE  SUPPLEMENTED  THE  LAND  GRANTS  TO  THE 

COLLEGES. 

The  Land-Grant  Colleges  are  now  more  than  equal  in  number  to  the  States  of 
the  Union,  and  light  up  some  of  the  formerly  destitute  portions  of  our  country.  In 
eight  states  where  the  land  fund  appeared  too  limited  for  an  independent  institution, 
colleges  have  been  successfully  grafted  upon  the  healthy  stock  of  some  existing 
literary  institutions,  and  in  no  instance  has  such  a  junction  bred  intestine  and 
internecine  war.  Most  of  the  states  have  spontaneously  aided  the  colleges  by  fur¬ 
nishing  necessary  buildings,  and  also  by  very  liberal  annual  appropriations.  Gen¬ 
erous  local  bounties  from  towns  and  from  private  individuals  also,  have  often  been 
received.  With  hardly  an  exception  these  colleges  are  doing  excellent  educational 
work.  It  is  a  gratification  to  find  that  the  largest  endowment  in  any  state  has  been 
husbanded  most  successfully,  having  fallen  into  very  astute  and  worthy  hands,  and 
has  served,  with  other  large  bounties,  to  build  up  the  most  complete  and  prosper¬ 
ous  of  all  these  insdtutions.  I  must  also  add  that  Cornell  University,  to  which  of 
course  I  refer,  has  been  fortunate  in  her  teachers  as  well  as  in  her  large-handed 
benefactors,  and,  whenever  any  special  want  has  been  developed,  some  generous 
friend  has  been  ready  to  pour  thousands  after  thousands  into  her  lap. 

VALUE  OF  THE  MILITARY  TRAINING  GIVEN  IN  THESE  COLLEGES. 

The  prescribed  military  instruction  of  these  colleges,  for  each  of  which  a  professor 
is  now  detailed  from  the  United  States  army,  furnishes  that  measure  of  theoretical 
and  practical  knowledge  necessary  for  organizing  and  drilling  companies  in  any 
future  emergency  of  our  country,  and  its  essential  importance  in  a  land  where  a 
merely  nominal  standing  army  is  maintained,  can  hardly  be  over-estimated,  espe¬ 
cially  if  the  officer  detailed  highly  values  his  profession  and  has  executive  ability. 
As  an  incident,  the  drill  offers  a  healthful  and  permanently  beneficial  discipline  to 
students  in  promoting  physical  development  and  a  manly  bearing,  incomparably 
superior  to  that  of  the  gymnasium,  or  to  that  of  any  other  athletic  exercise  or 
recreation. 

In  the  first  argument  made  by  me  in  1858  in  behalf  of  the  Land-Grant  Colleges,  I 
pointed  out  the  fact  that  there  was  going  on  an  annual  deterioration  of  the  soil,  as 
it  appeared  by  the  decennial  census  reports,  showing  a  less  and  less  number  of 
bushels  of  cereals  produced  per  acre  throughout  nearly  all  of  the  states.  This 
deterioration  has  not  been  arrested,  though  more  vigilant  attention  is  now  given  to 
the  subject, ^and  it  is  to  be  feared  will  not  be  wholly  arrested  until  the  scalping  sys¬ 
tem  of  farming,  or  of  cropping  and  returning  nothing,  shall  no  longer  be  profitable 
upon  old  homesteads  that  are  to  be  abandoned  with  the  hope  of  a  future  continuance 


HISTORICAL  ADDRESS  AT  AMHERST  BY  HON.  C.  G.  DAVIS.  859 


of  the  system  upon  the  present  limited  prairies  of  the  West.  In  various  portions  of 
Europe  they  are  giving  far  more  liberal  aid  to  similar  institutions  than  that  which 
has  been  accorded  in  the  United  States ;  and  they  are  there  retaining  the  maximum 
fertility  of  their  soil.  There  is  no  subject  to  our  people  of  profounder  concern,  or 
of  more  far-reaching  importance. 

While  it  is  true  that  the  great  profession  of  the  law  is  most  apt  to  qualify  men  for 
prominent  public  positions,  it  is  true  that  the  annual  supply  in  the  legal  profession 
is  supposed  to  exceed  the  demand,  and  that  professional  advancement  is  often  pro- 
vokingly  slow:  but  we  have  it  from  the  best  authority  that  there  is  no  overproduc¬ 
tion  in  the  Land-Grant  Colleges,  that  few  of  their  graduates  remain  long  unem¬ 
ployed  after  leaving  college.  They  are  found  in  shops  and  on  farms,  and  their 
services  are  sought  after  as  teachers,  as  engineers,  surveyors,  foremen  of  shops  and 
farms,  superintendents  of  mines  and  manufactories,  and  frequently  they  are  called 
to  lucrative  positions  even  before  they  have  finished  their  studies.  This  enables 
them  to  enter  more  promptly  into  prosperous  life  ;  and  many  young  ladies  may  be 
glad  to  know  that  it  all  tends  to  encourage  early  marriages. 

WHAT  THESE  COLLEGES  MEAN  TO  PATRIOTIC  AMERICANS. 

These  colleges  are  thoroughly  American,  and  for  all  time  will  be  entrusted  with 
work  annually  increasing  in  its  importance.  Our  artisans  are  to  contest  with  the 
skill  and  wealth  of  many  nations,  and  our  farmers  are  sorely  pressed  by  the  compe¬ 
tition  of  agricultural  products  which  cheap  and  rapid  communication  pushes  to  the 
front  in  all  markets  both  at  home  and  abroad.  To  successfully  withstand  this 
formidable  rivalry,  our  countrymen  need,  and  it  is  hoped  will  here  find,  that  funda¬ 
mental  instruction  which  is  founded  on  the  widest  and  best  experience  of  mankind. 

Descendants  as  we  are  of  the  heroes  who  struck  the  blow  for  the  National  Inde¬ 
pendence  of  ’76,  proud  of  the  production  of  a  written  Constitution  which  is  esteemed 
by  the  enlightened  statesmen  of  the  world  as  the  foremost  form  of  free  govern¬ 
ment  hitherto  devised  by  man,  cheered  by  the  mile-stones  which  mark  the  progress 
of  our  first  century,  we  may  well  feel,  as  Webster  felt,  that  “  the  past  is  secure;” 
but  Americans,  however,  cannot  afford  forever  to  have  no  other  ambition  than  to 
reach  the  goal  once  occupied  by  a  people,  however  distinguished,  of  past  ages.  For 
11  to  whomsoever  much  is  given,  of  him  shall  much  be  required,”  and  the  New 
World  has  been  given  to  us  forever  as  an  inalienable  possession,  where  we  are  not 
only  to  bridge  great  rivers  and  tunnel  mountains,  but  to  “  make  the  wilderness  and 
solitary  places  glad.”  All  the  centuries  of  the  future  are  in  reserve,  under  Provi¬ 
dence,  for  the  men  of  this  great  continent  to  make  their  own  history,  and,  it  is  to 
be  devoutly  hoped,  in  some  measure,  to  eclipse  and  take  the  lead  of  other  nations, 
old  or  young,  in  worthy  achievements  in  all  the  arts  of  peace,  and  in  all  the  glories 
of  manhood’s  ripest  culture. 

Historical  Address  by  Hon.  Charles  G.  Davis. 

Our  learned  friend  who  has  just  addressed  you,  has  discoursed  upon  the  philoso¬ 
phy  of  agricultural  education,  and  its  progress  in  the  old  world.  It  is  my  humbler 
province  to  present  facts  concerning  its  advancement  in  our  own  country. 

That  history  and  human  life  present  wonderful  contrasts,  great  changes,  and 
stinking  parallels  are  trite  remarks  ;  trite  because  so  true,  and  so  instructive,  and 
because  they  present  themselves  to  the  observing  mind,  in  tracing  every  subject  of 
human  interest. 

In  1624  Gov.  Edward  Winslow  brought  to  Plymouth  in  the  Charity  three  heifers 
and  a  bull,  “  which,”  says  the  historian,  “  were  the  first  neat  cattle  that  came  into 
New  England.” 

*  *  *  The  poet, .Longfellow  whose  fancy  never  recognized  a  close  relationship 
to  fact,  in  his  “Courtship  of  Miles  Stan  dish”  pictures  Priscilla  Mullens,  the  bride, 
as  performing  her  wedding  journey  to  the  home  of  John  Alden  on  a  white  bull. 
Longfellow  here  made  a  bull  in  every  sense  of  the  word.  In  the  first  place,  at  the 
time  of  John  Aklen’s  marriage  there  were  no  cattle  in  New  England,  and  secondly, 
the  first  cattle  imported  were  of  a  dark  or  red  variety.  The  poet’s  poetic  license 
was  a  “white  lie"  indeed.  This  bull  of  Longfellow's  must  be  the  same  which 
crossed  the  sea  with  Europa  on  his  back  on  her  wedding  journey  with  Jupiter.  It 
is  probably  kept  by  poets  for  wedding  journeys. 

EARLY  SCARCITY  OF  FOOD  PLANTS  CONTRASTED  WITH  PRESENT  ABUNDANCE. 

In  1623  the  Colony  of  Plymouth  was  so  straitened  by  lack  of  provision  that  it  was 
reduced  to  a  pint  of  corn,  and  lived  for  months  without  bread.  Game  and  fish 
furnished  their  principal  sustenance  ;  and  they  gave  thanks  that  they  “  could  suck 


860  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


of  the  abundance  of  the  sea,  and  of  the  treasures  hidden  in  the  sand.”  The  first 
comers  had  no  plows.  Their  implements  were  scanty,  poor,  clumsy,  and  heavy. 
They  at  first  used  a  shell  for  a  hoe  as  the  Indians  did.  Cast  steel  had  not  then  been 
invented.  Pumpkins,  squashes,  and  tobacco  were  unknown  to  them,  and  potatoes 
were  a  luxury  just  introduced  into  England.  This  was  the  agriculture  of  New 
England  two  hundred  and  sixty  years  ago. 

What  need  of  worrying  you  with  statistics  of  what  it  is  to-day!  The  contrast  is 
complete  enough  if  I  tell  you  that  by  the  last  census  before  the  establishment  of  our 
College,  the  agricultural  products  of  Massachusetts  alone  were  thirty -two  millions 
of  dollars,  and  the  value  of  her  live  stock  over  twelve  millions.  We  have  besides 
repaid  the  debt  to  England  by  the  export  of  sheep,  and  cattle,  and  the  fast  trotting 
horse,  and,  besides  the  finest  agricultural  implements  in  the  world,  have  added  the 
sewing-machine  to  every  farmer’s  fireside,  improved  every  loom  in  the  world,  and 
presented  its  inhabitants  with  the  telegraph  and  the  telephone,  and  the  fastest  sail¬ 
ing  vessels  which  have  yet  been  known. 

From  the  earliest  settlement  of  this  country  to  the  presidency  of  Washington 
there  is  no  record  of  any  active  efforts  to  improve  our  agriculture,  except  by  a  few 
feeble  attempts  at  agricultural  journals,  and  scattering  agricultural  associations 
generally  of  a  social  character. 

On  the  7th  December,  1796,  Washington  in  his  Annual  Message,  at  the  Second 
Session  of  the  Fourth  Congress,  read  these  words  : 

“  It  will  not  be  doubted  that  with  reference  either  to  individual  or  national  wel¬ 
fare,  agriculture  is  of  primary  importance.  In  proportion  as  nations  advance  in 
population,  and  other  circumstances  of  maturity,  this  truth  becomes  more  apparent, 
and  renders  the  cultivation  of  the  soil  more  and  more  an  object  of  public  patronage. 
Institutions  for  promoting  it  are  supported  by  the  public  purse  ;  and  to  what  object 
can  it  be  dedicated  with  greater  propriety .  Among  the  means  which  have  been 
employed  to  this  end,  none  have  been  attended  with  greater  success  than  the  estab¬ 
lishment  of  Boards,  composed  of  public  characters,  charged  with  collecting  and 
diffusing  information,  and  enabled  by  premiums,  and  small  pecuniary  aid,  to  encour¬ 
age  and  assist  a  spirit  of  discovery  and  improvement.  This  species  of  establishment 
contributes  doubly  to  the  increase  of  improvements,  by  stimulating  to  enerprise 
and  experiment,  and  by  drawing  to  a  common  centre  the  results  everywhere  of 
individual  skill  and  observation,  and  spreading  them  thence  over  the  whole  nation. 
Experience  accordingly  has  shown  that  they  are  very  cheap  instruments  of  immense 
importance. 

I  have  heretofore  proposed  to  the  consideration  of  Congress  the  expediency  of 
establishing  a  National  University,  and  also  a  Military  Academy.” 

The  proposition  for  a  National  University  and  a  National  Board  of  Agriculture, 
were  referred  to  a  Committee,  and  no  report  so  far  as  I  can  learn  was  ever  made 
upon  the  subject.  The  Military  Acadamy  became  an  Institution.  Life  was  given 
to  that  which  teaches  men  to  kill  their  fellow  men,  but  no  encouragement  to  that 
science  by  which  all  men  live.  Here  again  is  presented  a  striking  contrast  in  our 
history.  In  1817,  to  the  honor  of  Massachusetts,  be  it  stated,  the  Berkshire  Agri¬ 
cultural  Society,  under  the  lead  of  Elkanah  Watson,  presented  a  memorial  to  Con¬ 
gress  in  favor  of  a  National  Board  of  Agriculture,  by  the  Hon.  John  M.  Hurlbut, 
their  representative.  Mr.  Hurlbut  was  Chairman  of  a  Select  Committee  on  the 
subject,  and  reported  in  its  favor  ;  but  although  sustained  by  others  with  ability, 
the  project  was  defeated  by  an  overwhelming  vote,  owing  to  the  constitutional 
scruples  of  some,  views  of  expediency  by  others,  and  entire  indifference  and  want 
of  appreciation  of  the  magnitude  and  importance  of  the  world’s  most  vital  interest. 
Mr.  Hurlbut  stated  that  he  was  met  with  sneers  and  ridicule,  particularly  from 
Southern  members  for  urging  this  subject.  The  same  year  Mr.  Madison  wrote,  “I 
have  never  taken  into  particular  consideration  the  expediency  or  the  best  plan  of 
such  an  institution,  being  among  those  who  do  not  view  it  as  within  the  powers 
vested  in  the  General  Government.”  And  now  what  a  change!  We  have  had  an 
Agricultural  Department  of  the  National  Government  in  the  Patent  Office  since 
1837,  or  thereabouts,  and  afterwards  what  is  known  as  a  Commissioner  of  Agri¬ 
culture  ;  and  during  the  last  winter  the  Democratic  House  of  Representatives 

Eassed  a  bill  establishing  an  Agricultural  Department  with  a  Secretary  who  was  to 
e  a  member  of  the  President’s  Cabinet.  What  has  become  of  Mr.  Madison's  con¬ 
stitutional  scruples? 

THE  FIRST  GOVERNMENT  REPORT  ON  EUROPEAN  SCHOOLS  OF  AGRICULTURE. 

In  the  Patent  Office  report  for  1847.  Mr.  Charles  L.  Fleisclnnann  made  the  first 
elaborate  report  on  Agricultural  Schools  which  he  had  visited  abroad.  During  the 
last  century  the  earliest  Society  for  promoting  Agriculture  was  established  in  Phila¬ 
delphia,  in  1785,  and  seven  years  after,  the  “  Massachusetts  Society  for  Promoting 


BEGINNINGS  OF  AMERICAN  EDUCATION  IN  AGRICULTURE.  861 


Agriculture,”  was  incorporated,  March  7, 1792.  The  New  York  Agricultural  Society 
was  incorporated  the  following  year.  I  learn  that  an  Agricultural  Society  was  also 
incorporated  in  South  Carolina  during  the  last  century. 

EARLY  AGRICULTURAL  ASSOCIATIONS. 

In  1803  the  “  Western  Society  of  Middlesex  Husbandmen”  formed  in  1794  was 
incorporated,  with  a  provision  that  members  of  the  Massachusetts  Society  should 
be  honorary  members.  A  voluntary  Agricultural  Association  was  established  at 
Sturbridge  in  1799,  one  at  Kennebec  in  1791  and  one  in  Brookfield  in  1807;  and 
some  other  voluntary  Agricultural  Associations  had  doubtless  been  formed  in  New 
York,  aud  Massachusetts  previous  to  1807.*  Meanwhile  in  1801,  a  suggestion  was 
made  by  an  anonymous  writer  to  the  Massachusetts  Society  that  a  fair  be  held  on 
Cambridge  common  in  May  and  October,  and  bounties  given  for  certain  articles. 
This  plan  was  not  to  have  shows  merely,  but  stated  open  markets  for  the  sale  of 
agricultural  products.  The  same  year  1801  brought  forth  a  suggestion  before  the 
Massachusetts  Society  for  the  permanent  endowment  and  support  of  a  professor¬ 
ship  of  Natural  History,  and  a  Botanic  Garden  at  Cambridge,  which  were  in  fact 
established  in  1804,  whilst  before  1804  the  Massachusetts  Society  had  commenced 
the  award  of  premiums  for  agricultural  products,  and  had  entered  upon  that  gen¬ 
erous  and  patriotic  career  of  encouragement  to  our  farmers  which  has  done  so 
much  for  the  agriculture  of  New  England,  and  the  improvement  of  its  stock. 

It  was  in  1807  that  a  new  era  in  the  progress  of  agricultural  education  dawned  in 
New  England,  which  at  first  little  noticed,  was  destined  to  mark  an  eventful  change, 
and  to  hasten  the  progress  an  agricultural  society  had  thought  of  a  “  cattle  show” 
with  premiums  to  be  awarded  in  public,  but  the  societies  had  confined  themselves  to 
printed  publications,  and  to  awards  for  essays  and  field  crops,  and  for  the  importa¬ 
tion  of  the  best  sheep.  In  the  autumn  of  1807  Mr.  Elkanali  Watson,  a  native  of 
Plymouth  and  a  direct  descendant  of  Gov.  Winslow  who  in  1624  had  brought  the 
three  heifers  and  the  bull  to  Plymouth,  procured  the  first  pair  of  merino  sheep 
which  had  been  introduced  into  Berkshire,  and  perhaps  the  whole  Commonwealth. 
Col.  Humphreys  of  Connecticut,  then  late  minister  to  Spain  had  imported  75  ewes 
and  27  rams  in  1802,  and  one  Seth  Adams  had  the  same  year  claimed  of  the  Mas¬ 
sachusetts  society  a  premium  for  two  merino  sheep  imported  from  France.  But 
the  records  of  the  society  do  not  show  that  any  premium  was  awarded  Mr.  Adams, 
nor  indeed  that  they  were  ever  in  the  State. 

THE  FIRST  "CATTLE  SHOW.” 

Mr.  Watson  gave  notice  of  an  exhibit  of  his  two  sheep  on  the  public  square  in 
Pittsfield.  He  wrote  that  "many  farmers  and  even  females  were  attracted  to  this 
first  novel  and  humble  exhibition.  From  this  lucky  incident  I  reasoned  thus:  If 
two  animals  are  capable  of  exciting  so  much  attention,  what  would  be  the  effect  of 
a  display  on  a  large  scale  of  different  animals?  The  farmers  present  responded  to 
my  remarks  with  approbation.  We  thus  became  acquainted,  and  from  that 
moment  to  the  present  have  agricultural  fail's  and  cattle  shows,  with  all  their  con¬ 
nections,  predominated  in  my  mind.”  On  the  1st  of  August.  1810,  an  appeal  drawn 
by  Mr.  Watson  and  signed  by  26  persons  appointed  an  exhibition  of  stock  on  the  1st 
of  October.  This  effort  was  successful,  and  resulted  in  a  charter  of  the  Berkshire 
Agricultural  Society  the  ensuing  winter  of  1811.  In  the  September  following  a 
formal  and  extended  festival  was  held  with  “a  procession  of  69  oxen  drawing  a 
plow  held  by  the  oldest  man  in  the  county,  a  band  of  music,  the  society  bearing 
appropriate  ensigns,  each  member  decorated  with  a  badge  of  two  heads  of  wheat  in 
his  hat,  and  the  officers  three  heads  secured  by  a  green  ribbon.”  Mr.  Watson  as 
president  delivered  the  address  and  awarded  the  premiums  which  amounted  to 
seventy  dollars  only. 

*  Among  the  earlier  contributors  to  agricultural  education  and  interests  I  should 
not  omit  to  mention  the  New  York  Horticultural  Society,  organized  in  1818,  which 
was  the  first  society  of  its  kind  in  the  United  States ;  the  Pennsylvania  Horticul¬ 
tural  Society,  organized  in  1827,  and  incorporated  March  24,  1831.  The  American 
Pomological  Society,  first  known  as  the  American  Congress  of  Fruit  Growers,  was 
organized  in  1848,  and  the  Mass.  Horticultural  Society  in  1829. 

Nor  do  I  overlook  the  great  good  which  the  various  agricultural  journals  of  the 
country  have  done  in  exciting  the  interest  of  the  people  in  agricultural  knowledge. 
I  can  only  mention  the  “American  Farmer,”  published  in  Baltimore  in  1819,  and 
ever  since,  which  was  the  first  regular  agricultural  journal  published  in  this  coun¬ 
try,  and  the  "New  England  Farmer,”  which  originated  in  1822.  The  later  journals 
are  too  numerous  to  mention. 


862  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


At  the  next  exhibition  in  1812  the  premiums  were  $208.  It  seems  now  strange, 
though  illustrative  of  the  conservative  tendency  of  human  nature,  and  distrust  of 
new  things,  that  “valuable  premiums  were  offered  for  articles  of  domestic  industry; 
the  day  arrived ;  a  large  room  was  prepared  ;  many  superior  articles  of  domestic 
manufacture,  especially  woollen  and  linen,  were  exhibited  ;  but  no  female  appeared 
to  claim  the  premiums.  Native  timidity  and  the  fear  of  ridicule  restrained  them. 
No  one  dared  to  be  the  first  to  support  the  new  project.”  How  did  the  original 
mind  so  full  of  resources,  of  Mr.  Watson  surmount  the  difficulty?  “  I  left  the 
hall,”  he  says,  “  and  with  no  small  difficulty  prevailed  on  my  good  wife  to  accom¬ 
pany  me  to  the  house  of  exhibition.  I  then  despatched  messengers  to  the  ladies  of 
the  village  announcing  that  she  waited  for  them  at  the  cloth  show.  They  hastened 
out.  The  farmers’  wives  and  daughters,  who  were  secretly  watching  the  movement 
of  the  waters,  also  sallied  forth,  and  the  hall  was  speedily  filled  with  female  specta¬ 
tors  and  candidates  for  premiums.” 

I  have  thus  dwelt  more  at  length  upon  the  circumstances  of  the  birth  of  the 
Berkshire  “  cattle  show  ”  than  might  seem  necessary,  not  because  it  presents  a  curi¬ 
ous  parallel  with  the  first  cattle  show  on  Plymouth  Rock,  but  because  the  results  of 
both  present  such  striking  changes  and  contrasts.  The  little  one  has  become  ten 
thousand.  The  grain  of  mustard  seed  overshadows  the  land.  I  verily  believe  that 
the  social  influences,  the  associate  power,  the  joint  sympathies  and  desires  and  the 
educational  wants,  aye,  and  the  public  influence  on  public  men,  of  the  agricultural 
societies  which  have  followed  this  little  show  of  two  forlorn,  imported  sheep  under 
the  elm  at  Pittsfield,  were  moving  forces  without  which  the  People,  the  Great 
Creators  would  never  have  blown  the  breath  of  life  into  the  Board  of  Agriculture 
and  the  Agricultural  College.  If  geese  saved  Rome  why  should  not  two  sheep  save 
agricultural  education?  But  it  is  not  the  trifle,  as  such  which  saves,  and  that  by 
accident  as  in  the  case  of  Rome,  but  the  idea  that  the  trifle  may  enforce,  which 
generally  saves  or  benefits  the  world. 

“A  small  drop  of  ink 

Falling  like  dew  upon  a  thought  produces 

That  which  makes  thousands,  perhaps  millions, 

Think.” 

EARLY  EFFORTS  TO  FOUND  A  STATE  COLLEGE  OF  AGRICULTURE  IN  MASSACHUSETTS. 

In  1849  Hon.  M.  P.  Wilder  in  an  address  before  the  Norfolk  Agricultural  Society 
broached  the  subject  of  an  Agricultural  College,  and  the  next  year  a  bill  to  estab¬ 
lish  an  Agricultural  College  and  an  experimental  farm  passed  the  Senate  of  Massa¬ 
chusetts  unanimously,  but  was  defeated  in  the  House.  A  board  of  commissioners 
was  then  created,  consisting  of  Mr.  Wilder,  Edward  Hitchcock,  Samuel  A.  Eliot, 
Thomas  E.  Payson  and  Eli  Warren,  and  in  1851  their  report  with  an  elaborate 
account  of  the  Agricultural  Schools  in  Europe,  visited  by  Prof.  Hitchcock  was  made 
to  the  Legislature.  It  commenced  by  the  remark  that  “the  first  seed  ever  planted 
was  the  first  effort  of  civilization,”  and  stated  that  no  institution  expressly  for 
instruction  in  Agriculture  had  then  been  established  either  in  this  Commonwealth 
or  in  any  other  state.  No  immediate  action  resulted  from  their  recommendations. 
In  1852  the  Massachusetts  Board  of  Agriculture  was  established.  Mr.  Wilder  was 
persistent,  and  in  1856  obtained  a  charter  of  “  The  Trustees  of  the  Massachusetts 
School  of  Agriculture,”  and  during  1856  he  also  acquired  from  Congress  a  charter 
of  the  United  States  Agricultural  Society,  which  was  opposed  in  the  Senate  by  Jef¬ 
ferson  Davis  on  the  ground,  which  now  seems  absurd,  that  Congress  had  no  power 
to  create  corporations. 

In  1860  a  committee  of  the  Board  of  Agriculture,  consisting  of  Richard  S.  Fay, 
Marshall  P.  Wilder,  and  Ex-Lieut.  Governor  Simon  Brown  made  an  elaborate 
report  upon  agricultural  education,  and  the  Board  caused  to  be  published  for  the 
use  of  schools,  a  Manual  of  Agriculture,”  of  which  George  B.  Emerson  and  Charles 
L.  Flint,  its  accomplished  secretary,  were  the  authors.  All  this  information,  show¬ 
ing  however  a  difference  of  opinion  among  leading  agriculturist  i,  was  before  the 
public ;  and  the  farming  community  had  become  more  alive  to  the  necessity  of 
more  scientific  and  exact  knowledge  of  agriculture  than  ever  before,  when  Hon. 
Justin  S.  Morrill's  bill  was  introduced  by  him  in  1857,  in  the  National  House  of  Rep¬ 
resentatives,  supported  by  numerous  petitions  of  the  people.  It  was  passed  and 
vetoed  by  President  Buchanan  in  1860  ;  and  the  pendency  of  that  hill,  and  a  ques¬ 
tion  of  its  location  in  Springfield  or  elsewhere  had  delayed  action  upon  the  charter 
of  the  Trustees  of  the  Massachusetts  School  of  Agriculture.  That  charter  had 
passed  into  other  hands.  Mr.  Morrill’s  bill  was  dead.  In  the  winter  of  1861  a 
renewed  effort  was  made  by  Mr.  Wilder,  supported  by  petitions  from  all  parts  of 
the  Commonwealth  for  a  State  Agricultural  College.  Hearings  were  had  before 
the  committee  of  education,  and  great  pressure  was  brought  to  bear  upon  both 


THE  STORY  OF  SENATOR  MORRILL’S  EFFORTS  AND  SUCCESS.  863 


sides.  The  committee  hesitated,  and  finally  “  let  I  dare  not  wait  upon  I  would”  by 
delaying  the  question.  This  was  accomplished  by  reporting  a  resolve,  Chap.  98,  of 
the  Resolves  of  1861,  authorizing  Gov.  Andrew  to  appoint  a  commission  of  three 
persons  to  serve  without  pay,  to  report  a  plan  for  an  Agricultural  College.  The 
title  of  the  Resolve  was  misleading.  ‘  ‘  Resolve  in  favor  of  the  establishment  of  an 
Agricultural  School  or  College.”  It  was  generally  understood  that  this  course  was 
taken  to  get  rid  of  the  question  without  a  decision  on  its  merits.  We  had  light 
enough.  All  these  reports  were  before  the  people.  With  this  knowledge  the  only 
way  to  organize  a  college  was  to  organize,  as  Mr.  Greeley  said  of  specie  payments, 
that  the  best  way  was  to  resume.  No  detailed  plan  of  a  college  could  be  made 
beforehand,  especially  if  there  were  no  indications  what  scale  of  a  college  was 
desired.  Plans  enough  were  already  before  the  public.  Mr.  Thomas  Plunkett  of 
Berkshire,  Increase  Newton  of  Worcester,  two  elderly  gentleman,  and  your  his¬ 
torian  here  were  appointed  on  the  commission.  The  minds  of  neither  of  my  seniors 
had  ever  been  directed  to  the  subjects,  and  they  met  with  a  feeling  that  the  action 
of  the  Legislature  was  a  feint,  and  that  nothing  was  expected  of  them.  We  were 
advised  not  to  report  at  once.  Mr.  Morrill's  bill  would  be  again  offered  under  Mr. 
Lincoln,  and  if  it  passed,  the  mind  of  the  Legislature  would  be  forced  to  entertain 
the  subject,  and  make  full  inquiry.  We  met  once,  when  from  the  fact  that  I  was 
at  that  time  an  Overseer  of  Harvard  College,  I  was  delegated  to  confer  with  Mr. 
Felton  its  president,  and  inquire  officially  whether  any  arrangement  could  be  made 
or  suggested  for  an  Agricultural  College,  aided  by  the  Bussey  fund.  Mr.  Felton 
took  a  few  days  to  reply,  and  finally  answered  very  courteously  that  Harvard  Col¬ 
lege  took  no  interest  in  the  subject.  We  met  a  second  time,  when  I  reported 
concerning  Harvard  College,  and  upon  some  questions  as  to  the  South  fund  at 
Northampton.  I  have  never  again  had  the  pleasure  of  seeing  either  of  these  gen¬ 
tlemen  before  their  death. 

EARLY  EFFORTS  BY  MR.  MORRILL  TO  SECURE  ACTION  BY  CONGRESS. 

Meanwhile  as  I  have  stated,  on  Dec.  14,  1857,  Hon.  Justin  S.  Morrill,  then  a 
National  Representative  from  Vermont,  introduced  a  bill,  to  grant  land  scrip  to  the 
several  states  and  territories  at  the  rate  of  20,000  acres  for  each  Senator  and  Rep¬ 
resentative  in  Congress,  for  the  endowment  of  a  college  in  each,  to  teach  such 
branches  of  learning  as  are  related  to  agriculture  and  the  mechanic  arts.  His  idea 
was  to  bring  as  cheaply  as  possible  to  the  farmer  and  mechanic,  such  education  as 
is  necessary  to  their  several  pursuits  in  life,  to  recognize  agriculture  as  at  least  a 
leading,  if  not  the  chief  interest  of  a  state. 

As  the  Spaniards  when  they  took  possession  of  new  countries  always  raised  the 
standard  of  the  cross,  an  emblem  to  die  by,  so  did  Mr.  Morrill  with  enlarged  fore¬ 
sight  resolve  to  plant  a  standard  of  agricultural  education  on  the  hilltop  of  every 
state  like  a  beacon  light  to  direct  men  how  to  live.  His  bill  was  referred  to  the 
Committee  on  Public  Lands,  who  delayed  their  report  four  months  to  April  15, 1858, 
and  then  reported  against  it.  Mr.  Morrill  enforced  his  views  with  elaborate  and 
eloquent  arguments,  from  which  if  there  were  time  I  should  be  pleased  to  quote 
to-day. 

After  many  delays  the  bill  passed  fourteen  months  after  it  was  offered ,  but  was 
vetoed  by  President  Buchanan  on  the  29tli  of  Feb.  (according  to  the  Congressional 
Record),  1859,  for  various  reasons  :  1st  because  it  was  unconstitutional ;  2nd  because 
the  government  could  not  afford  the  outlay  :  3rd  because  it  would  injure  the  new 
states  by  preventing  settlements ;  4th  because  the  law  would  be  of  doubtful  ben¬ 
efit  ;  5th  because  it  would  weaken  existing  colleges  ;  6th  because  this  vast  gift  from 
the  government  would  tend  to  alienate  the  states  from  the  national  government. 
Mr.  Morrill  made  a  full  and  triumphant  reply  to  this  veto,  but  the  veto  was  sus¬ 
tained.  Mr.  Morrill  persevered. 

FINAL  SUCCESS  ACHIEVED  BY  SENATOR  MORRILL. 

In  December,  1861,  he  again  offered  his  bill,  providing  for  30,000  acres  for  each 
Senator  and  Representative,  which  was  also  referred  to  the  Committee  on  Public 
Lands,  which  held  it  until  the  29th  of  May,  1862,  when  Mr.  Potter  of  Wisconsin 
reported  against  it.  and  it  was  referred  to  the  committee  of  the  whole.  Meanwhile 
before  the  committee  of  the  House  had  reported  adversely,  on  the  2nd  of  May, 
Hon.  Benjamin  Wade  of  Ohio  offered  a  bill  of  the  same  purport,  which  was  referred 
to  the  Senate  committee  on  Public  Lands,  of  which  Senator  Harlan  of  Iowa  was 
chairman.  Promptly  on  the  14th  of  May.  before  the  House  committee  had  reported, 
he  reported  the  bill  with  slight  amendments,  and  on  the  10th  of  June  it  passed  the 
Senate  without  strong  opposition.  The  next  day  the  bill  was  sent  to  the  House, 
and  against  the  opposition  of  the  Committee  on  Public  Lands  passed  on  the  19th  of 
June,  1862,  25  years  ago  last  Sunday  ;  and  Abraham  Lincoln  attached  his  name  on 
the  second  of  July  following. 


864  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Thus  did  Mr.  Morrill  by  his  industry  and  persistency,  like  Elkanah  Watson  and 
Marshall  P.  Wilder,  succeed  in  his  great  project.  During  peace  under  Washington, 
agriculture  could  not  obtain  even  recognition  by  the  government,  but  the  arts  of 
war  were  encouraged,  I  do  not  say  improperly  encouraged.  In  1862  under  Lincoln, 
in  the  midst  of  a  civil  war  in  which  more  forces  were  engaged,  more  blood  shed,  at 
a  greater  waste  of  treasure  than  were  ever  before  known,  Mr.  Morrill’s  mind  still 
turned  from  the  work  of  destruction  to  the  work  of  production  which  sustains 
men  and  nations,  without  which  there  would  be  no  society,  no  commerce,  no  man¬ 
ufactures,  no  trades,  and  populous  life  of  man  could  not  exist.  Taking  the  lead  in 
drawing  laws  for  raising  revenue  by  internal  taxes  and  by  tariffs,  he  found  time  in 
the  midst  of  war,  to  encourage  the  arts  of  peace.  He  believed  that  “  Ceres  should 
be  counted  among  the  Gods  of  Olympus.” 

And  now,  my  friends,  should  you  ask  me  to  epitomize  the  progress  of  agricultural 
education  in  this  country,  I  should  name  Watson,  Wilder,  and  Morrill. 

*******  * 

Nearly  twenty  pages,  which  follow  here  in  the  pamphlet,  are  given 
to  an  interesting  account  of  the  incorporation  and  early  organization 
of  this  Amherst  institution  and  of  its  location  and  subsequent  devel¬ 
opment,  with  brief  biographies  of  the  Presidents  who  were  called 
from  time  to  time  to  direct  its  destinies.  Want  of  space  compels  the 
omission  of  these  details,  important  as  they  are  in  the  history  of  the 
individual  institution. 

*  *  *  It  cannot  be  denied  that  in  the  minds  of  many  friends  there  have  been 
some  disadvantages  in  the  location  at  Amherst,  because  of  its  proximity  to  a  clas¬ 
sical  college ;  because  it  has  been  somewhat  difficult  of  access,  (a  trouble  which 
will  soon  be  remedied) ;  and  because  it  has  not  attracted  the  beneficent  grants  and 
bequests,  which  it  might  have  received  if  in  the  neighborhood  of  a  great  city. 

As  to  the  first  consideration,  it  is  due  to  Amherst  College  to  state  that  the  sugges¬ 
tion  is  made  solely  as  to  the  relations,  real  or  supposed ,  between  the  two  classes  of 
students.  Amherst  College,  on  the  contrary,  has  not  only  scrupulously  adhered  to 
pledges  made  by  its  president,  Dr.  Stearns,  when  the  location  of  the  Agricultural 
College  was  under  consideration,  that  the  elder  college  would  urge  or  countenance 
no  movement  for  annexation  or  absorption,  but  would  do  what  it  could  to  accom¬ 
modate  the  Agricultural  College,  but  it  has  offered  accommodations  at  times,  and 
granted  the  agricultural  students  access  to  its  library,  etc. 

Nor  do  I  think  the  college  has  suffered  much  from  the  last  consideration.  Although 
a  large  number  of  retired  gentlemen,  such  as  formed  the  Massachusetts  Society,  have 
shown  great  interest  in  the  advancement  of  our  agriculture,  the  active  mercantile 
and  manufacturing  interests  of  Boston  have  never  taken  interest  in  the  origin  or 
success  of  the  college,  whilst  the  metropolitan  press  has  almost  universally  and  con¬ 
stantly  depreciated  and  disparaged  the  institution.  President  John  Adams,  who 
was  in  1805,  president  of  the  Massachusetts  Society,  nevertheless  in  1812,  wrote  as 
follows:  “We  say  and  say  truly  that  agriculture  and  commerce  are  sisters,  and 
their  interests  mutual  and  consistent ;  but  the  misfortune  is  that  individuals  and 
masses  of  both  orders  of  men  do  not  always  understand  the  existence  of  both  inter¬ 
ests,  and  instead  of  endeavoring  to  reconcile  them,  employ  all  their  policy  and  influ¬ 
ence  to  counteract  each  other.  The  merchants  in  all  the  seaports  discouraged  the 
growth  of  wheat  in  the  state.  Why?  Because  they  supply  us  with  flour  from  New 
York  &c.  and  the  article  constitutes  an  important  link  in  the  chain  of  commerce. 
Agriculture  patriotism  is  one  thing,  and  mercantile  patriotism  another  in  our  dearly 
beloved  Massachusetts  ;  both  equally  sincere,  both  equally  bona  fide.  You  will  get 
no  aid  from  Boston.  Commerce,  literature,  science,  theology,  are  against  you ; — 
nay,  medicine,  history,  university,  and  universal  politics  mignt  be  added.”  I  do 
not  adopt  this  extravagant  statement  of  Mr.  Adams  as  strictly  applicable  at  pres¬ 
ent,  but  quote  it  as  a  curious  coincidence  with  the  fact  I  was  stating. 

Neither  am  I  discouraged  by  any  indications  of  a  want  of  interest  in  the  college, 
or  in  the  number  of  its  students,  but  only  in  the  wTant  of  funds  to  sustain  a  col¬ 
lege  as  it  should  be.  The  Commonwealth  cannot  do  for  this  college  what  it  pledged 
itself  to  do,  without  money.*'  But  students  will  come  as  fast  as  we  can  accommo¬ 
date  them,  and  do  them  justice.  I  have  too  much  faith  in  the  progress  of  the  age, 
to  suppose  for  a  moment  that  any  effort  to  develop  an  accurate  science  and  knowl- 

*  It  ought  to  be  known  that  among  the  numerous  inquiries  by  letter  during  the 
last  year  over  ninety  poor  men  sought  admission  to  the  college  provided  they  could 
earn  their  way  by  work  upon  the  farm  and  by  other  means.  Manual  labor  of  stu¬ 
dents  is  not,  of  course,  profitable  in  itself.  No  one  could  do  more  good  in  the  edu¬ 
cational  direction  than  by  donating  in  whole  or  in  part  to  a  fund  of  $100,000,  to  be 
known  as  the  “Manual  Labor  Fund.” 


THE  WORK  OF  THE  MASS  AGRICULTURAL  COLLEGE.  865 


edge  of  gathering  succor  from  our  mother  earth  will  be  a  failure.  Why,  in  1805,  I 
read  that  Mr.  Morrill’s  own  University  of  Vermont  had  thirty  students,  and  one  pro¬ 
fessor,  and  he  was  the  president.  I  had  just  entered  Harvard  in  1836,  when  she 
celebrated  her  second  centennial,  and  hear  Oliver  Wendell  Holmes  recite  his  verse : 

“  Who  was  on  the  catalogue 
When  college  was  begun? 

Two  nephews  of  the  president, 

And  the  professor’s  son. 

They  turned  aTittle  Indian  b'y 
As  brown  as  any  bun. 

Lord !  how  the  Seniors  knocked  about 
The  freshman  class  of  one 

Neither  am  I  discouraged  by  any  want  of  success  of  the  college  either  in  its  instruc¬ 
tion,  or  in  its  experimental  work.  Under  the  circumstances  it  has  far  exceeded  any 
reasonable  expectations.  It  is  remarked  by  friends,  who  have  most  closely  watched 
its  graduates,  that  they  were  better  prepared  for  the  actual  work  of  life  than  those 
of  the  classical  colleges.  I  purposely  avoid  any  discussion  of  the  philosophy  of  an 
agricultural  education,  and  of  the  scope  and  sphere  of  this  college.  My  province  is 
confined  to  a  relation  of  facts  of  the  past.  But  it  is  proper  that  I  should  remind 
you  that  Agassiz  declared  that  the  experiments  on  the  circulation  of  sap  in  plants, 
and  their  expansive  power  during  growth  are  worth  all  the  college  had  cost  the 
Commonwealth. 

Summary  of  Experimental  Work  Done  in  the  College. 

I  append  a  summary,  which  it  would  be  irksome  now  to  read,  of  the  experimental 
and  other  scientific  work  conducted  at  the  college. 

On  the  use  and  effect  of  common  salt  on  grain  and  root  crops.  1869.  Goessmann. 

The  construction  and  repair  of  highways.  1869.  Miller. 

The  establishment  of  true  meridian  lines  as  the  basis  of  all  surveys.  1870.  Miller. 

Report  on  the  management  of  stock.  1871.  Dillon. 

Strassfurt-salines  as  a  potash  resource  in  agriculture.  1871-72.  Goessmann. 

The  growing  of  sugar-beets,  the  manufacture  of  sugar  from  them,  and  trial  of 
their  value  for  cattle  food.  1871-76.  Goessmann. 

Report  on  sugar-beets  raised  on  the  college  farm.  1872.  Goessmann. 

Fertilization  of  farm  lands  with  reference  to  commercial  fertilizers.  1872-73. 
Goessmann. 

The  circulation  of  sap  in  plants  and  their  expansive  power  during  growth.  1873. 
Clark. 

Practical  trials  of  new  implements  and  farm  machinery.  1873.  Dillon. 

The  sources  of  supply  and  the  quantity  and  quality  of  our  manurial  agents.  1873. 
Goessmann. 

Investigations  of  the  quality  and  composition  of  commercial  fertilizers  offered  for 
sale,  and  the  protection  of  the  community  from  fraud  by  legal  control  and  inspec¬ 
tion.  1873-86.  Goessmann . 

Observations  on  the  phenomena  of  plant  life.  1874.  Clark. 

Experiments  with  compound  commercial  fertilizers  to  test  their  comparative 
agricultural  value  and  their  value  as  compared  with  single  elements.  1874. 
Stockbridge. 

Experiments  to  determine  what  element  will  make  practically  a  complete  manure 
on  our  average  soils.  1874.  Stockbridge. 

Laboratory  and  physical  examinations  of  the  South  Carolina  phosphates ;  trialjof 
their  agricultural  value  in  the  raw  state  and  after  treatment  with  acids.  1874. 
Goessmann. 

Examinations  of  varieties  of  sugar-beets  raised  throughout  the  State  of  New 
York,  Lower  Canada,  and  the  Connecticut  River  Valley.  1874.  Goessmann. 

The  chemical  and  physical  condition  of  the  salt  marshes  of  the  state,  and  the 
devising  of  methods  by  which  they  can  be  made  available  for  agricultural  purposes. 
1874-77.  Goessmann. 

To  determine,  in  feeding  substances,  the  proportions  of  different  elements  of  nutri¬ 
tion  required  to  save  needless  expense,  and  to  produce  the  most  certain  results. 
1874-75.  Stockbridge. 

Experiment  on  the  continuous  growth  of  crops  on  the  same  son  with  chemical 
fertilizers  alone.  1874-75.  Stockbridge. _ 

*  Turn  to  the  Harvard  catalogue  and  you  will  find :  In  1643  4  graduates,  in  1640 
and  1641  none,  in  1644  7,  in  1645  7,  in  1646  4,  in  1647  7,  in  1648  5,  in  1652  1.  in  1654  1, 
in  1655  2  in  1656  4,  in  1672  none,  in  1673  4,  in  1674  3,  and  so  on,  whilst  the  class  of 
1685  consisting  of  14,  was  the  largest  class  which  had  graduated  during  the  fifty 
years  since  the  “college  was  begun,”  and  twenty -two  was  the  largest  number  of 
any  class  prior  to  1719. 

ART — VOL  4 - 55 


866  EDUCATION  IN  THE  INDUSTRIVL  AND  FINE  ARTS. 


On  the  dentition  of  domestic  animals.  1875.  Cressy. 

Experiments  with  different  varieties  of  potatoes.  1875.  Maynard. 

Investigation  of  dairy  products — oleomargarine,  Jersey,  and  skim-milk  cheese. 
1876.  Goessmann. 

Examinations  of  animal  secretions  ;  variety  of  urinary  calculi,  etc.  1876.  Goess¬ 
mann. 

Investigations  on  the  effect  of  girdling  fruit-trees  and  plants  to  hasten  the  time 
of  ripening  and  to  improve  the  quality  of  the  fruits.  1876.  Goessmann  and 
Maynard. 

Experiments  with  fertilizers  upon  sugar-cane  carried  on  in  Louisiana.  1876-78. 

Goessmann. 

Examinations  of  various  vegetables  and  fruits.  1876-86.  Goessmann. 

Examinations  and  trials  to  test  the  comparative  value  of  different  methods  of  set¬ 
ting  and  treating  milk  in  the  butter-dairy.  1876-77.  Southwick. 

Notes  on  compensating-powder  ;  being  a  brief  consideration  of  a  new  mechanico- 
chemical  explosive,  for  heavy  artillery  purposes.  1877.  Totten. 

The  comparative  study  of  milk  of  different  breeds 'Of  cows  under  the  same  treat¬ 
ment.  1877.  Goessmann. 

Contribution  to  the  chemistry  of  American  wild  and  cultivated  varieties  of  grape 
wine.  1878.  Goessmann. 

Investigations  on  temperature  of  soil  and  air,  and  on  deposition  of  dew  on  the  soil 
and  plant.  1878.  Stoekbridge. 

Investigations  in  relation  to  the  evaporation  and  percolation  of  water  from  the 
soil.  1878.  Stoekbridge. 

The  tilling  of  soils  of  different  characteristics  as  affecting  the  loss  of  water  by 
evaporation.  1878.  Stoekbridge. 

Investigations  in  relation  to  the  comparative  temperature  of  the  soil  and  air  by 
day  and  by  night.  1878.  Stockbi'idge. 

Investigations  concerning  the  saccharine  qualities  of  several  varieties  of  com  and 
melons.  1879.  Goessmann. 

The  growing  of  early  amber  cane,  and  the  manufacture  of  sugar  from  its  juice. 
1879.  Goessmann. 

Investigations  of  the  comparative  nutritive  and  feeding  value  of  Northern,  South¬ 
ern  and  Western  varieties  of  Indian  corn.  1879.  Goessmann. 

The  determination  of  the  elements  of  plant  nutrition  lost  from  the  soil  by  leach¬ 
ing,  and  of  those  it  retains.  1879.  Stoekbridge  and  Goessmann. 

Report  on  lysimetre.  1879.  Stoekbridge. 

The  effect  of  chemical  salt  on  the  carbo-hydrate  contents  of  plants  and  the  qual¬ 
ity  of  the  fruits.  1880.  Goessmann. 

Experiments  regarding  diseased  peach  trees  (yellows,  etc.).  1880-81.  Goessmann. 

Experiments  regarding  the  influence  of  special  manures  on  fruits,  etc.  1881. 
Goessmann. 

The  system  of  preserving  green  food  in  silos.  1881.  Goessmann. 

Investigations  in  relation  to  unconscious  bias  in  walking.  1884.  Miles. 

Investigations  in  reference  to  bilateral  asymmetry  of  form  and  function.  1884. 
Tuckerman. 

Experiments  with  new  varieties  of  fruit.  1887.  Maynard. 

A  GRACEFUL  TRIBUTE  TO  THE  MASSACHUSETTS  INSTITUTE  OF  TECHNOLOGY. 

Nor  should  this  college  at  this  hour,  and  especially  in  this  presence,  forget  to 
present  its  congratulations,  and  send  its  God-speed  to  its  twin  sister,  the  Massachu¬ 
setts  Institute  of  Technology,  both  sired,  in  equine  phrase,  by  “Uncle  Sam”  out  of 
“  Massachusetts.” 

In  the  land  of  old  Laconia 
Where  the  Muses  still  abide, 

Alpheus  fair  and  young  Eurotas 
Flowed  adown  the  mountain  side. 

They  were  twin-born  lovely  children, 

Free  as  air,  and  fair  as  free. 

From  the  selfsame  fountain  springing 
Life  to  them  a  jubilee. 

Not  alone  on  far  off  hill-side, 

Twin-born  gifts  of  God  do  come ; 

Joyfully  we  hear  their  voices 
Near  our  Athens  here  at  home. 

It  is  also  our  joy  to  learn  that  the  legislature  has  just  presented  her  with  a  con¬ 
ditional  dowry  of  $100. 


PORTRAITS  OF  THE  PIONEERS  OF  AMHERST. 


867 


IN  HONOR  OF  THE  ALUMNI  OF  THIS  COLLEGE. 

I  shall  never  forget  the  pleasure  with  which  a  year  ago  I  attended  a  dinner  of 
the  “Associate  Alumni.”  I  felt  somewhat  like  Simeon  of  old,  and  could  not  well 
realize  that  here  within  twenty  years  was  this  full  bloom  and  fruit  of  a  college,  a 
college  with  an  association  of  graduates  indeed.  I  can  therefore  imagine  with 
what  riper  pleasure  you,  Mr.  President,  who  have  known,  and  taught,  and  guided 
and  advised,  from  the  day  the  first  student  was  admitted  here,  and  with  what  pride 
and  satisfaction  Mr.  Morrill,  came  to  this  celebration.  These  are  his  jewels.  These 
are  the  beginning  only  of  those  long  processions,  which  from  every  state  and  terri¬ 
tory,  I  trust  to  the  end  of  time,  will  come  and  go,  rejoicing  in  the  lamp  of  knowl¬ 
edge  which  he  will  have  presented  them,  and  recognizing  him  as  their  father,  even 
as  the  Jews  said  “we  have  Abraham  to  our  father.”  We  alone  are  leading  the 
procession  with  more  than  350,  besides  those  who  have  dropped  out  by  the  way. 
Yes,  they 

“Are  coming,  Father  Abraham, 

Five  hundred  thousand  strong  !  ” 

The  future  graduates  of  these  38,  nay  50,  60  colleges,  more  numerous  than  the 
seed  of  Abraham,  tracing  their  lineage  from  no  myths,  like  those  of  Greek  or  Roman 
story,  seeing  clearly  that  they  were  conceived  and  born  of  no  unholy  passions, 
suckled  by  no  wolfish  or  beastly  natures,  will  thank  God  that  it  was  from  the  far- 
seeing  brain  of  a  wise  statesmanship,  that  these  colleges,  like  Minerva,  from  the 
brain,  and  not  the  lust  of  power,  sprang  into  life.  This  morning  from  every 
English  fireside,  with  million  voices,  have  rolled  the  notes  of  the  national  anthem, 
for  a  woman  who  during  fifty  years,  as  maid,  and  wife,  and  widow,  with  feminine 
dignity,  and  the  respect  of  all  men,  has  sat  upon  the  British  throne.  But  Victoria 
herself  has  accomplished  little  as  a  ruler,  or  law-giver.  Have  we  not  greater  reason 
on  this  year  of  the  twenty-fifth  anniversary  of  the  passage  of  the  bill  which  gave  us 
life,  and  which  put  Agriculture  on  the  throne  to  which  she  is  rightfully  entitled,  to 
exclaim  “  God  save  the  Senior  Senator  of  Vermont !  To  him  be  the  honor  to  the 
world’s  end !  ” 

THE  FUTURE  PORTRAIT  GALLERY  OF  THE  COLLEGE. 

And  before  we  shall  have  lain  down  from  our  labors  here,  I  look  forwara  to  the 
time  when  the  college  hall  will  be  decked  with  the  painted  images  of  those  who 
have  been  the  creators  or  benefactors  of  this  institution.  I  would  have  here  Mor¬ 
rill,  the  statesman  and  law-giver ;  there,  the  venerableness,  gentlemanliness,  energy, 
and  proud  beauty  which  shone  in  the  countenance  of  Wilder ;  and  over  against 
him,  the  earnest  face,  the  eager  eye  and  nervous  vigor  of  Clark,  the  young  man, 
enthusiastic  for  the  future ;  there,  the  scholarly,  professional  portrait  of  Chadbourne; 
here,  the  frankness,  honesty,  guilelessness,  common-sense,  and  friendliness  which 
so  mark  the  face  of  Stockbridge  ;  and  I  would  not.  fail  to  find  a  picture  of  benevo¬ 
lence,  generosity,  modesty,  and  sadness  lit  by  a  heavenly  smile,  which  were  illus¬ 
trated  in  the  person  of  William  Knowlton.  My  gallery  would  include  still  others 
among  the  living  as  well  as  the  dead. 

And  when  in  after  time  the  long  list  of  the  faithful  and  devoted  servants  of  the 
college  shall  be  scanned,  one  will  be  found  who  from  1867  was  professor  of  modern 
languages  and  English  Literature  ;  from  1867  to  1869,  instructor  in  gymnastics  and 
military  science  ;  in  1869  lecturer  in  entomology ;  in  1869  and  1870  instructor  in 
zoology  ;  from  1869  to  1871  instructor  in  anatomy  and  physiology  ;  in  1872  and  1873 
instructor  in  history  ;  in  1885  and  1886  librarian,  and  finally  in  1886  president  of  the 
college,  Goodell’s  name  “  will  lead  all  the  rest.” 


V. 


How  Agriculture  is  Taught  in  One  Country  in  Europe. 

* 

INTRODUCTION. 

I  am  indebted  to  tbe  courtesy  of  the  author  for  permission  to  use 
the  following  valuable  and  interesting  paper  which  was  prepared  by 
Professor  R.  B.  Warder,  formerly  of  the  Cincinnati  University,  Ohio, 
and  at  present  one  of  the  Faculty  of  Howard  University,  Washing¬ 
ton,  District  of  Columbia. 

Professor  Warder,  passed  a  year  in  Bavaria  in  careful  study  of 
the  system  of  Industrial  Education  as  established  in  that  country. 

This  paper,  relates  directly  to  the  training  there  given  in  Agricul¬ 
ture  ;  and  is,  for  this  reason,  placed  here  among  the  Appendices  relat¬ 
ing  to  the  American  Colleges  of  Agriculture.  It  will  be  observed, 
however,  that  in  Bavaria,  this  education  is  by  no  means  limited  to 
the  colleges,  but  beginning  in  the  earliest  schools,  the  Kindergarten, 
goes  hand  in  hand  with  the  pupil  through  the  elementary  and  supe¬ 
rior  schools  up  to  the  highest  technical  institutions. 

This  gives  to  Professor  Warder’s  account  a  more  general  interest 
for  American  educators  than  if  it  were  limited  strictly  to  an  account 
of  the  technical  schools  alone. 

While,  on  the  one  hand,  he  points  out  the  thoroughness  of  prepara¬ 
tion  required  for  entrance  into  the  higher  institutions,  in  striking 
contrast  with  the  lack  of  such  thorough  preliminary  training  requi¬ 
site  for  admission  to  some  of  the  American  Colleges  of  Agriculture  ; 
on  the  other,  his  suggestions  as  to  what  may  be  accomplished  by 
simple  means  in  country  district  schools,  and  by  the  holding  of  win¬ 
ter  schools  in  farming  neighborhoods ;  and,  in  other  ways,  by  the 
voluntary  cooperation  of  neighboring  farmers,  lend  additional  value 
to  this  paper,  of  which  the  Farmers  Granges  may  readily  take 
advantage. 

His  suggestions  as  to  the  feasibility  of  tree  planting  and  of  mak¬ 
ing  garden  plots  in  school  yards,  seem  to  have  borne  practical  fruit 
in  the  growing  prevalence,  in  several  of  the  States,  of  the  annual 
celebration  of  “Arbor  Day”  devoted  to  tree  planting. 

A  short  article  on  “Tree  planting  in  School  Grounds”  by  the  late 
Dr.  Franklin  B.  Hough,  was  issued  as  a  Bulletin  by  the  U.  S.  Bureau 
of  Education,  in  1883,  and  reissued  as  a  pamphlet  in  1885,*  in  connec- 

*  “  Planting  Trees  in  School  Grounds  and  the  Celebration  of  Arbor  Day.”  Pp.  8 
&  64. 


869 


870  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


tion  with  a  paper  prepared  by  Hon.  Jonn  B.  Peaslee,  when  Superin¬ 
tendent  of  Schools  in  Cincinnati,  and  first  published  by  the  Ohio 
State  Forestry  Association  in  1884.  These  papers,  with  the  choice 
extracts  from  various  writers  given  by  Dr.  Peaslee,  form  a  most 
interesting  contribution  to  the  literature  relating  to  school  life  ;  and 
furnish,  also,  a  valuable  compendium  of  facts  bearing  upon  the 
Science  of  Forestry. 


Agricultural  Education  in  Bavaria.* 

[By  Professor  R.  B.  Warder.] 

The  standing  of  the  Germans  in  the  firs;  rank  of  educated  nations  does  not  depend 
upoD  their  Universities  and  Polytechnic  Schools  alone  ;  it  is  due  rather  to  the  patient 
striving,  on  the  part  of  both  people  and  government,  to  provide  every  citizen  with 
the  most  complete  and  appropriate  education  that  his  circumstances  will  permit. 
Free  tickets  of  admission  to  the  lecture-rooms  of  the  most  distinguished  professors 
cannot  imply  real  opportunities  for  education,  unless  the  pupil  has  the  needed  pre¬ 
liminary  knowledge  and  mental  discipline  in  order  to  understand  and  digest  the 
lectures.  Any  system  of  education  designed  for  the  whole  people  will  embrace 
many  different  grades  ;  we  must  not  expect  too  much  from  the  higher  institutions 
alone  ;  and  the  object  of  this  paper  is  to  exhibit  the  variety  of  schools  in  which  the 
interests  of  practical  agriculture  are  subserved  in  the  Kingdom  of  Bavaria.  We 
may  also  find  some  useful  lessons  for  our  own  Republic. 

ELEMENTARY  TRAINING  ESSENTIAL. 

We  must  begin  with  the  Kindergarten,  for  here  is  cultivated  the  child’s  instinct¬ 
ive  love  of  nature  ;  here  he  is  taught  to  observe  the  forms  and  growth  of  plants  ; 
and  we  cannot  estimate  how  much  is  due  to  the  habits  of  observation  and  the  love 
of  plants  thus  imparted,  even  before  the  school  age. 

Compulsory  education  is  the  rule,  including  (as  the  minimum)  seven  years  of 
daily  attendance  at  the  common  schools  (“  Yolks, schulen,”  or  “  people’s  schools”), 
where  (iu  all  the  country  schools)  orchard  and  garden  culture  is  a  part  of  the  course. 
The  design  of  this  provision  is  to  show  the  great  value  of  fruit  culture,  and  to  instil 
the  love  for  planting,  protecting  and  caring  for  fruit  trees  ;  and  thus  through  a 
just  public  sentiment  to  prevent  the  habit  of  orchard  thieving.  For  this  purpose  it 
is  expected,  where  possible,  that  local  means  shall  provide  a  piece  of  ground  for  an 
orchard  in  connection  with  each  school.  It  is  very  common  to  provide  the  teachers 
with  a  dwelling,  or  a  dwelling  and  garden;  in  the  latter  case  part  of  the  teacher’s 
garden  may  be  used  for  purposes  of  instruction.  In  the  Oberpfalz,  the  minimum 
size  is  four  ares  (metric  measurement),  or  about  one-tenth  of  an  acre.  A  suitable 
location  is  to  be  selected  ;  but  if  the  climatic  conditions  are  quite  too  unfavorable 
for  fruit,  other  useful  trees  and  shrubs  are  to  be  planted.  Where  there  is  room, 
vegetables  and  flowers  may  also  be  raised.  After  the  first  plowing  and  planting, 
the  work  must  be  performed  by  teachers  and  elder  pupils,  and  half  of  the  crop 
belongs  to  the  teacher  as  compensation  for  his  labor.  Practical  lessons  are  given  in 
the  orchard  itself,  out  of  the  regular  school  hours,  and  in  the  Oberpfalz  all  the  boys 
are  required  to  take  part  in  this  instruction.  The  school  directors  and  superintend¬ 
ents  have  to  see  that  this  department  of  teaching  receives  due  care ;  and  the 
teachers,  during  their  five  years  of  normal  school  training,  have  time  to  become 
qualified  for  such  work. 

SUPPLEMENTARY  COMPULSORY  SCHOOLS. 

But  even  with  seven  years’  compulsory  attendance  of  more  than  ten  months  in 
the  year,  the  results  are  not  the  highest  that  may  be  reached.  If  the  boy  begins  to 
learn  a  trade  or  to  work  all  day  on  the  farm  in  his  fourteenth  year,  he  may  still 
spend  part  of  his  Sundays  and  evenings  in  mental  improvement ;  and  for  this  class, 
several  different  kinds  of  schools  are  provided,  according  to  the  special  wants,  in 
which  the  pupils  are  taught  from  two  hours  per-  week  to  eight  hours  or  more, 
according  to  local  needs  and  possibilities.  These  are  known  as  “  Fortbildungs- 

*  Extracted  from  the  Journal  of  the  American  Agricultural  Association.  Vol.  I. 
Nos.  2  and  3. 


PROFESSOR  WARDER  ON  AGRICULTURE  IN  BAVARIA.  871 


scnulen,”  and  attendance  in  them  for  two  or  three  years  after  leaving  the  “  people’s 
school”  is  still  compulsory.  In  those  designed  for  farmers’  sons,  the  main  stress  is 
still  laid  on  elementary  branches,  but  an  Agricultural  Reader  is  used,  and  the  exer¬ 
cises  in  writing  and  arithmetic  are  directed  in  the  line  of  agricultural  applications. 
In  1873  there  were  1,096  such  schools  in  Bavaria  with  an  average  of  19  pupils  each.* 

For  farmers’  sons,  even  of  the  hard-working  classes,  still  other  opportunities  are 
possible,  which  could  not  escape  the  notice  of  the  prudent  German.  Various  Win¬ 
ter  Schools  have  accordingly  been  established  by  the  several  agricultural  societies, 
to  be  kept  open  from  November  to  February  inclusive.  In  1872-3  there  were  eleven 
of  these  schools,  and  others  were  projected.  The  organization  varies  according  to 
local  needs,  and  the  means  at  command,  but  the  course  of  study  extends  through 
one,  two  or  three  winters.  Besides  the  common  school  branches  (including  religion), 
instruction  is  given  in  the  elements  of  natural  science,  field  culture,  the  raising  of 
animals,  book-keeping  and  farm  management;  also,  where  it  is  possible,  in  draw¬ 
ing,  field-measurements,  drainage,  soils,  tools,  and  fruit  culture.  At  Wurzburg, 
where  there  is  a  force  of  eleven  teachers,  agricultural  law,  geography  and  history 
have  been  included.  It  is  remarkable  to  see  the  liberality  of  both  the  State  and 
the  agricultural  societies  in  providing  such  schools,  as  contrasted  with  the  apparent 
indifference  of  the  great  mass  of  laboring  farmers.  The  fees  for  tuition  are  not 
high,  and  the  necessary  living  expenses  are  made  as  low  as  possible,  that  none  may 
be  excluded  from  want  of  means.  Some  idea  of  the  appropriations  of  money 
required  may  be  realized  from  the  report  of  1868-9,  that  in  the  seven  Winter 
Schools  then  established  53  teachers  instructed  157  pupils  1  Each  teacher,  however, 
is  generally  employed  but  a  few  hours  every  week  to  give  instruction  in  his  own 
department.  Besides  the  teachers’  salaries, "buildings,  fuel  and  incidental  expenses, 
Bavaria  liberally  furnishes  these  schools  with  wall  charts,  collections  of  minerals, 
soils,  agricultural  products,  &c.,  models  of  machinery,  of  tools,  and  of  flowers, 
chemical  and  physical  apparatus,  and  various  other  means  of  instruction. 

FIELD-CULTURE  SCHOOLS. 

The  next  class  to  be  considered  are  the  “  Ackerbauschulen,”  or  Field-Culture 
Schools.  In  these,  practical  farm  work  is  made  one  of  the  means  of  instruction  ; 
the  course  extends  through  two  or  three  years.  The  theoretical  instruction  is  some¬ 
what  similar  to  that  of  the  Winter  Schools,  and  is  so  far  of  an  elementary  character 
that  boys  who  have  passed  successfully  through  the  “  people’s  schools”  are  capable 
of  understanding  it.  The  practical  farm  work  and  instruction  vary  according  to 
the  local  agricultural  conditions. 

The  “  Middle  Agricultural  School,”  at  Lichtenhof,  stands  on  a  rather  higher  plat¬ 
form  in  the  series  than  any  of  the  preceding,  for  the  course  of  study  extends  through 
three  years,  beside  a  one-year  preparatory  course.  Theoretical  studies  can  be  pur¬ 
sued  more  thoroughly  than  in  the  “Field-Culture  Schools,”  but  practical  farm 
work,  under  the  direction  of  teachers,  also  forms  part  of  the  instruction ;  and 
twelve  to  twenty-five  hours  per  week,  according  to  the  season  and  the  weather,  are 
assigned  to  this  department  through  the  whole  course. 

INTER-RELATION  BETWEEN  THE  MILITARY  AND  SCHOOL  SYSTEMS. 

Here  we  must  stop  to  consider  the  relationships  of  the  military  and  school  sys¬ 
tems,  which  are  made  mutually  to  strengthen  each  other.  The  schools  on  one  hand 
have  exercises  in  gymnastics  as  a  means  of  physical  development,  and  on  the  other 
hand  the  young  man  whose  mental  culture  has  been  carried  to  a  certain  point  is 
allowed  to  serve  in  the  army  one  year  as  a  volunteer,  instead  of  being  compelled, 
like  the  less  educated  German,  to  serve  three  years.  In  all  the  so-called  “  Middle 
Schools  ”  this  provision  is  a  great  incentive.  The  requisitions  for  the  one-year  volun¬ 
teer  service  are  not  the  same  in  all  the  German  States ;  but  the  pupil  who  completes 
the  course  in  the  Agricultural  School  at  Lichtenhof  is  entitled  to  this  prerogative  in 
the  Bavarian  army. 

TRAINING  IN  SPECIALTIES. 

Before  discussing  the  higher  agricultural  education,  let  us  note  some  of  the  special 
courses,  either  connected  with  the  various  schools  described,  or  established  sepa¬ 
rately.  One  farmer  devotes  himself  to  sheep,  another  to  cattle  and  the  dairy, 

*The  above  information  in  regard  to  the  common  schools  and  “  Fortbiklungs- 
schulen”  is  chiefly  drawn  from  “Das  bairische  Volksschulwesen,”  by  Engelmann, 
published  in  1871,  with  appendix  published  in  1875. 


872  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


another  to  fruit  culture  ;  each  wants  to  understand  what  especially  concerns  his 
own  business.  These  courses  of  special  instruction  for  shepherds,  stc  ck  farmers, 
&c.,  generally  occupy  but  a  few  weeks  in  the  year.  Cheese-making,  brewing, 
drainage  and  irrigation,  and  horse-shoeing,  are  likewise  represented  in  the  circle  of 
special  agricultural  courses  given  at  certain  fixed  places.  Lectures  on  the  raising 
of  animals  and  on  agricultural  chemistry  have  also  been  given  from  place  to  place 
by  eminent  professors. 

INSTITUTIONS  FOR  HIGHER  TRAINING. 

The  higher  agricultural  education  is  imparted  in  the  Central  School  at  Weilien- 
stephan,  and  in  the  Agricultural  Department  of  the  Polytechnic  School  at  Munich. 
There  is  also  a  Veterinary  School  in  the  latter  city  and  a  School  of  Forestry  at 
Aschaffenburg. 

The  Central  Agricultural  School  occupies  the  site  of  a  Benedictine  convent  that 
was  founded  in  the  year  725.  The  ample  buildings  contain  lecture-halls,  labora¬ 
tories,  museums  and  dormitories ;  also  barns,  stables,  a  large  dairy,  and  whatever 
is  needed  for  a  well  arranged  farm-house.  The  farm,  experimental  grounds,  &c., 
cover  273  hectares,  or  675  acres.  Long  rows  of  cow-sheds  stand  under  the  low 
groined  arches  of  an  old  cloister  on  one  side  of  the  yard,  while  on  the  opposite  side 
stands  a  convent  building,  remodeled  according  to  the  demands  of  school  life. 
Here  the  students  meet  to  spend  a  social  evening  in  the  ‘ ‘  conversation  room,”  which 
is  decked  with  the  arms  of  the  many  nations  (from  both  sides  of  the  Atlantic)  that 
are  represented  among  the  inmates.  Here  the  great  class-tankard  is  passed  round 
among  those  who  have  just  passed  the  final  examinations  of  the  “  brewers’  course.” 

But  we  must  not  linger  too  long  with  historical  associations.  In  the  teaching 
force  and  various  appliances  for  instruction,  this  school  far  excels  those  already 
described;  but  a  much  more  vital  distinction  is  this,  that  in  the  Central  School  the 
instruction  is  adapted  to  young  men  who  have  been  well  trained  by  previous  study 
and  work.  The  regular  course  of  two  years  consists  of  theoretical  and  laboratory 
instruction.  Excursions  are  also  made,  under  the  direction  of  the  professors,  for 
such  practical  illustrations  of  farming  a,s  cannot  be  given  in  the  class-room.  Farm 
work  is  only  included  in  a  preparatory  practical  course  of  one  year.  Thus  the 
whole  time  to  be  spent  at  Weihenstephan  is  less  than  that  required  in  some  of  the 
middle  or  lower  agricultural  schools ;  but  when  the  pupils  enter  they  must  not  only 
have  a  solid  groundwork  of  mathematics,  but  the  faculties  of  mind  and'eye  must 
also  have  been  well  developed  by  the  study  of  languages,  history  and  drawing ; 
when  a  professor  gives  a  good,  full  lecture,  he  can  believe  that  it  has  been  received 
and  will  be  digested— it  does  not  pass  in  at  one  ear  and  out  at  the  other.  The  pre¬ 
paratory  training  of  the  mind  alone  is  hardly  less  in  amount  than  the  whole  course 
at  Lichtenhof.  The  vital  importance  of  this  point,  especially  in  relation  to  Ameri¬ 
can  education  and  needs,  makes  it  necessary  to  examine  the  subject  in  detail. 

PREPARATION  REQUIRED  FOR  ENTRANCE  TO  CENTRAL  SCHOOL. 

In  preparation  for  the  Central  School,  the  aspirant  may  either  complete  the  course 
of  a  “  Gewerbeschule”  (the  name  is  not  readily  translated),  or  both  that  of  a  Latin 
School  and  a  two  years’  course  in  a  “  Realgymnasium.”  To  discuss  these  prepara¬ 
tory  institutions  in  full  does  not  come  within  the  scope  of  this  article;  but  it  will 
be  sufficient  to  indicate  the  degree  of  proficiency  required.  The  applicant  from 
the  “Gewerbeschule”  has  made  a  careful  study  of  his  mother  tongue,  including 
rhetorical  exercises  and  the  study  of  German  Classics.  He  has  studied  French 
three  years,  and  drawing  one  to  three  years  ;  his  mathematics  include  algebra  and 
geometry — sometimes  also  trigonometry  and  descriptive  geometry — and  he  has 
been  taught  the  elements  of  botany,  zoology,  physics,  chemistry  and  mineralogy. 
Geography,  history  and  writing  have  also  received  due  attention.  The  pupil  from 
the  Realgymnasium  has  pursued  a  somewhat  similar  course  in  German,  French, 
mathematics,  history  and  drawing ;  but  instead  of  an  actual  knowledge  of  the 
sciences,  his  seven  years’  study  of  Latin  has  so  disciplined  his  mind  that  lie  is  con¬ 
sidered  equally  capable  of  higher  scientific  and  agricultural  studies  with  the  pupil 
from  the  “Gewerbeschule.”  Beside  the  theoretical  training  just  indicated,  a  prac¬ 
tical  acquaintance  with  farm  work  is  required.  Two  years’  practice  on  an  ordinary 
farm  is  considered  sufficient,  or  one  year’s  instruction  in  the  preparatory  course  of 
the  Central  School.  This  course  consists  chiefly  in  manual  labor,  but  theoretical 
instruction  is  also  given  four  half  days  in  the  week.  Thus  it  is  not  the  intention  to 
multiply  the  number  of  pupils  by  admitting  those  who  could  be  better  instructed  in 
a  middle  school,  but  only  to  receive  such  as  are  fully  able  to  comprehend  advanced 
instruction,  and  to  profit  by  the  teaching  of  the  most  thorough  professors,  each 
holding  the  first  rank  in  his  own  department. 


PROFESSOR  WARDER  ON  AGRICULTURE  IN  BAVARIA.  873 


CENTRAL  SCHOOL  COURSES. 

The  following  outline  of  the  course  of  study  is  not  an  exact  translation  from  the 
programme,  nor  is  it  a  full  picture  of  the  subjects  taught,  but  it  may  serve  to  give 
some  idea  of  its  scope,  and  its  extremely  technical  character. 

The  regular  course  includes  field-measuring  and  leveling  (combined  with  practical 
exercises),  applied  mechanics  (with  drawing),  physics,  theory  of  soils,  draining  and 
irrigation, chemistry  (with  well  furnished  laboratories),  botany,  anatomy  of  plants 
(with  practical  exercises  in  microscopy),  physiology  and  diseases  of  plants,  plant 
production,  fruitculture,  forestry,  zoology,  anatomy  and  physiology  of  domestic  ani¬ 
mals,  with  description  of  breeds  ;  animal  production  (including  the  raising  of  hogs, 
horses,  sheep  and  neat  cattle), veterinary  science,  brewing,  and  other  industries  imme¬ 
diately  connected  with  agriculture  ;  building  materials  and  construction  of  build¬ 
ings  ;  agricultural  implements,  book-keeping,  farm  management,  agricultural  law, 
law  of  exchange,  national  economy.  While  pupils  of  this  course  are  not  expected 
to  perform  manual  labor,  the  farm  is  an  essential  means  of  illustration  ;  the  same 
purpose  is  served  by  the  various  gardens,  experimental  fields,  orchards,  dairy,  lime 
and  brick  kilns,  fish  pool,  turf  cuttings,  and  many  other  auxiliaries  or  “  attributes  ” 
of  the  school.  Excursions  are  made  to  illustrate  the  instruction  in  botany,  fruit 
culture,  forestry,  plant  production  and  farm  management. 

Beside  the  curriculum  just  described,  there  is  a  special  course  of  one  year  in  the 
theory  and  practice  of  brewing,  with  the  needed  accessory  subjects.  The  chemistry 
of  both  beer  and  milk  may  be  very  thoroughly  pursued  in  the  technological 
chemical  laboratory. 

THE  MUNICH  SCHOOL  OF  AGRICULTURE. 

Another  advanced  agricultural  school  is  in  the  city  of  Munich  itself.  An  experi¬ 
mental  station  was  first  established  in  connection  with  the  Polytechnic  School,  with 
sufficient  ground  for  experiments  on  soils  and  animals.  Afterwards,  an  Agricul¬ 
tural  Department  was  added  to  the  school,  with  two  years’  course  of  study.  The 
requirements  for  admission  include  two  years  more  book  study  than  to  enter  at 
Weihensteplian,  but  no  practical  acquaintance  with  farm  work  is  deemed  necessary. 
The  design  is  to  afford  more  complete  theoretical  education  in  those  sciences  which 
underlie  agriculture,  rather  than  to  educate  practical  farmers  or  the  managers  of 
large  estates.  Full  liberty  is  here  given  in  the  selection  of  studies,  and  the  course 
may  be  made  as  broad  or  as  specific  as  each  student  chooses.  Being  in  the  metropolis, 
lie  can  listen  to  any  selected  courses  of  lectures  in  the  Polytechnic  School  or  Uni¬ 
versity,  and  may  doubtless,  also,  pursue  sculpture  or  music  in  the  art  schools,  if  his 
tastes  or  purposes  should  lead  him  to  do  so  1  The  special  chemical  laboratory  for 
this  department  is  fitted  up  with  the  best  appointments,  including  a  hydraulic  press 
calculated  to  exert  a  force  of  20,000  pounds,  to  express  the  essential  oils  or  the  juices 
of  plants.  The  apparatus  for  evaporating  the  juice  in  vacuum,  in  order  to  avoid 
decomposing  the  constituents  by  heat,  is  a  beautiful  piece  of  workmanship,  and  very 
essential  for  the  scientific  investigations.  A  very  accurate  polariscope  and  micro¬ 
scope  are  also  provided,  and  nothing  here  seems  wanting  for  the  theoretical  side  of 
agricultural  science. 

The  Veterinary  School,  in  the  outskirts  of  Munich,  has  a  three  years’  curriculum, 
beside  a  course  on  horse-shoeing.  Stables  are  attached  for  the  raising  of  cattle. 
There  are  twelve  professors  and  other  teachers. 

SCHOOL  OF  FORESTRY. 

The  Bavarians  recognize  the  importance  of  forestry,  and  a  special  school  at  Aschaf- 
fenburg  serves  to  instruct  and  train  those  who  aspire  to  enter  this  department  of  the 
civil  service.  This  Forest  School  is  regarded  as  holding  equal  rank  with  the  Poly¬ 
technic  School  or  the  University.  That  feature  which  so  marks  its  dignity  is  simply 
the  fact  that  no  one  can  be  admitted  except  those  who  have  completed  a  course  of 
study  in  a  Gymnasium  or  Realgymnasium.  A  good  degree  of  mental  culture  and 
discipline  being  thus  seemed,  one  Winter  is  devoted  to  practical  instruction  in  the 
woods,,  and  two  and  a  half  years  are  spent  in  academic  studies  relating  to  the  chosen 
profession.  It  is  probable  that  this  school  will  soon  be  transferred  to  Munich  or  some 
other  university  city,  and  the  period  for  theoretical  instruction  may  be  increased  to 
three  or  four  years. # 

The  diagram  f  here  given  may  serve  as  a  recapitulation  of  the  various  kinds  of 
schools  that  have  just  been  considered.  Each  horizontal  line  represents  a  period  of 


*  This  statement  relates  to  the  year  1875.  Changes  may  already  have  been  made, 
f  See  on  next  page. 


Volksschulen,”  or  People’s  Schools 


874  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

Diagram  Showing  Bavarian  School  System. 


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BAVARIAN  AND  AMERICAN  SCHOOLS  CONTRASTED.  875 


school  life,  and  the  figures  indicate  the  usual  minimum  age  for  a  diligent  student, 
assuming  that  he  loses  no  time  by  sickness  or  other  cause.  In  the  Kindergarten,  the 
People’s  Schools,  and  the  “  Fortbildungsschulen,”  the  instruction  in  agriculture  is 
wholly  subordinate  to  the  main  object  of  developing  the  child’s  mind,  and  giving 
him  general  education  :  yet  the  importance  of  agricultural  knowledge  is  recognized 
in  the  courses  of  study.  Pupils  of  the  Winter  Schools  and  Field-Culture  Schools 
are  usually  older  than  would  be  represented  iu  the  diagram.  The  ‘ ‘  Gewerbeschulen ,” 
Latin  Schools,  Realgymnasia  and  Gymnasia  are  added  to  represent  the  years  of 
preparation  required  for  admission  to  the  higher  agricultural  schools.  It  will  be 
observed  that  a  boy  who  has  attended  the  common  schools  may  pass  through  the 
“  Gewerbeschule”  into  the  course  of  practical  higher  education  afforded  by  the 
Central  Agricultural  School :  while  classical  training  is  required  of  those  who  wish 
to  pursue  the  more  theoretical  course  of  the  Polytechnic  School,  or  to  enter  the  State 
service  as  directors  of  the  forests. 

SUGGESTIONS  FOR  AMERICAN  EDUCATORS. 

In  regard  to  many  details  above  described  the  writer  has  purposely  avoided  pass¬ 
ing  judgment  in  this  article.  To  know  what  is  the  best  organization  for  Bavaria, 
it  is  necessary  to  consider  the  national  characteristics  of  the  people  as  well  as  the 
social  and  political  conditions.  The  geography,  history  and  religion  of  a  country  all 
exert  an  important  influence  in  determining  what  the  national  education  shall  be. 
The  purpose  of  this  sketch  is  simply  to  point  out  some  leading  features  of  that  which 
one  foreign  state  of  five  million  inhabitants  is  doing  in  one  department  of  her  edu¬ 
cational  field.  Some  practical  suggestions  may  also  be  found  for  the  benefit  of 
agricultural  education  in  our  own  country.  The  Report  of  the  U.  S.  Commissioner 
of  Education  for  1875,  contains  a  list  of  forty-three  schools,  in  thirty-four  different 
States,  endowed  by  the  National  Land  Grant.  In  about  thirty-four  of  these  schools 
the  claims  of  agriculture  appear  to  be  recognized.  The  plan  of  organization,  the 
equipment,  and  the  internal  features  of  no  two  of  these  schools  are  the  same  ;  the 
widest  differences  may  be  observed  in  the  standard  for  admission,  the  course  or 
courses  of  study,  the  solution  of  the  labor  question,  the  discipline  of  the  students, 
and  the  facilities  for  practical  and  theoretical  studies.  It  is  a  pleasure  to  believe 
that  well  qualified  professors  are  earnestly  engaged  in  imparting  thorough  scientific 
and  practical  education  ;  yet  it  must  be  admitted  that  those  who  strove  to  inaugu¬ 
rate  this  new  era  of  industrial  education  have  not  yet  realized  their  fond  anticipa¬ 
tions.  In  the  first  place,  the  few  central  schools  that  we  have  for  farmers  (about 
one  to  each  State)  fail  to  reach  the  masses.  Many  who  could  attend  them  think  the 
way  is  too  hard.  The  fact  that  tuition  is  free  is  comparatively  a  small  matter,  when 
a  young  man’s  labor  is  needed  at  home,  or  when  he  must  be  earning  his  own  living, 
instead  of  paying  for  his  board  near  a  metropolis.  Even  when  farmers’  institutes 
or  lecture  courses  are  held  for  a  few  weeks  of  the  winter,  it  often  happens  that 
those  for  whose  benefit  they  are  intended  show  very  little  interest.  Similar  dis¬ 
couragements  prevail  in  Bavaria,  but  strenuous  efforts  are  made  to  overcome  the 
habitual  indifference  of  the  laboring  classes.  The  various  agricultural  schools, 
scattered  throughout  the  kingdom,  constitute  a  well  organized  system,  designed  to 
'meet  the  needs  and  possibilities  of  each  citizen  ;  and  even  during  the  years  of  com¬ 
pulsory  education  some  notions  of  the  practical  cultivation  of  plants  are  included  in 
the  course  prescribed  for  boys. 

TREE  PLANTING  AND  GARDENING  IN  COUNTRY  SCHOOL  YARDS. 

Now,  cannot  our  State  Commissioners  of  Schools,  our  County  Superintendents, 
and  the  local  School  Trustees,  unite  in  the  encouragement  of  tree-planting  and 
gardening  in  all  the  county  school  lots  ?  This  would  afford  healthful  exercise  both 
for  teacher  and  children.  If  the  former  should  be  incapable  of  directing  such  work 
some  one  else  may  be  appointed  to  have  charge  of  it  till  the  teacher’s  ambition  and 
sense  of  honor  provoke  him  or  her  to  take  lessons  of  the  best  farmers. 

WINTER  SCHOOLS  PROPOSED. 

As  a  second  step  toward  inculcating  correct  methods  of  farm  management,  can¬ 
not  some  of  the  county  agricultural  societies  (with  financial  help  from  well  disposed 
persons)  organize  Winter  Schools  in  various  centres  where  the  cost  of  living  is 
comparatively  low?  The  arts  of  agriculture,  the  results  of  scientific  study,  should 
receive  special  attention.  The  real  pursuit  of  the  underlying  sciences  may  be 
reserved  for  higher  schools,  as  those  endowed  by  the  Act  of  1862.  In  the  former  a 
fair  common  school  education  and  practical  acquaintance  with  farm  work  should 
be  the  chief  requirements  for  admission.  A  small  charge  for  incidentals  or  tui¬ 
tion  may  give  the  students  a  better  appreciation  of  such  a  charity,  but  no  earnest 


876  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


student  should  be  debarred  by  the  fees.  The  agricultural  teacher  of  such  a  school 
must  be  thoroughly  acquainted  with  the  principles  of  his  specialty,  and  with  the 
peculiar  needs  of  the  district  in  which  he  resides.  When  spring  calls  the  young 
men  to  return  home,  the  teacher’s  occupation  is  not  gone,  but  only  changed  for 
equally  arduous  and  important  labors.  He  should  "be  a  kind  of  consulting  agricul¬ 
tural  engineer,  giving  his  advice  wherever  sought ;  and  by  popular  lectures,  from 
place  to  place,  he  should  strive  to  show  how  bad  methods  may  be  exchanged  for 
good  ones,  and  good  ones  for  better.  Perhaps  these  Winter  courses  on  farming 
could  be  given  in  connection  with  the  High  Schools  of  the  smaller  cities. 

VOLUNTEER  EFFORTS  FEASIBLE. 

The  National  Government  has  done  much  for  the  cause  of  industrial  education ; 
citizens  of  a  free  country  should  be  ready  to  act  as  well  as  to  think  for  themselves. 
If  the  suggestions  just  made  are  of  any  value,  the  two  plans  may  first  be  inaugu¬ 
rated  in  a  single  school  district  or  county,  without  waiting  for  the  .uncertain  results 
of  memorial  sand  legislation.  Many  farmers’  sons  who  are  planting  and  harvesting 
during  the  present  season  will  be  teaching  school  next  winter.  Some  of  these 
doubtless  will  be  qualified  for  the  difficult  position  that  has  just  been  described. 

Another  difficulty  under  which  our  Agricultural  Colleges  are  laboring,  is  the  want 
ot  suitably  prepared  students  for  the  highest  studies  in  animal  and  plant  physiology, 
in  agricultural  chemistry,  and  the  various  other  branches  upon  which  scientific 
agriculture  must  rest.  Experimental  stations  should  be  maintained ;  and  well 
disciplined  minds,  trained  to  the  nicest  distinctions  of  thought,  and  the  most  accu¬ 
rate  quantitative  determinations  of  matter  and  force,  and  the  clearest  conception  of 
the  essential  and  the  non-essential  conditions  of  each  problem,  are  needful,  in  order 
to  direct  and  conduct  agricultural  investigations  to  the  greatest  profit  of  industry 
and  science. 

SUCCESS  OF  GERMAN  INVESTIGATIONS  DUE  TO  THOROUGH  PREPARATORY  TRAINING. 

The  secret  of  the  German's  successful  investigations  in  the  natural  laws  which 
underlie  practical  husbandry,  consists  largely  in  the  extended  mental  discipline  of 
the  German  student  before  he  begins  his  professional  studies.  The  German  sys¬ 
tem,  as  illustrated  at  Weihenstephan  and  at  Munich,  has  already  been  explained, 
and  is  represented  in  the  diagram.  Please  observe  that  the  gap  between  the  com¬ 
mon  schools  and  the  regular  course  at  Weihenstephan  requires  at  least  three  years 
of  book  study  and  one  of  farm  work,  while  even  five  years  of  mental  training  will 
not  suffice  to  pass  from  the  close  of  the  common  school  course  to  the  beginning  of 
that  in  the  Polytechnic  School.  For  both  of  these  schools,  as  well  as  that  of  forestry, 
training  in  ancient  languages  may  be  preferred  or  required  from  the  age  of  nine  to 
tixteen  and  eighteen  years,  because  this,  the  German  thinks,  is  specially  adapted 
so  develop  the  powers  of  thought.  One  example  may  be  given  to  show  how  the 
importance  of  this  feature  has  been  overlooked  by  American  educators. 

A  GERMAN  AND  AMERICAN  SCHOOL  CONTRASTED. 

At  the  International  Conference  on  Education,  held  in  Philadelphia  in  1876,  a  rep¬ 
resentative  of  one  of  the  most  successful  of  the  schools  established  by  Congressional 
endowment,  used  this  expression  :  “  It  is  similar  in  its  character  to  the  Polytechnic 
University  at  Munich,  in  Bavaria,  with  the  exception  that  it  adds  to  it  the  course  in 
literature — the  ordinary  college  course.”  *  An  examination  of  the  last  catalogue  of 
this  institution  shows  that  the  boys  who  have  successfully  finished  a  common  school 
course  require  only  one  year’s  preliminary  study  to  be  admitted  to  the  agricultural 
and  other  professional  courses.  A  professional  school  would  be  more  nearly  on  a 
par  with  that  at  Munich,  if  none  were  admitted  to  its  lecture  rooms  till  they  had 
first  completed  the  classical  or  scientific  course  of  some  good  college  !  The  students 
of  such  an  institution  would  be  few.  America  is  not  yet  ready  for  the  German  idea 
of  the  University  or  “  High  School,”  with  none  but  post-graduate  students.  Let  us, 
however,  be  willing  to  admit  this  essential  difference  between  our  schools  and  those 
of  some  other  countries ;  for  this  difference  of  mental  calibre  in  the  student,  this 
difference  in  his  receptive  power,  implies  a  corresponding  difference  in  the  choice 
of  appropriate  intellectual  food,  in  the  mode  of  its  administration,  and  in  the  free¬ 
dom  of  choice  which  may  be  safely  accorded  him . 

THE  VARIED  NEEDS  OF  AGRICULTURAL  EDUCATION  IN  AMERICA. 

The  whole  subject  is  now  left  to  the  consideration  of  those  interested  in  the  future 
of  American  agriculture.  Criticisms  have  been  made,  with  no  desire  to  depreciate 
the  real  merits  of  our  own  institutions,  but  rather  with  the  wish  to  point  out  some 
weak  points,  in  order  to  incite  to  more  strenuous  efforts.  We  need,  on  the  one 


*  See  Report  of  the  Conference,  published  by  the  U.  S.  Bureau  of  Education,  p.  80. 


NEEDS  OF  AMERICAN  SCHOOLS  OF  AGRICULTURE  SUGGESTED.  877 


hand,  to  extend  the  benefits  of  special  information  more  widely  among  our  millions 
of  farmers,  and,  on  the  other  hand,  to  cultivate  those  rich  fields  of  research  in  agri¬ 
cultural  science  which  require  the  most  subtile  powers  of  thought,  the  most  accu¬ 
rate  observations,  and  the  most  rigid  logic  ;  while  the  intermediate  field  of  practical 
agricultural  science,  in  all  its  branches,  must  not  be  neglected.  How  many  of  our 
Agricultural  Colleges  afford  such  a  variety  of  technical  lectures  as  the  school  at 
Weilienstephan,  uniting  the  scientific' methods  with  practical  information  on  just 
what  the  director  of  a  large  farm  needs  to  know? 

Only  the  pleasant  duty  now  remains  of  expressing  my  very  sincere  regards  and 
heartfelt  thanks  to  the  many  gentlemen  in  Bavaria,  and  elsewhere,  who  have  aided 
me  in  these  studies.  Various  professors  have  given  their  time,  not  only  to  show  a 
stranger  their  laboratories  and  museums,  and  to  explain  their  mode  of  instructing, 
but  also  to  expound  those  fundamental  principles  and  modifying  influences  which 
are  familiar  to  the  German,  but  strange  to  the  foreigner.  Many  others,  connected 
with  the  educational  or  the  agricultural  interests  of  Bavaria,  have  been  equally 
courteous  and  obliging  in  imparting  information.  The  German,  with  characteristic 
zeal  in  his  search  for  truth  from  all  parts  of  the  world,  is  also  liberal  in  imparting 
what  he  has  gained  for  the  benefit  of  his  neighbors  in  other  countries.  The  deep 
philosophy  of  his  educational  system  is  worthy  of  more  attention  than  it  has  received. 


4 


VI. 


Address  on  “Technical  Training’'  by  Professor  John 

Hamilton. 

The  following  admirable  address,  in  which  are  recorded  the  earliest 
movements  in  this  country  towards  enlarging  the  scheme  of  educa¬ 
tion  in  the  direction  of  the  practical  application  of  the  laws  of 
mechanics  to  a  development  of  the  industries  of  the  people,  with  the 
further  view  of  organizing  a  satisfactory  plan  for  securing  oppor¬ 
tunities  for  a  thorough  education  in  science,  to  all  students  who 
desire  to  enter  this  field  of  knowledge,  in  contra-distinction  to  that 
offered  by  the  classical  curriculum  of  the  older  colleges;  was  deliv¬ 
ered  on  the  occasion  of  the  opening  of  the  new  Mechanical  Depart¬ 
ment  of  Pennsylvania  State  College,  February  10th,  1886. 

Professor  Hamilton  in  this  address  pays  an  appreciative  tribute  to 
the  memory  of  the  late  Joseph  Sheffield,  Esq.,  of  New  Haven,  who 
founded,  in  connection  with  Yale  College,  the  Institution  since 
world-famous  as  the  Sheffield  Scientific  School ;  which  school  Profes¬ 
sor  Hamilton  declares  to  have  been  the  first  public  recognition  by 
any  of  the  older  American  Colleges,  of  the  existence  of  any  real  rela¬ 
tion  between  Education  and  Industry. 

Professor  Hamilton’s  Address. 

Mr.  President,  Ladies  and  Gentlemen: 

Many  of  us  very  well  remember  when  about  the  only  mechanical  education  that 
was  offered,  was  to  the  bound  boy  under  the  old  apprenticeship  system,  in  which 
illiterate  and  mostly  incapable  professors  undertook  to  instruct  illiterate  and 
untrained  students  in  the  “  art  and  mystery”  of  some  industrial  pursuit. 

the  defects  of  apprenticeship. 

It  -was  a  school  without  books,  without  improved  appliances,  with  no  arranged 
course  of  study,  with  no  mental  training,  with  no  test  of  proficiency  and  no  certi- 
cate  of  graduation.  The  course  usually  extended  through  three  or  four  years  in 
each  branch  of  industry,  and  the  most  of  the  apprentice’s  time  was  occupied  in  the 
repetition  of  processes  in  themselves  extremely  simple  and  elementary,  or  in  the  per¬ 
formance  of  drudgery  having  little  or  no  relation  to  the  trade  to  be  acquired.  For 
example,  the  apprentice  in  a  machine  shop  spent  the  greater  part  of  his  first  year 
in  cleaning  the  grease  and  rust  from  old  castings,  sweeping  floors,  carrying  water, 
building  fires,  wheeling  scrap  and  other  similar  wholly  uninstructive  work. 

After  this,  in  his  subsequent  apprenticeship,  if  he  developed  a  special  aptitude 
for  any  particular  process,  he  was  kept  steadily  at  that  branch  of  work,  and  scarcely 
any  attention  was  given  to  his  education  in  the  other  parts  of  his  trade.  That  which 
he  did  acquire  was  mostly  “picked  up”  rather  than  received  from  his  instructor, 
who  was  usually  more  interested  in  getting  from  him  the  greatest  possible  amount 
of  work  than  in  teaching  him  the  important  secrets  of  his  trade. 

The  results  of  this  system  were  seen  on  all  sides.  Every  community  was  filled 
with  illiterate,  prejudiced  and  unskilled  mechanics ;  and  it  was  only  after  many 
years  of  subsequent  practice  and  observation  that  even  a  tolerable  degree  of  pro¬ 
ficiency  was  reached  by  them,  and  even  then  the  number  who  could  plan  and  cal¬ 
culate,  suggest  and  direct,  was  exceedingly  limited.  As  population  increased  and 
the  country  and  city  got  a  chance  to  look  into  each  other’s  faces,  by  means  of  the 

879 


880  -  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


introduction  of  those  gigantic  art  associations,  the  railroads,  public  taste  in  archi¬ 
tecture  and  machinery  became  educated  and  demanded  better  and  more  artistic 
work  from  her  mechanics,  until  it  became  evident  to  all  that  the  old  apprenticeship 
system  could  not  furnish  the  skill  that  was  demanded,  and  it  had  to  be  practically 
abolished. 


CAUSE  OF  THE  SPECIALIZATION  OF  INDUSTRIES. 

As  the  large  manufactories  were  established,  country  mechanics  flocked  to  them, 
and  as  the  division  of  labor  thus  became  possible,  their  directors  abandoned  all 
effort  to  produce  men  skilled  in  all  the  processes  of  their  art,  but  confined  them  to 
one  operation,  and  kept  them  repeating  this  until  they  could  do  it  with  great  per¬ 
fection.  The  effect  was  to  drain  the  country  of  mechanics  skilled  in  the  general 
principles  of  their  respective  trades,  and  return  none  to  take  their  places  except 
these  specialists  who  could  do  one  thing  well,  but  could  do  nothing  else. 

The  result  was  that  the  invention  and  introduction  of  any  new  machine  that  per¬ 
formed  this  process,  not  only  threw  them  out  of  work  in  this  direction,  but  cast 
them  helpless  on  the  world.  All  their  skill  and  education  would  not  secure  them  a 
loaf  of  bread.  So  men  began  to  protest  and  strike,  until  now,  we  have  in  trade, 
organization  after  organization  to  resist  change  and  preserve  intact  old  forms  and 
processes.  These  unions  undertook  also  to  limit  the  number  of  those  who  should 
pursue  their  special  calling.  They  guarded  the  entrance  to  their  guild  with  great 
jealousy.  Instead  of  all  who  wished  and  were  capable  being  welcomed  and  per¬ 
mitted  to  enter,  none  but  a  chosen  few  could  have  access  to  its  mysteries.  The 
mass  of  applicants  were  rejected  by  these  organized  monopolists  of  education  in 
industrial  art,  and  so  it  occurred  that  the  old  method  of  art  education  was  broken 
up  and  that  of  the  “  Trades  Unions”  was  left  to  take  its  place. 

FORMER  PURPOSES  OF  EDUCATION. 

During  all  this  time,  no  one  seemed  to  suppose  that  there  was  any  more  connec¬ 
tion  between  the  man  who  worked  outside  in  the  shop  and  the  student  who  worked 
inside  over  his  books,  than  existed  between  this  planet  and  the  remotest  star.  They 
were  utterly  divided  ;  their  lives  led  in  two  directions.  Intellectually,  socially, 
practically  they  were  divided.  Between  them  a  great  gulf  lay  ;  the  schools  of  the 
country  educated  their  students  for  law  and"  medicine  and  theology  and  literature. 
Polite  learning  was  popular,  was  eagerly  sought  and  efficiently  taught. 

The  high  ideal  set  before  the  student  was  “  knowledge  for  its  own  sake.”  To 
make  it  forge  a  bolt  or  turn  a  mill  was  to  offend  good  taste  and  indicated  a  low 
ambition  and  an  ordinary  mind.  To  improve  and  elevate  the  learned  professions 
and  not  art  was  the  object  of  college  education. 

Within  your  recollection,  Mr.  President,  there  came,  not  “as  a  rushing  mighty 
wind,”  but  as  a  “  still  small  voice,”  first  to  one  here  and  another  there,  and  then 
to  another  and  another,  the  thought,  hardly  that,  the  feeling  that  the  educational 
system  of  the  country  should  do  something  in  an  intellectual  way  for  the  assistance 
of  the  industrial  callings.  These  men,  so  impressed,  were  neither  ignorant  nor 
fanatical ;  they  were  thoughtful,  practical  and  prominent ;  men  of  learning  and 
experience,  familiar  with  college  life  and  training,  large  hearted  and  philanthropic, 
who,  having  lived  in  close  relation  with  industrial  life,  realized  its  crippled  condi¬ 
tion  and  its  wants. 

This  feeling  extended  until  it  became  general  among  the  industrial  classes  and 
the  wider  it  extended  the  more  urgent  it  became. 

The  colleges  were  besieged  by  this  hungry  throng  but  no  relief  could  be  obtained. 
College  faculties  reviewed  their  courses  of  study  and  came  to  a  uniform  conclusion ; 
that  the  demand  was  unreasonable  and  impossible  to  be  met,  and  turned  the  appli¬ 
cants  from  their  doors.  It  was  “  the  rich  man  and  Lazarus”  re-enacted.  It  was 
the  Levite,  and  the  man  who  lay  wounded  on  the  Jericho  road. 

But  it  happened,  as  in  that  case,  that  a  “certain  Samaritan;  as  he  journeyed, 
came  where  he  was,  and  when  he  saw  him,  he  had  compassion  on  him.” 

JOSEPH  SHEFFIELD  FIRST  MADE  POSSIBLE  THE  NEW  ERA  OF  EDUCATION  AT  YALE. 

The  name  of  the  “  good  Samaritan,”  Mr.  President,  who  in  this  country  first  out¬ 
stretched  his  hand  to  the  industries  to  lift  them  up,  who  finding  them  wounded 
and  dying  “  had  compassion  and  bound  up  their  wounds,”  who  first  found  help  for 
industries  ready  to  perish,  the  name  of  that  man,  was  Joseph  Sheffield  the  founder 
of  the  Sheffield  Scientific  school. 

The  establishment  of  the  Sheffield  Scientific  School  of  Yale  College,  was  the  first 
public  recognition  on  the  part  of  the  old  colleges  in  this  country  that  any  helpful 
connection  existed  between  intellectual  culture  and  the  sciences  and  arts  of  practical 


THE  SHEFFIELD  SCHOOL  AT  YALE  COLLEGE. 


881 


life.  It  threw  the  first  cord  across  the  chasm  that  had  been  deemed  impassable  and 
which  had  so  long  divided  intellectual  culture  from  industrial  life.  The  struggle 
that  followed  is  familiar  to  all.  For  more  than  ten  years  this  school  stood  vir¬ 
tually  alone.  Its  students  were  regarded  by  the  classical  departments  of  Yale  as  of 
ignoble  ambition  and  inferior  mental  power.  Notwithstanding  the  popular  demand 
and  the  repeated  applications,  the  doors  of  the  other  old  colleges  remained  closed. 

THE  NEW  ERA  NOW  EVERYWHERE  RECOGNIZED. 

But  an  idea  had  been  started  in  the  country  that  could  not  be  suppressed — the 
education  not  of  the  industrial  classes  only,  but  of  all  classes,  in  industrial  art. 

Giving  up  all  hope  of  relief  from  existing  institutions,  the  friends  of  this  new  edu¬ 
cation  concluded  to  attempt  the  establishment  of  a  new  order  of  colleges  through¬ 
out  the  land,  where  the  principles  in  which  they  believed  could  be  thoroughly  tried. 
In  some  of  the  states  popular  subscriptions  were  solicited  and  state  aid  invoked, 
and  at  length  congress  was  petitioned  for  assistance  in  establishing  these  schools, 
and  in  1862  congress  passed  the  land-grant  act,  which  provided  for  *  ‘  the  endow¬ 
ment  of  at  least  one  college  in  each  state,  the  leading  object  of  which  should  be  to 
teach  such  branches  of  learning  as  are  related  to  agriculture  and  the  Mechanic  Arts." 

I  will  not  weary  you  with  the  varied  history  of  these  new  institutions,  further 
than  to  state  that  they  undertook  to  work  out  the  theories  that  were  presented,  and 
after  much  experimenting,  and  under  unjust  criticism  from  many  of  the  friends 
of  industrial  education,  who  were  impatient  for  immediate  and  striking  results, 
and  under  the  active  hostility  of  the  old  classical  colleges  who  sought  their  over¬ 
throw,  and  with  the  contempt  of  the  very  classes  that  they  were  trying  to  benefit, 
they  have  continued  to  this  day. 

And  now,  ladies  and  gentlemen,  what  are  the  results,  what  has  this  new  educa¬ 
tion  done  ?  The  friends  and  the  enemies  of  these  colleges  ask,  what  have  you  done? 
I  have  not  time  now,  Mr  President,  to  tell  all  that  has  been  done,  but  I  will  speak 
of  one  thing  that  these  colleges  have  accomplished,  which,  if  it  were  the  only  thing, 
would  not  only  be  worth  all  that  has  been  expended  in  money  and  effort,  but  its 
value  is  so  inestimable  as  not  to  be  computed  in  terms  of  personal  sacrifice  or  gold. 

WONDERFUL  DISCOVERIES  OF  THIS  AGE  IN  SCIENCE  AND  ART. 

In  looking  back  over  the  history  of  the  world,  there  seems  to  me  to  have  been  no 
period  in  which  I  would  sooner  have  lived  than  during  the  last  forty  years — a  period 
full  of  progress,  and  of  discovery  in  science  and  in  art.  The  list  is  so  oft  repeated 
that  I  need  not  take  your  time  to  rehearse  it.  Steam,  electricity,  printing,  manu¬ 
facture,  chemistry,  physics  and  natural  science  are  only  a  few,  but  they  have  revo¬ 
lutionized  the  world  and  have  advanced  its  interests  more  than  a  thousand  years. 
These  have  been  discoveries  in  science  and  art.  But  these  industrial  colleges  have 
recently  made  a  discovery  in  psychology  that  in  my  estimation  promises  more  for 
the  advancement  of  mankind  in  high  civilization  than  all  of  the  others  combined. 

Mental  philosophers  for  centuries  had  supposed  that  they  had  analyzed  the  human 
mind  so  as  to  arrange  all  of  its  faculties  under  three  general  heads — the  intellectual 
powers,  the  sensibilities  and  the  will.  Under  these  general  heads  they  have  arranged 
all  the  qualities  in  subdivisions,  and  have,  as  it  were,  pigeon-holed  them  for  reference 
and  have  labeled  the  boxes,  memory,  imagination,  desire,  and  so  on  through  the 
whole  catalogue  of  mental  powers.  On  this  foundation  the  old  educational  system 
was  based,  and  the  effort  of  the  best  educators  was  to  secure  the  symmetrical  devel¬ 
opment  and  high  culture  of  these  various  powers  of  the  human  mind. 

A  GREAT  HUMAN  FACULTY,  LONG  IGNORED,  AT  LAST  RECOGNIZED  BY  EDUCATORS. 

Recently,  like  a  new  star,  a  new  quality  that  lay  open  for  all  these  centuries  right 
before  men’s  eyes  has  been  discovered.  It  has  been  called,  for  lack  of  a  better  term, 
the  Mechanical  Faculty,  not  that  power  that  comprehends  form  and  distinguishes 
harmony,  but  an  innate,  inherent,  and  universal  quality — the  Desire  to  Construct. 
It  is  exhibited  by  the  youngest  child  that  plays  on  the  floor  of  your  home.  It  existed 
when  “Adam  delved  and  Eve  span  Cain  had  it,  and  Abel  and  Noah,  The  whole 
world  of  art  is  an  example  of  its  universality.  The  savage  in  his  lodge  and  the 
civilized  nations  in  their  highest  perfection  both  exemplify  the  truth. 

So,  instead  of  the  demand  upon  colleges  for  knowledge  in  industrial  art  being  an 
insane  and  unnatural  desire,  it  is  now  admitted  to  be  a  legitimate  and  natural  crav¬ 
ing  of  the  human  mind. 

The  consequence  is  that  it  has  overturned  the  entire  old  system  of  education  all 
over  this  land,  and  it  has  done  this  within  twenty  years.  It  has  unlocked  the  doors 
of  every  classical  college,  and  has  admitted  those  fair  sisters,  Science  and  Art,  to  all 
that  education,  even  the  highest,  can  bestow.  It  has  erected  numerous  highly 

ART— VOL  4 - 56 


882  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


endowed  and  equipped  institutions  of  learning,  devoted  exclusively  to  the  teaching 
of  studies  relating  to  Science  and  Art.  It  is  founding  museums  and  filling  world’s 
fairs,  and  is  an  integral  part  of  all  our  education,  from  the  kindergarten  to  the 
university. 

It  is  the  discovery  of  the  age,  and  it  is  a  discovery  made  by  the  industrial  col¬ 
leges,  and  they  demonstrated  its  truth  and  feasibility  so  clearly  that  the  classical 
colleges  were  compelled  to  accept  and  provide  for  it.  Indeed,  so  generally  has  it 
been  accepted  that  you  may  start  out  blindfold,  and  the  first  college  you  reach  will 
possess  that  which  a  few  years  ago,  could  scarcely  be  found.  A  minister  now  can¬ 
not  preach  without  it,  a  lawyer  cannot  plead  without  it,  a  physician  cannot  prac¬ 
tice  without  it,  the  literary  man  cannot  write  without  it.  It  is  a  universal  quality 
and  a  universal  necessity.  You  ask  for  results.  I  refer  you  to  this  one,  which,  in 
the  short  space  of  twenty  years,  has  bridged  over,  no,  has  filled  up  the  chasm  that 
divided  the  student  from  the  artisan  and  has  started  them  mingling  in  all  the  walks 
of  life ;  in  workshops  and  colleges,  on  the  farm  and  in  the  university,  in  political 
life  and  in  private  station,  in  church  and  state,  laity  and  clergy,  everywhere  has 
opened  up  the  springs  of  knowledge  to  the  industries  and  given  opportunity  to  all 
to  slake  their  thirst. 

And  now  we  are  met  here  to-day  to  congratulate  each  other  on  this  progress  and 
on  what  has  been  done.  More  particularly  to  rejoice  over  the  successful  comple¬ 
tion  of  a  home  for  this  new  department  in  education,  the  department  of  Mechanic 
Arts. 

WHAT  THE  NEW  SYSTEM  UNDERTAKES  TO  DO. 

In  introducing  this  new  branch  of  education  this  college  is  simply  supplying  the 
demand  of  the  times  for  educated  artisans.  The  apprentice  system  is  gone  and  the 
shop  system,  educating  only  in  a  specialty  is  not  adapted  for  general  use.  This 
new  system  undertakes  to  do  two  things,  to  turn  out  thoroughly  trained,  educated 
artisans,  and  to  do  it  in  the  shortest  possible  time. 

PEDAGOGICAL  METHODS. 

The  method  by  which  this  is  accomplished  is  very  simple  and  efficient.  It  begins 
with  the  alphabet  of  art,  mechanical  and  free  hand  drawing.  After  this  the  stu¬ 
dent  is  taken  into  the  workshop  and  set  to  work.  He  is  given  a  block  of  wood  and 
directed  to  plane  it  perfectly  flat  and  true,  and  to  do  so  at  a  prescribed  place  in  the 
block  indicated  by  a  scribe.  After  he  has  acquired  ability  to  do  this  with  certainty 
and  ease,  he  is  directed  to  plane  it  to  an  oval  form,  and  to  do  this  also  at  a  prescribed 
mark.  He  can  now  now  plane  a  flat  surface  and  a  curve,  and  these  two  principles 
include  the  whole  of  planing.  They  also  involve  the  keeping  of  tools  in  order  and 
their  proper  adjustment  and  use.  In  like  manner,  he  is  taught  the  use  of  the  saw, 
the  auger,  the  chisel  and  the  hammer.  He  now  possesses  a  knoledge  of  all  the 
principles  that  underlie  carpentering.  He  can  plane  a  piece  of  wood  to  any  shape 
and  any  size  if  he  have  a  drawing  showing  its  form  and  dimensions.  He  can  saw 
across  or  lengthwise  of  the  grain  of  the  wood  to  a  prescribed  mark,  and  do  this 
with  precision  and  rapidity.  He  can  bore  a  hole  straight  or  at  an  angle,  he  can 
mortice  and  tenon  and  fit.  He  has  made  no  machine,  he  has  simply  been  taught 
the  art  and  not  its  application. 

His  instruction  in  metal  working  is  the  same,  only  the  tools  are  of  a  different 
sort ;  the  ability  to  reduce  surfaces  of  metals  to  prescribed  straight  lines  and  curves, 
by  chipping,  filing  and  boring,  is  the  whole  system.  It  includes,  of  course,  the  care 
and  use  of  the  tools  employed,  and  the  important  operation  of  finishing.  So  in 
forge  and  foundry  work  the  processes  are  equally  simple,  and  as  this  instruction  is 
given  under  the  supervision  and  direction  of  a  man  thoroughly  skilled,  the  student 
soon  acquires  mastery  of  the  principles  that  underlie  these  various  branches  of 
mechanic  arts,  and  when  it  is  remembered  that  along  with  this  he  is  at  the  same 
time  acquiring  knowledge  in  science,  and  literature,  and  language,  and  mathe¬ 
matics,  one  can  readily  see  how  it  is  that  on  graduation  day  he  steps  out  into  the 
world  far  in  advance  of  those  who  entered  active  life  under  the  old  education.  He 
enters  life  a  trained  man,  trained  not  in  one  thing  only,  but  has  symmetrical  train¬ 
ing.  He  has  a  wide  and  accurate  knowledge  in  science,  and  literature  and  art,  and 
is  as  well  furnished  for  either  industrial  or  professional  life  as  it  is  possible  in  the 
present  state  of  knowledge  in  this  country  to  equip  him. 

THE  NEW  EDUCATION  TRAINS  THE  CAPTAINS  OF  INDUSTRY. 

He  is  fitted  for  leadership,  for  supervisor  and  director,  and  his  general  knowledge 
and  skill  are  such  as  to  commend  him  to  the  confidence  of  his  employer  and  the 
respect  of  his  employees.  This,  then,  is  a  very  general  outline  of  the  history  of  this 
education  and  its  leading  features.  It  is  no  visionary  or  untried  scheme,  but  is 


THE  OUTCOME  OF  TECHNICAL  TRAINING  PORTRAYED.  883 


entirely  possible  and  its  success  is  sure.  In  order  to  carry  out  this  system  of  educa¬ 
tion,  qualified  men  and  extensive  and  expensive  apparatus  and  appliances  are  a 
necessity.  What  we  have  you  see.  The  fitness  of  the  men  needs  no  tribute  from 
me.  That  they  are  conscientious  and  capable,  no  one  who  knows  them  as  I  do  can 
doubt.  We  have  a  substantial  and  commodious  building,  fairly  well  supplied  with 
appliances  for  effective  work.  The  system  in  detail  is  set  forth  in  the  publications 
of  the  college,  accessible  to  all.  What  it  can  do  has  been  demonstrated  in  the  past, 
and  we  look  forward  to  a  future  bright  and  full  of  promise  of  abundant  success. 

I  wish  all  of  those  who  bore  the  burden  and  who  did  the  foundation  work  but 
who  have  fallen  by  the  way,  could  stand  on  this  height  and  see  what  we  behold. 
They  died  amid  great  gloom,  but  their  faith  in  the  ultimate  triumph  of  the  princi¬ 
ples  they  held  never  faltered,  and  now  our  eyes  witness  what  they  so  much  longed 
to  see. 

Young  ladies  and  gentlemen,  I  have  given  this  history  that  you  may  perhaps  see 
more  clearly  upon  what  the  education  given  here  is  founded,  that  you  may  know 
somewhat  of  its  cost  paid  in  thought,  and  money,  and  anxiety  and  work,  that  you 
may  feel  more  than  ever  the  perfect  soundness,  the  endurance  and  absolute  truth 
of  the  principles  on  which  it  rests,  that  it  may  always  have  your  implicit  confidence 
and  support,  that  you  may  yourselves  guide  it  into  greater  usefulness,  and  that  you 
may  keep  in  grateful  remembrance  those  who,  amid  much  criticism,  and  loss  and 
slander,  and  suspicion,  and  who  although  denounced  in  public  and  in  private  as 
incompetent,  unworthy  and  corrupt,  never  faltered  ;  and  I  have  rehearsed  it  that  you 
may  resolve  to  see  to  it  that  this  great  legacy  is  transmitted  to  those  who  succeed 
you,  not  only  unimpaired  but  greatly  enlarged.  Keep  in  mind  the  fact  that  the 
world  wants  trained  men,  men  fitted  for  life  as  it  is,  not  dreamers,  not  men  of 
inferior  education,  but  men  cultivated  in  knowledge  and  critics  in  art,  men  com¬ 
petent  and  well  equipped,  full  of  enthusiasm  and  power,  self  reliant  and  able  to  DO. 

THE  DEMAND  FOR  TRAINING  IN  ART. 

I  have  one  other  suggestion  to  make  before  I  close.  I  have  stated  that  the  desire 
for  art  education  is  a  universal  desire  that  the  demand  is  a  universal  demand.  I 
hope  that  this  truth  will  be  kept  in  mind  by  the  authorities  of  this  college  and  that 
they  will  see  to  it,  that  the  branch  of  education  that  we  inaugurate  to-day  will  be 
extended  until  a  suitable  course  in  art  shall  be  offered  to  the  ladies  of  this  institu¬ 
tion  to  fit  them  for  practical  life  and  for  independent  self  support. 

And  now,  Mr.  President,  ladies  and  gentlemen,  if  the  old  education  with  all  of  its 
defects,  and  the  old  system  with  limited  appliances,  ignorant  teachers  and  illiterate 
and  untrained  boys  did  what  we  see  around  us,  built  our  cities  and  adorned  them, 
constructed  our  machinery  and  set  it  in  motion,  built  roads  and  bridges  and  aque¬ 
ducts  and  all  of  the  appliances  in  use  in  civilized  life,  what  may  we  not  expect  of 
the  new,  taught  by  highly  educated,  competent  teachers  with  every  modern  appli¬ 
ance  to  students  educated  and  trained,  and  ambitious  to  achieve  distinction  in 
industrial  lif°  ?  What  the  future  contains  no  prophet  may  with  certainty  foretell ; 
but  surely  we  do  not  err  when,  looking  back  over  the  unexampled  prosperity  of  the 
past  forty  years,  achieved  in  spite  of  the  hindrances  that  existed  on  every  side, 
and  seeing  as  we  do  the  mighty  intellectual  forces  that  are  now  rushing  to  the  aid 
of  industrial  art,  I  say  we  cannot  err,  when  we  predict  for  the  future  results 
unheard  of  in  the  past,  and  a  course  of  prosperity  more  brilliant  than  any  that  the 
world  has  ever  seen. 


VII. 


Bishop  Haygood’s  Address. 

The  farewell  address  delivered  by  Bishop  Haygood,  at  the  com¬ 
mencement  of  Claflin  University,  in  1890,  which  was  included  in  the 
catalogue  of  the  University  for  i.891,  and  is  referred  to  in  the  account 
of  that  institution  given  in  the  present  volume  of  this  Report,  (see 
ante,  page  553,)  contains  so  striking  a  statement  of  the  advance  of  the 
American  African  over  the  condition  of  his  African  ancestors,  or 
contemporaries;  and,  also,  shows  so  forcibly  the  great  work  done  by 
the  Southern  whites  during  recent  years,  in  providing  educational 
facilities  for  the  colored  children,  that  I  have  thought  it  well  to  insert 
it  here.  On  page  248,  250  of  Part  II,  of  this  Report,  the  author,  long 
before  this  address  had  fallen  under  his  observation,  was  led  to  make 
a  somewhat  similar  statement,  concerning  the  emergence  of  the  col¬ 
ored  citizen  of  to-day  from  the  barbarous  ignorance  of  his  ancestors. 
That  the  educational  efforts  for  the  colored  children  and  youth,  should 
now  largely  take  the  direction  of  industrial  training  seems  a  plain 
proposition ;  partly,  because  under  Freedom,  they  have  lost  the  bene¬ 
fits  of  such  training  in  the  homes  and  on  the  plantations  of  the  whites, 
as  was  incidental  to  the  former  relations  of  the  two  races  ;  and,  further, 
because  the  colored  boys  have  now  even  less  chance  than  the  white 
boys  for  learning  trades. 

At  a  convention  of  colored  Baptists  held  in  Washington,  D.  C.,  in 
September,  1893,  the  Rev.  Mr.  Parish,  President  of  a  University  in 
Kentucky,  read  a  strong  paper  urging  that  the  education  of  colored 
youth  should  be  Industrial. 

I  should  have  been  glad  of  the  opportunity  to  supplement  Bishop 
Haygood’s  address  by  this  paper  ;  of  which,  however,  only  a  concise 
summary  was  given  in  the  daily  papers. 


[From  The  News  and  Courier.] 

Our  Brother  in  Black. 

BISHOP  HAYGOOD'S  ADDRESS  AT  THE  CLAFLIN  COMMENCEMENT. 

The  Unparalleled  Work  of  Educating  an  Illiterate  Race  in  Twenty-five.  Years — 
The  Danger  of  the  Force  Bill  to  the  Cause  of  Colored  Education — The  Demon  of 
Race  Prejudice. 

Orangeburg.  April  30. — Special :  Bishop  Atticus  G.  Haygood  delivered  an 
address  before  Claflin  University  to-day,  which  was  in  many  respects  a  most 
remarkable  effort.  To-day  was  Commencement  day  at  Claflin,  and  the  patrons  of 
the  institution  were  here  from  all  over  the  State  to  attend  the  exercises  and  to  hear 
the  annual  address  of  Bishop  Haygood,  who  for  nine  years  past  lias  been  the  man¬ 
aging  agent  of  the  million  dollar  Slater  fund  for  promoting  the  education  of  the 
colored  race  in  the  United  States.  To-day  he  closed  his  stewardship  of  that  fund, 
and  retires  to  devote  his  whole  time  to  his  duties  as  Bishop  of  the  Methodist  Epis¬ 
copal  Church,  South,  to  which  he  has  recently  been  elected. 


885 


886  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


His  address  to-day  was  his  farewell  to  Claflin,  an  institution  in  which  he  is  deeply 
interested,  and  to  whose  support  he  has  generously  contributed  from  the  fund  under 
his  charge.  Bishop  Haygood  is  too  widely  known  as  an  author  and  preacher  to 
need  an  introduction.  His  book,  Our  Brother  in  Black,  has  given  him  the  first 
place  among  scholars  who  have  mastered,  or  attempted  to  master,  the  great  prob¬ 
lem  of  negro  education  and  its  effect  upon  the  relation  of  the  two  races  to  each 
other.  There  is  probably  no  man  living  who  is  so  thoroughly  posted  upon  all  the 
details  of  this  question,  and  who  has  had  the  opportunity  of  informing  himself  so 
completely,  as  Bishop  Haygood.  The  immense  audience  which  assembled  to  hear 
him,  therefore,  was  prepared  to  regard  him  as  one  having  authority  to  speak  upon 
this  subject,  but  it  is  safe  to  say  that  there  was  no  one  present  who  was  prepared 
to  hear  so  powerful  an  exposition  of  it  as  he  gave. 

The  address  was  wholly  extemporaneous,  and  was  delivered  with  that  simplicity 
of  style  which  marks  true  eloquence.  As  he  candidly  remarked  in  his  opening 
words  :  “  Where  my  talk  will  carry  me  to  or  where  I  will  come  out  I  have  no  idea 
at  all.  I  will  speak  until  you  get  tired  and  then  quit.”  Continuing,  he  said : 

“  He  would  be  a  very  dull  man,  indeed,  who,  after  nine  years’  traveling  through 
the  Southern  States,  from  Washington  city  to  western  Texas,  visiting  schools  like 
this,  studying  these  questions,  and  doing  what  he  could  to  help  people  in  this  line 
of  work — he  would  be  very  dull,  I  say,  if  he  did  not  learn  something  about  it.  As 
a  rule  I  do  not  say  much  about  myself  in  my  speeches,  and  1  may  get  more  of 
myself  into  it  to-day  than  strictly  good  taste  would  warrant,  because  I  wind  up 
to-day  on  this  platform  and  at  this  hour  the  special  ministry  committed  to  me  in 
1882,  which  has  for  these  years  absorbed  the  most  of  my  time  and  whatever  energy 
and  ability  I  may  have  had,  which  has  been  in  my  mind  and  in  my  heart  and  on 
my  conscience,  and  I  wind  up  where  I  began  as  to  the  main  line  of  my  convictions 
and  duty.  I  was  satisfied  nine  years  ago  that  one  of  the  prime  necessities  of  our 
American  people  pre-eminently  for  the  Southern  States  was  the  education  of  the 
negro  race. 


NOTHING  TO  RETRACT. 

“Nine  years  ago  I  believed  that  it  was  a  sacred  duty  to  help  forward  this  work. 
On  this  subject  I  have  made  first  and  last  about  three  hundred  speeches,  and  I  have 
shed  oceans  of  ink  in  writing  and  arguing  and  begging  and  pleading  for  this  cause. 
Not  a  word  of  all  I  have  ever  said  as  to  the  necessity,  as  to  the  duty,  as  to  the  prac¬ 
ticability,  as  to  the  usefulness  of  educating  this  race  have  I  this  day  to  take  back. 
Nor  have  I  a  single  statement  on  this  subject  to  qualify  except  as  the  experience  of 
nine  years  would  lead  me  to  make  the  statement  more  emphatic.  I  have  a  con¬ 
tempt  for  a  man  who  is  satisfied  with  any  thing  he  does  in  the  line  of  duty.  The 
man  who  is  satisfied  with  what  he  has  done  has  a  very  meager  view  of  what  a  man 
ought  to  do.  The  man  who  is  contented  with  his  achievement  of  a  task  has  a  poor 
ideal  of  what  true  success  is.  So  I  am  not  satisfied  to-day  with  my  nine  years’ 
work,  and  the  more  I  know  about  it  the  less  I  am  satisfied.  But  this  I  must  say, 
and  I  say  it  with  a  glad  heart  and  a  clear  conscience,  I  have  done  my  best,  and  if  I 
were  beginning  to-day  to  do  that  nine  years’  work  on  this  line  I  don’t  believe 
I  could  do  anything  better  except  as  the  training  and  special  knowledge  I  have 
acquired  might  help  me  to  do  it. 

A  MATCHLESS  RECORD. 

“  There  are  a  great  many  things  I  would  like  to  refer  to  this  morning  that  are 
precluded  by  the  lack  of  time.  Some  bare,  naked  statements  I  must  submit  with¬ 
out  thinking  them  out.  Some  assertions  I  must  submit  without  the  detailed  proof. 
It  would  take  until  the  going  down  of  the  sun  to  finish  it  up  right,  and  I  want  to 
say,  first  of  all,  as  a  broad  statement,  of  which  I  feel  absolutely  certain,  that  in  the 
history  of  the  human  race  there  is  no  chapter  that  matches  the  chapter  that  records 
the  effort  which  has  been  made  to  educate  the  negro  race  in  the  Southern  States 
since  1865.  Match  it,  if  you  can,  anywhere  !  That  is  a  great  deal  to  say,  and  per¬ 
haps  I  had  better  offer  a  bit  of  proof  about  it.  Twenty -six  years  ago  there  were  not 
enough  of  these  people  who  could  read  worth  counting.  Where  one  could  read  a 
thousand  could  not.  So  far  as  the  argument  goes  this  whole  race  at  the  close  of 
the  war  was  an  untaught,  illiterate  race,  so  far  as  knowledge  of  books  goes.  There 
are  a  few  people  living  to-day  who  began  this  work  before  the  thunders  of  war  had 
fairly  ceased,  but  most  of  the  veterans  of  the  first  few  years  have  gone  to  heaven. 
There  was  no  other  place  for  such  people  to  go.” 


BISHOP  HAYGOOD  AT  CLAFLIN  IN  1890. 


887 


MISS  MARTHA  SCHOFIELD. 

In  touching  upon  the  work  of  the  pioneers  in  the  work  of  educating  the  negro, 
Bishop  Haygood  paid  a  high  compliment  to  Miss  Martha  Schofield.  “The  man 
who  knows  her,”  he  said,  “and  does  not  honor  her,  is  a  bad  man.  I  count  it  a 
benediction  in  my  life  that  I  came  to  know  Miss  Schofield  well.  I  am  a  better  man 
to-day  because  I  have  known  her.”  Resuming  his  line  of  argument,  Bishop  Hay¬ 
good  continued  :  “As  I  have  said,  there  is  no  chapter  that  matches  this  one.  When 
these  veterans  began  theirwork  this  was  an  illiterate  race.  I  will  not  tire  you  with 
a  long  string  of  statistics.  I  will  give  you  a  few  summary  statements,  and  some  of 
you  who  have  note-books  had  better  take  them  down  to  look  at  when  you  get 
dispirited  and  think  your  race  has  a  poorer  chance  in  the  world  than  it  really  has. 
I  have  it  from  the  hand  of  the  United  States  Commissioner  of  Education  himself, 
Mr.  Harris,  not  over  three  weeks  ago,  that  there  are  in  the  Southern  States 

OVER  TWENTY-ONE  THOUSAND  SCHOOLS 

for  colored  people,  forming  part  of  the  public-school  system  of  the  Southern  States. 
There  was  a  time,  only  twenty-five  years  ago,  when  there  was  not  a  single  school  of 
that  sort  in  all  this  country.  In  these  schools  for  colored  people  to-day  are  enrolled 
more  than  1,100,000  boys  and  girls.  I  will  give  you  another  statement  not  so  precise, 
because  it  comes  from  the  late  census,  which  I  fear  is  not  reliable  in  any  respect. 
To-day  not  less  than  2,250,000  colored  people  in  the  Southern  States  can  read. 
Match  that  chapter  in  the  history  of  any  country  in  twenty-five  years !  When  did 
it  ever  happen  before  that  in  less  than  one  generation  two  and  a  quarter  millions  of 
an  illiterate  race  were  taught  to  read?  [Applause.]  It  is  something  to  applaud 
about,  my  friends.  You  had  far  better  applaud  that  fact  than  if  I  made  you  a  sky¬ 
scraping  speech  and  thundered  to  you  about  the  pyramids  and  Socrates  and  Caesar. 
There  is  more  concentrated  eloquence  in  the  statements  that  there  are  in  the 
Southern  States  21,000  schools  for  the  colored  race,  that  1,100,000  of  your  children 
are  enrolled  in  those  schools,  and  that  more  than  2,250,000  of  your  people  can  read, 
than  anything  I  could  sa^  to  you. 

HIGHER  EDUCATION. 

“  I  have  made  a  careful  estimate,  and  there  are  about  seventy  institutions  in 
the  Southern  States  where  what  is  called  higher  education  is  taught ;  where  after 
the  course  is  completed  the  young  man  or  woman  is  prepared  to  teach  his  or  her 
people.  Engaged  in  these  schools  are  about  1,000  men  and  women  as  teachers  and 
16,500  scholars.  I  have  been  intimately  connected  with  forty  of  them,  and  it  has 
been  my  duty  to  study  them  and  the  people  in  charge  of  them.  Among  so  many 
teachers  there  are  some  trifling  men,  of  course,  but,  take  them  all  in  all,  I  under¬ 
take  to  say  that  they  are  trained  and  qualified  for  their  work,  that  they  are  diligent, 
faithful  people,  and,  what  to  me  is  most  cheering  of  all,  I  do  not  know  a  single  one 
of  these  higher  training-schools  for  colored  people  in  the  South,  with  possibly  one 
exception,  that  is  not  under  Christian  influence.  We  ought  to  take  heart  and  be 
encouraged.  Nine  hundred  qualified  men  and  women  under  Christian  influence 
preparing  the  teachers  for  a  whole  race  of  people  !  Aye,  there  is  hope. 

I  have  absolute  faith  in  the  power  of  Christian  education,  in  the  providence  of 
God,  to  solve  any  problem  which  the  human  race  ever  tackled.  You  need  not  be 
thinking  of  this  perplexity  and  that,  I  know  as  much  and  more  about  it  than  you 
do.  I  have  been  mixed  up  with  it  and,  being  a  Southern  man,  I  have  had  the 
opportunity  for  studying  it.  And  if  you  ask  me  how  I  am  going  to  solve  the  race 
problem,  I  say,  Pardon  me  !  It  is  not  my  business  to  solve  it.  What  are  you  going 
to  do  about  it?  you  say.  I  am  going,  by  the  help  of  God,  to  keep  on  doing  right. 
I  am  going  to  keep  on  trying  to  help  everybody,  black  and  white,  who  needs  the 
help  that  I  can  give.  Therefore,  when  Southern  or  Northern,  white  or  colored, 
people  talk  to  me  about  perplexities  of  this  sort  and  that,  and  of  solving  the  prob¬ 
lem  of  the  relations  of  the  races  in  the  future,  the  only  thing  I  say  is  to  do  right 
to-day  and  let  God  attend  to  his  future  as  he  has  attended  to  his  past.  I  have 
absolute  faith  in  Christian  education,  and  no  sort  of  faith  in  any  other  kind  of  edu¬ 
cation.  I  think  of  the  great  school  that  does  not  honor  God  and  believe  in  the  Lord 
Jesus  Christ  and  teach  his  eternal  moralities — that  the  greater  it  is  the  greater  the 
curse  of  it. 

“John  F.  Slater,  when  he  laid  down  a  round  million  of  dollars  to  help  you  folks, 
had  less  metaphysics  and  more  common  sense  in  what  he  said  about  it  than  any 
man  I  have  ever  heard  of.  He  just  said  a  few  things  like  this  :  I  want  to  help  these 


;888  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

I 

people  with  their  education.  I  want  to  help  the  schools  and  I  want  to  help  the 
most  in  the  quickest  way.  I  want  to  help  the  schools  where  the  teachers  are  made 
and  where  industry  is  honored.  But  he  put  this  in  above  all :  I  want  it  all  under 
Christian  influence.  And  if  I  had  found  in  my  travels  an  infidel,  or  a  deist,  or  an 
agnostic,  or  a  fool  at  the  head  of  one  of  these  colleges,  I  would  not  have  given  him 
ten  cents.  I  do  not  mention  this  chapter  in  your  history  to  make  you  proud,  but 
to  make  you  humble,  to  encourage  you,  to  cheer  you,  to  give  you  hope  for  the 
future.  O !  how  much  hope  has  to  do  with  the  life  of  a  man  I  How  much  hope 
has  to  do  with  the  progress  of  a  race  and  the  history  of  a  people ! 

“  I  bring  you  to-day  not  my  speculations  or  philosophy  ;  I  bring  you  to-day  the 
brilliant  fact  of  a  wonderful  history,  the  Gospel  of  hope  and  good  cheer.  Lift  up 
your  hearts,  O  ye  people  !  Look  to  the  future  with  courage  !  Look  to  it  with  hope  ! 
Upon  what  will  you  base  your  hope  ?  Upon  your  desires?  They  are  vain  !  Upon 
your  ambition  ?  That  is  foolish  !  Bottom  your  hope  for  the  future  on  the  facts  of 
history  that  God  has  made  for  you.  Then  you  can  be  sure  it  will  be  a  hope  that 
will  not  disappoint  you. 


BE  GRATEFUL  TO  GOD  AND  MAN. 

“  I  lay  it  down  as  a  fundamental  maxim  in  religion,  morals,  and  human  philoso¬ 
phy,  that  no  man  who  is  ungrateful  to  God  for  yesterday  will  trust  God  for 
to-morrow.  No  man  who  is  not  trusting  God  for  his  past  will  trust  him  for  his 
future,  nor  will  any  people.  An  ungrateful  man  is  a  hopeless  man.  An  ungrate¬ 
ful  race  is  a  hopeless  race.  I  want  a  hope  to  be  born  in  your  hearts  that  will  never 
die  for  the  progress,  the  success,  the  Christian  ennoblement  of  your  race  in  this 
country.  A  man  speaking  to  me  the  other  day  of  the  colored  people  said  :  How 
far  can  they  go  in  education?  I  said,  I  don’t  know.  They  have  not  been  going 
long  enough  for  me  to  know.  I  don’t  know  and  I  don’t  care.  I  shall  be  glad  to 
see  them  go  as  far  as  they  can.  If  there  shall  rise  up  from  among  them  an  orator 
who  shall  rival  Demosthenes,  I  will  applaud  him  when  I  hear  him.  If  there  shall 
come  forth  a  poet  who  shall  rival  Milton,  I  will  read  him  with  delight.  I  thank 
God  that  among  my  faults,  and  I  have  plenty  of  them,  I  have  not  that  one  which 
makes  me  afraid  for  a  man  who  has  not  had  my  chance  to  have  any  chance  at  all 
for  fear  ‘he  should  get  ahead  of  me.  Let  the  future  as  to  education  and  train¬ 
ing  and  Christian  ennoblement,  and  all  that  belongs  to  Christian  manhood  and 
womanhood,  be  as  great  and  glorious  and  large  as  it  may  be ;  hope  for  all  things, 
for  God  has  never  failed  you  yet !  [Applause.] 

PREPARING  THEM  FOR  FREEDOM. 

“  Now  I  am  going  to  say  a  thing  or  two  that  you  will  shake  your  heads  at.  But 
you  may  shake  as  much  as  you  please  if  you  will  only  think  of  them  when  I  am 
gone.  When  I  talk  about  gratitude  for  the  past,  a  great  many  colored  people  go 
back  to  the  Emancipation  Proclamation  and  their  gratitude  begins  there.  You 
certainly  ought  to  be  grateful  for  all  that.  If  I  were  in  your  place  I  would  be. 
But  what  do  you  stop  there  for  ?  Why  don’t  you  go  back  one  hundred  years  ? 
Why  don’t  you  go  back  two  hundred  years?  You  say,  I  have  nothing  to  be  grate¬ 
ful  for  before  the  war !  Are  you  sure  of  that?  What  did  we  know  of  Africa  three 
hundred  years  ago?  Nothing. 

“  When  I  was  a  school-boy  Mitchell’s  Atlas  had  one  half  of  that  continent  marked 
“desert,”  and  28,000  population  (?),  showing  by  the  interrogation  that  they  were 
guessing  at  it.  And  they  missed  it  by  200,000,000.  That  was  as  late  as  1847.  We 
know  something  of  it  to-day.  I  have  just  finished  reading  Stanley’s  two  books. 
They  were  written  by  a  hero  and  by  one  of  God’s  men,  although  he  may  not  know 
it — the  man  who  has  blazed  the  way  for  civilization  in  that  great  and  vast  conti¬ 
nent.  What  does  he  tell  us  ?  Of  a  vast  population  of  people  in  a  savage  condition, 
ignorant,  superstitious,  cruel,  idolatrous,  some  of  them  cannibals. 

“  Eight  or  ten  months  previous  to  the  war,  while  I  was  in  the  depot  at  Atlanta, 
I  saw  on  their  way  to  Texas  about  forty  of  the  black  people  who  were  brought  over 
on  the  bark  Wanderer,  almost  the  last,  if  not  the  very  last,  ship  that  brought  cap¬ 
tured  negroes  from  Africa  to  make  them  slaves  in  tliis  country.  What  were  these 
people?  They  were  black  people,  men  and  women.  They  didn’t  know  any  thing 
in  the  world  except  that  they  were  away  from  home.  They  only  knew  enough  of 
the  English  language  to  ask  for  food. 

“  I  am  not  here  to  ask  any  of  you  to  fall  in  love  with  slavery.  I  don’t  love  it  any 
more  than  you  do.  If  I  am  not  too  good  to  want  it  back,  I  am  too  selfish.  It  hurt 
me  more  than  it  did  you.  Why  do  I  speak  of  these  people — these  poor,  ignorant, 
savage  people  I  saw  in  the  depot  in  Atlanta?  To  let  you  see  what  your  great, 
great-grandparents  were  in  Africa. 


FAREWELL  ADDRESS  BY  BISHOP  HAYGOOD, 


889 


THE  CONTRAST. 

“And  here  you  are  to-day  in  this  college  on  this  Commencement  day!  Here  you 
are,  with  all  the  glorious  hope  of  this  occasion,  as  far  above  those  people  as  I  am 
above  the  naked  old  Britons  who  used  to  run  wild  through  the  woods.  My  ances¬ 
tors  were  naked  savages,  too.  The  difference  is  we  got  out  of  it  sooner  than  you 
did.  William  the  Conqueror  ran  over  my  ancestors  and  whipped  them  and  made 
slaves  of  them.  But  we  have  turned  them  down  now  and  the  Saxon  leads  the 
world.  What  has  this  to  do  with  hope?  You  folks  believe  in  the  Bible,  don’t  you? 
You  cling  to  that ;  that  is  your  sheet  anchor,  and  don’t  you  listen  to  anybody  who 
talks  to  you  about  people  who  don’t  believe  in  God  and  the  Bible. 

“  Let  us  go  back  in  that  old  history  to  a  wonderful  scene.  Israel  had  been  three 
hundred  years  in  slavery  in  Egypt.  They  had  been  brought  out.  God  was  giving 
his  law  through  Moses.  Suppose  God  had  said:  I  am  the  Lord  thy  God  that  three 
months  ago  found  out  that  you  were  in  trouble  in  Egypt  and  got  thinking  about 
you,  and  I  have  brought  you  out  and  you  must  trust  me  forever.  How  would  that 
sound  ?  No ;  but  he  said:  I  am  the  Lord  God  of  thy  fathers.  That  gave  five  hun¬ 
dred  years  of  wonderful  history  and  all  the  ages  back  of  it.  In  the  great  heart  and 
thoughts  of  God  they  had  been  with  him  always.  He  was  their  God  when  he 
called  Abraham  out  of  Ur  of  the  Chaldees.  He  was  their  God  when  they  were 
making  brick  and  building  cities  for  Pharaoh,  and  never  forgot  them  one  hour. 
Do  you  believe  all  that? 

EMANCIPATED  AT  THE  PROPER  TIME. 

“Now,  do  you  believe  this?  God  would  have  brought  them  out  one  hundred 
years  before  if  they  had  been  ready.  When  they  were  prepared  for  emancipation, 
when  they  had  learned  the  arts  and  trades  of  Egypt  and  were  ready,  not  a  day 
before  nor  a  day  after  they  were  ready,  God  brought  them  out  of  Egypt  and  set 
them  up  to  be  a  people.  And  so  it  was  that  not  one  year  before  and  not'one  year 
too  late  did  God  bring  about  emancipation  to  you  people.  The  great  eternal  chro¬ 
nometer  that  never  runs  down  struck  the  hour  for  you  at  the  right  time.  Suppose 
that  your  great,  great-grandfathers  in  South  Carolina  had  just  come  from  Africa, 
and  suppose  they  had  been  set  free,  as  you  were  in  1865,  what  could  they  have 
done  ?  They  couldn’t  have  made  a  hoe-liill ;  they  couldn’t  have  broken  a  South 
Carolina  mule  ;  and  a  Texas  pony  would  have  broken  every  one  of  their  necks. 
[Laughter.]  They  didn’t  know  the  English  language.  At  the  end  of  the  war 
4,500,000  of  them  knew  the  language  so  well  that  Miss  Schofield  began  organizing 
schools  among  you  before  the  thunders  of  the  war  had  ceased. 

“  What  could  you  have  done  one  hundred  years  ago?  Why,  you  would  have 
starved  to  death.  Look  at  the  work  of  these  students  in  all  the  industrial  depart¬ 
ments  of  this  institution,  and  compare  that  work  with  the  sticks  hardened  in  the 
fire  with  which  your  African  ancestors  attempted  to  scratch  the  soil  and  raise  a 
few  beans.  Suppose  you  had  been  turned  loose  before  you  knew  those  things, 
would  you  have  been  here  to-day  ?  God  never  forgot  you  in  the  past  and  never 
made  a  single  blunder  about  you.  Trust  him  with  all  your  hearts  and  do  not  be 
afraid. 

Hope  and  gratitude  go  together.  When  the  Israelites  crossed  the  Jordan  they 
raised  a  monument  which  they  called  Ebenezer.  Looking  backward  it  told  of  a 
history  bright  with  the  providence  of  God,  and  looking  forward  it  recorded  a 
prophecy  glorious  with  his  promises.  Build  your  Ebenezer  and  put  the  year  1865 
on  it.  Let  one  side  look  back  to  your  history  and  say:  Hitherto  the  Lord  did  help 
us ;  and  let  the  other  side  say :  He  who  has  faithfully  in  the  past,  in  spite  of  hard¬ 
ship  and  trouble  and  bitter  training,  brought  us  ready  to  be  freemen  will  make  us 
freemen  by  the  truth  in  Jesus. 

THE  PREJUDICE  TO  COLORED  EDUCATION. 

“  There  are  some  folks  who  are  opposed  to  the  education  of  the  colored  race,  but 
they  are  not  known  outside  of  the  hamlets  where  they  were  born.  There  is  not  any 
respectable  newspapers  that  reflect  the  sentiments  of  thoughtful  public  men  that 
oppose  it.  There  was  a  time  when  there  was  an  immense  to-do  about  it,  but  the 
result  of  this  discussion  has  been  to  increase  the  number  of  your  friends,  and  to 
hush  almost  entirely  the  voice  of  objection  to  your  education.  The  fixed  result  of 
all  the  work  that  has  been  done  in  the  cause  of  colored  education  is  to  convert  the 
Southern  white  man  to  the  belief  that  it  don’t  breed  an  earthquake  or  cyclone  for 
a  negro  to  learn  to  read.  That  is  not  all  talk.  South  Carolina  white  men  pay  a 
large  majority  of  the  taxes,  and  there  is  not  a  man  running  for  office  to-day  who 


890 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


would  say  down  with  the  public  schools  because  the  negroes  have  a  chance  at 
them.  Her  governors  recommend  and  her  legislatures  appropriate  money  to  help 
Claflin.  What  is  $5,000  ?  you  may  say.  It  is  nothing  in  itself,  but  when  it  comes 
with  the  recognition  and  approval  of  the  grand  old  Commonwealth  of  South  Caro¬ 
lina  it  means  more  for  your  future  than  a  million  out  of  Slater's  pocket.” 

Bishop  Haygood  cited  the  case  of  the  recently  established  colored  college  in 
Savannah  as  a  branch  of  the  University  of  Georgia,  and  claimed  that  it  indicated 
a  miraculous  change  in  the  sentiments  of  the  Georgia  people.  That  sort  of  thing, 
he  said,  was  not  going  to  turn  backward. 

WHO  PAYS  FOR  THE  PUBLIC  SCHOOLS? 

“My  people  of  the  South  have  their  faults,  but  if  there  is  to  be  any  hard  talking 
about  them  I  will  do  it  myself.  These  white  people  down  South  are  no  common 
folks.  People  who  could  "fight  as  hard  as  they  did  for  four  years  can  do  anything 
they  try  to  do  when  God  but  gives  them  the  chance.  There  is  pluck  and  bravery 
and  endurance  in  them,  and  there  is  obstinacy  in  them,  too.  When  we  start  we 
don’t  stop.  The  public  school  system  for  all  the  Southern  States  for  the  education 
of  the  colored  people  costs  $7,000,000  a  year.  Who  pays  for  that?  You  know  who 
pays  for  it !  The  white  people  pay  ninety-five  cents  of  every  dollar  of  it.  Am  I 
boasting  of  it?  No;  I  am  very  glad  we  do.  I  rejoice  that  we  do.  If  you  make 
good  use  of  education  they  will  contribute  more,  and  if  you  do  not  they  wont. 

PULLING  TOGETHER. 

“  I  am  not  boasting,  but  I  want  you  people  to  understand  that  if  the  North  built 
Claflin,  South  Carolina  runs  the  public  school  system.  It  is  the  most  wonderful 
thing  in  history.  Here  are  these  two  great  sections  of  the  country  that  quarreled 
fifty  years,  fought  four,  and  have  been  arguing  ever  since.  We  don’t  agree  about 
a  great  many  things,  and  particularly  we  have  split  all  to  pieces  on  notions  of  the 
negro.  But  here  it  is.  A  great  big  car  of  progress  carrying  nearly  8,000,000  of  you. 
ancl  the  white  ox  bleached  by  the  Northern  snows  on  one  side,  and  the  brunette  ox 
burnt  by  the  Southern  suns  on  the  other,  both  pulling.  It  is  true  that  we  have  our 
necks  against  the  pole,  and  we  are  sort  of  pulling  off  from  one  another ;  but  don’t 
you  forget  it,  the  Southern  ox  is  pulling  the  biggest  part  of  the  load.  Now,  diplo¬ 
macy  could  not  have  brought  that  about.  Political  management  could  not  have 
brought  that  about.  Political  economy  could  not  have  brought  that  about.  God 
Almighty  brought  that  about.  If  you  go  back  on  God’s  providence  you  ought  to 
perish. 

THE  FORCE  BILL. 

“  Now  I  am  going  to  say  something  some  of  you  may  not  like  at  all.  It  is  my 
opinion  and  it  is  truth  to  me.  It  has  already  gone  on  to  the  printer,  so  you  will 
understand  I  am  not  saying  it  for  a  Southern  audience.  It  has  gone  to  a  New  York 
paper  and  a  Republican  paper,  and  I  am  a  Democrat.  I  am  not  a  crazy  Democrat, 
but  I  always  vote  the  Democratic  ticket.  If  there  be  any  man  who  might  attach 
any  importance  to  what  I  may  say  as  to  the  future  of  the  negro  in  the  South,  to 
him  I  say  that  during  the  last  session  of  Congress  the  right  of  the  negro  to  share 
in  the  benefits  of  the  public  schools  of  the  South  was  in  mortal  jeopardy.  Why 
do  I  say  so?  If  that  election  bill  which  the  Southern  people  called  the  Force  Bill 
had  been  passed,  the  Southern  people  would  have  wrecked  the  whole  public  school 
system  of  the  South  for  themselves  and  for  you  before  they  would  have  paid  ninety- 
five  cents  in  every  dollar  used  in  their  support  and  submitted  to  the  conditions 
imposed  in  that  bill. 

“  That  is  something  to  think  about.  It  is  not  for  me  to  say  whether  the  Southern 
people  would  have  been  right  or  wrong.  I  simply  say  to  you  that  it  is  a  plain  hard 
fact  that  if  that  bill  had  passed  the  Southern  people,  looking  at  it  as  they  did, 
would  have  shut  up  their  public  schools  for  whites  and  blacks.  If  I  can  by  God’s 
help  in  these  closing  words  get  your  ears  and  your  hearts,  I  want  to  say  to  you 
that  for  any  betterment  in  your  condition,  for  more  privileges,  larger  rights,  you 
must  look  to  God  and  yourselves,  and  not  to  law  or  force.  Congress  cannot  do  it 
for  you.  The  United  States  Army  cannot  do  it  for  you.  Force  cannot  educate  a 
man,  and  force  cannot  change  another  man’s  opinion  about  you  either.  The  truth 
of  the  business  is  that  outside  power  may  hurt  you  a  great  deal  easier  than  it  will 
help  you.  If  you  want  more  and  better  things,  higher  rights,  more  privileges,  the 
sooner  you  quit  looking  to  Congress  and  force,  and  the  more  you  look  to  God  and 
your  own  hearts  and  hands  and  brains,  the  sooner  will  you  get  them. 


BISHOP  HAYGOOD’S  FAREWELL  WORDS  AT  CLAFLIN.  891 


TOO  ANXIOUS  ABOUT  RIGHTS. 

“After  all  these  years  of  observation  and  study  of  the  needs  and  peculiarities  of 
your  race,  I  am  satisfied  that  the  saddest  tiling  in  the  condition  of  your  people 
to-day  is  that  so  many  thousands  of  educated  colored  men  have  more  anxiety  about 
their  rights  than  they  have  about  their  duties.  The  first  effect  of  going  to  school 
is  to  increase  a  man’s  wants  faster  than  his  ability  to  supply  them.”  In  this.  Bishop 
Haygood  said,  lay  the  great  danger  of  all  young  men,  white  and  black,  who  were 
poor  and  were  fitting  themselves  for  the  world  by  getting  an  education.  What 
makes  the  poor  man  is  not  having  little,  but  wanting  more.  The  unhappy  poor 
man  is  the  man  who  wants  more  than  he  can  earn,  and  is  mad  because  another  man 
has  it.  The  moment  a  man  or  woman  allowed  the  desire  for  more  than  they  could 
earn  to  creep  into  their  hearts,  the  devil  was  always  there  to  suggest  how  they  could 
gratify  their  desires,  and  then  followed  crime,  disgrace,  and  ruin. 

IMPROVE  YOUR  TALENT. 

“God  gave  you  a  great  lump  of  rights  in  1865.  Many  of  you  have  used  those 
rights  judiciously.  Others  have  not.  God  will  not  trust  your  people  with  more 
rights  if  you  abuse  those  you  have.  Every  man  who  abuses  Iris  rights  strikes  a 
blow'  at  the  whole  race  to  which  he  belongs. 

THE  DEMON  OF  STRIFE. 

“  In  this  last  speech  r  make  in  this  ministry  I  cannot  do  you  a  greater  service 
than  to  put  you  on  your  guard  against  your  worst  enemy.  I  don’t  know  whether 
he  is  white  or  black.  I  don’t  know  whether  he  was  born  in  South  Carolina  or  Massa¬ 
chusetts.  I  don’t  know  whether  he  is  a  Republican  or  Democrat,  Radical  or  Mug¬ 
wump.  The  worst  enemy  of  your  race  and  my  race  is  that  villain  who  tries  to 
create  bad  blood  between  your  race  and  mine.  He  is  your  foe — he  is  mine  !  I  hate 
him.  I  don’t  care  where  he  comes  from.  He  is  a  mean,  bad  man,  without  mercy 
n  his  heart,  or  conscience  or  grace.  Don’t  listen  to  him,  no  matter  where  he  comes 
rom  or  whatever  be  his  color.’ 

WELL  WORTH  THE  COST. 

In  closing  Bishop  nay  good  said:  “  What  has  been  accomplished  for  your  race  is 
worth  all  that  it  has  cost  in  money  and  services.  Don’t  forget  the  maxim  of  John 
F.  Slater,  whose  million  has  done  more  good  in  these  past  nine  years  than  any  other 
million  ever  did  before  it.  Don’t  forget  his  three  trainings:  Head  training,  that 
you  may  think  right ;  heart  training,  that  you  may  do  right ;  and  hand  training, 
that  you  may  make  an  independent  living  for  yourselves. 


APPENDIX  A  A. 


PAPERS  RELATING  TO  TECHNICAL  EDUCATION  IN  ENGLAND. 


I.  Introduction. 

II.  Extracts  from  Inaugural  Address  on  Technical  Education  in  English  Ele¬ 
mentary  schools  by  M.  C.  J.  Dawson,  President  National  Union  of  Elementary 
Teachers,  New  Castle,  on  Tyne,  March  26th,  1883. 

III.  “  Workshop  Instruction  in  Technical  Schools,’’  1884. 

IV.  “Technical  Training  in  Board  Schools,”  1884. 

V.  Addresses  by  the  Lord  Chancellor  and  the  Prince  of  Wales  at  opening  of  The 
City  and  Guilds  of  London  Institute,  1884. 


893 


APPENDIX  A  A. 


PAPERS  RELATING  TO  TECHNICAL  EDUCATION  IN  ENGLAND. 

I. 

INTRODUCTION. 

A  paragraph  in  Dr.  Fuller’s  inaugural  address  at  Worcester,  Mas¬ 
sachusetts,  in  June  1883,*  emphatically  calls  attention  to  the  present 
important  movement  in  the  promulgation  of  Technical  Education  in 
England.  He  says  :  “In the  interval  of  three  yeai’s  between  my  two 
visits,  and  careful  studies  of  European  schools  of  almost  every  grade, 
there  has  been  a  very  marked  progress  in  technical  and  industrial 
training.  England  has  doubled  its  outlay  for  this  purpose  within 
that  brief  time,  and  no  one  who  has  not  been  on  the  ground  has  any 
adequate  conception  of  the  intense  interest  now  taken  there  in  this 
form  of  education.” 

The  events  of  the  following  season,  the  summer  of  1884,  in  England, 
would  go  to  show  that  so  far  from  exaggerating  or  over  estimating 
the  extent  and  energy  of  this  movement  in  England,  Dr.  Fuller  had 
understated  it.  The  publication  of  the  Second  Report  of  the  Royal 
Commission  on  Technical  Training, — a  report  which  contains  a  care¬ 
ful  survey  of  what  is  being  done  in  this  field  of  Education,  by  the 
leading  manufacturing  countries  of  the  Continent  of  Europe,  and 
also  a  brief  special  report  on  “Technical  Education  in  the  United 
States”  made  for  the  Commission  by  Mr.  William  Mather,  an  iron 
manufacturer  of  Sheffield,  furnishes  tangible  proof  of  the  very  prac¬ 
tical  interest  felt  in  the  subject. 

The  inauguration,  in  South  Kensington,  of  the  magnificent  new 
building  for  Technical  Training,  known  as  “  The  City  and  Guilds  of 
London  Institute,”  almost  simultaneously  with  the  issue  of  this 
voluminous  report,  by  the  Royal  Commissioners,  strikingly  indicates 
the  extent  and  vitality  of  this  movement. 

Within  a  very  recent  period  the  Guilds  of  London  have  developed 
great  activity  in  this  Educational  direction.  They  built  and  founded 
a  large  institution  known  as  the  “Technical  College  of  Finsbury,” 
(a  district  of  London),  at  a  cost  of  $175,000  to  serve  as  a  model 
school  for  artisans.  This  school  will  accommodate  700  scholars  and 
was  opened  February  19th,  1883.  They  also  established  the  South 
London  Technical  Art  School,  accommodating  100  pupils. 

The  Central  Training  School  building  at  South  Kensington,  opened 
in  1884,  and  in  which  the  educational  exhibit  in  connexion  with  the 
Health  Exposition  was  held,  represents,  however,  their  great  work. 


*See  ante,  pages  736-740. 


895 


896  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

Dr.  Fuller  mentioned  the  new  Polytechnic  building  to  be  opened  in 
Berlin,  in  October,  1883,  as  the  largest  and  finest  single  school  build¬ 
ing  in  the  world,  and  as  designed  to  accommodate  4000  students, — but 
this  London  Institute  can  accommodate  6000  students  ! — The  late 
Professor  Huxley,  afterwards  President  of  the  Royal  Society,  and 
who  presided  at  the  distribution  of  prizes  to  the  pupils  of  the  Fins¬ 
bury  College,  December  11th,  1883,  in  the  course  of  his  remarks  fully 
confirmed  Dr.  Fuller’s  estimate  of  the  recent  rapid  increase  of  English 
effort  for  Technical  Training,  for  he  said  :  “  that  six  years  ago  there 
was  no  efficient  technical  school  of  art  or  science  in  the  City  of  Lon¬ 
don”  while  now,  in  150  centres  of  population  in  the  United  Kingdom, 
classes  were  connected  with  the  City  and  Guilds  of  London  Institute, 
and  there  were  3000  applications  for  examination. 

The  Lord  Chancellor’s  address,  at  the  formal  opening  of  the  new 
building  of  the  Institute  by  the  Prince  of  Wales, — which  follows  in 
this  Appendix, — gives  a  concise  account  of  the  establishment  of  the 
new  Institute  and  of  the  work  done  by  it  in  fostering  and  extending 
opportunities  for  Technical  Education :  while  the  address  of  the 
Prince  of  Wales,  in  reply,  gives  ample  evidence  of  the  general  inter¬ 
est  in  the  subject  and  shows,  on  the  part  of  the  Prince  himself,  an 
intelligent  comprehension  of  the  situation  in  all  its  various  relations. 

The  Report  of  The  Royal  Commission  before  mentioned  is  in  five 
large  volumes  ;  the  two  first  published  contain  about  500  pages  each. 
The  first  volume  will  be  found  of  great  value  to  all  who  care  to  know 
about  the  Continental  schools,  and  are  interested  in  the  comparisons 
instituted  between  them  and  the  British  schools,  which  are  also 
described.  The  second  volume  is  given  to  a  report  on  Agricultural 
Education,  and  to  the  report  on  the  United  States,  which  last  occu¬ 
pies  but  84  pages. 

While  it  is  of  interest  to  know  what  others  have  to  say  of  us  and 
to  observe  what  special  objects  of  interest  an  intelligent  foreign 
observer  finds,  this  particular  report  is  too  cursory  to  be  of  much 
practical  value  for  Americans.  Mr.  Mather,  attributes  the  charac¬ 
teristics  of  American  Inventors  and  Engineers, — their  originality  and 
boldness, — to  the  needs  of  the  new  country  and  to  that  general  intel¬ 
ligence  of  the  people  which  is  due  to  the  excellence  and  universality 
of  the  public  school  training.  The  notable  ingenuity  of  our  inven¬ 
tors,  and  especially  the  plan  adopted  by  Americans  of  constructing 
all  machines  whenever  possible,  of  interchangeable  parts,  met  with 
his  most  enthusiastic  approval.  To  our  higher  Technological  schools 
he  gives  highest  praise  and  says  the  similar  European  schools  are 
not  better,  only  more  numerous. 

It  is  evident  that  little  or  no  attention  was  given  by  Mr.  Mather  to 
the  schools  of  Industrial  Art,  or  High  Art,  only  five  or  six  of  which 
^are  even  named  ;  so  that  the  report  is  valueless  so  far  as  these  artistic 
'schools  are  concerned  ;  though,  on  what  seems  very  insufficient 
ground,  he  does  not  hesitate  to  declare  their  influence  upon  the 
industries  and  arts  of  the  country,  to  be  nil !  It  is,  however,  probable 
that,  as  Mr.  Mather’s  time  was  mostly  given  to  the  inspection  of 
manufactories,  machine  shops,  and  Technical  mechanical  schools,  he 
did  not  see,  or  was  not  informed  of.  the  few  artistic  industrial  devel¬ 
opments  that  have  been  made.  The  goldsmith’s  work  of  Tiffany  & 
Co.,  the  embroideries  and  new  textile  fabrics,  of  the  “Associated 
Artists”  in  New  York,  the  Cathedral  glass  of  Mr.  La  Farge,  and  of 
Mr.  Tiffany;  the  Cincinnati  Art  Potteries,  The  Chelsea  Art  Tiles, 


PAPERS  ON  TECHNICAL  EDUCATION  IN  ENGLAND.  897 


The  Terra  Cotta  productions,  the  Carvings  in  stone  and  some  recent 
architecture,  all,  either  the  direct  result  of  the  application  of  art  to 
industry,  or  the  result  of  art  influences  and  of  ai'tistic  training,  do 
show  some  decided  advances.  The  more  general  interest  taken  by 
the  community,  in  Art  and  in  Artistic  industries,  during  recent  years, 
may  be  fairly  attributed  in  part  to  those  art  educational  movements 
in  the  United  States  which  definitely  began  in  1870,  with  the  calling 
of  Walter  Smith  to  Massachusetts,  and  which  were  stimulated  and 
widely  extended  through  the  impression  made  by  the  surpassing 
beauty  of  the  examples  of  the  artistic  industries  of  Asia  and  Europe, 
shown  at  the  Centennial  Exposition  in  Philadelphia,  in  1876,  and 
which  gave  to  multitudes  of  the  American  people  their  first  concep¬ 
tion  of  the  marvellous  extent  and  glory  of  the  hitherto  unknown 
realm  of  Art.* 

There  certainly  remains  enough  to  be  done  in  all  artistic  directions, 
but  it  were  very  unjust  to  what  has  been  already  accomplished,  if 
this  careless  dictum  of  Mr.  Mather’s  report  were  to  be  accepted  as, 
in  any  respect,  a  competent  conclusion  or  authoritative  judgment. 

The  conclusions,  arrived  at  by  the  Royal  Commissioners,  as  given 
in  the  first  volume  of  their  Report,  are  quoted  in  full,  in  the  Annual 
Report  of  the  U.  S.  Commissioner  of  Education  for  the  year  1882-3. 

The  few  papers  grouped  in  the  present  Appendix,  have  been  selected 
as  furnishing  an  opportunity  for  comparing  the  similar  efforts  in  Eng¬ 
land  and  in  America,  under  somewhat  similar  circumstances;  though, 
owing  to  the  different  conditions  of  the  two  countries,  such  com¬ 
parisons  can  never  be  very  accurate,  and  these  extracts  are  of  neces¬ 
sity  inadequate  for  any  very  thorough  study ;  because,  in  the  first 
place,  the  subject  of  Technical  Training  only  comes  within  the  scope 
of  this  Report  as  a  necessary  corollary  and  outcome  of  the  training 
in  industrial  drawing,  on  which,  in  a  greater  or  less  degree,  all  tech¬ 
nical  education  must  be  based  ;  and  secondly,  because  space  is  want¬ 
ing  for  an  adequate  showing  of  the  existing  English  technical  schools 
and  experiments. 

The  extract  from  Dr.  Dawson’s  inaugui’al  address,  as  President  of 
the  English  “National  Union  of  Elementary  Teachers  ”,  voices  objec¬ 
tions,  not  wholly  unfamiliar  to  Americans,  against  forcing  technical 
training,  other  than  drawing,  into  the  Elementary  schools. 

The  two  papers  read  before  Section  “  B  ”,  of  the  International  Con¬ 
ference  on  Education,  and  the  brief  introductory  words  of  the  chair¬ 
man,  and  of  Mr.  Philip  Magnus,  who  is  at  the  head  of  the  City,  and 
Guilds  of  London  Institute,  are  of  interest.  The  first  paper,  giving 
the  account  of  workshop  instruction  in  the  Allan  Glen’s  Institution, 
Glasgow,  describes  methods  which  seem  somewhat  to  correspond 
with  those  of  the  Manual  Training  School  attached  to  the  Washing¬ 
ton  University,  St.  Louis,  Mo.;  while  the  recital  of  the  effort  to 
introduce  technical  training  in  a  school  in  Sheffield,  and  the  appended 
plans  and  estimates  for  school  workshops,  will  be  of  interest  to  those 
whose  attention  has  been  drawn  to  the  Dwight  School  experiment  in 
Boston,  and  to  the  Free  Public  Manual  Training  School  in  Baltimore. 

These  last  two  papers  were  read  on  August  4th,  1884,  at  one  of  the 
sessions  of  “  The  International  Conference  on  Education  ”  held  in  con¬ 
nection  with  the  Health  Exhibition  in  London.  The  address  of  the 
Lord  Chancellor  to  the  Prince  of  W ales,  at  the  opening  of  the  City  and 
Guilds  of  London  Institute,  has  already  been  referred  to  ;  it  contains 
an  admirable  resumd  of  the  work  of  the  Guilds  in  promoting  Tech¬ 
nical  Education,  and  shows,  incidentally,  something  of  the  extent 

ART— VOL  4 - 57 


898  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


and  object  of  the  new  movement  throughout  the  United  Kingdom. 
The  answering  address  of  the  Prince,  bears  direct  testimony  to  the 
general  interest  manifested  in  this  new  educational  movement; 
attention  is  called  to  his  remarks  upon  the  need  of  training  teachers, 
and  his  approval  of  the  provision  made  for  such  training  by  the 
Institute.  As  has  been  often  reiterated  in  this  Report,  there  is  no 
other  way  of  speedily  introducing  a  new  study  successfully ; — the 
seed  for  the  desired  harvest  in  the  pupils  must  be  first  sown  in  the 
minds  of  the  teachers. 


II. 

Technical  Education  in  English  Elementary  Schools.* 

The  following  remarks  upon  the  proposal  to  introduce  specific 
technical  industrial  training  in  the  English  Elementary  Schools  are 
taken  from  the  inaugural  address  of  Mr.  C.  M.  Dawson,  President 
elect  of  The  National  Union  of  Elementary  Teachers,  delivered  at 
their  14th  Annual  Conference,  at  New  Castle  on  Tyne,  March  26th, 
1883.  Reported  in  “The  Schoolmaster”  of  March  31st,  1883. — (See 
page  395  of  that  journal.) 

REMARKS  BY  PRESIDENT  DAWSON. 

“Technical  education,  very  happily  defined  in  a  recent  spe.ech  as 
‘  the  application  of  art  and  science  to  industry — that  is,  the  appli¬ 
cation  of  truth  and  beauty  to  industry' — comes  appropriately  as  a 
pendent  to  secondary  education,  of  which,  indeed,  it  may  be  regarded 
as  a  variety.  As  such,  it  should  follow  primary  instruction,  and 
not  be  mixed  with  it,  except  in  a  very  elementary  form,  and  in* small 
proportions.  As  classical  schools  may  be  considered  preparatory  for 
the  learned  professions,  and  modern  secondary  schools  for  mercan¬ 
tile  and  other  general  pursuits,  so  technical  schools  may  be  looked 
upon  as  preparatory  to  those  manufactures  and  occupations  which 
need  special  scientific  knowledge  or  artistic  ability.  The  technical 
schools  at  Bradford,  Leeds,  Nottingham,  and  some  other  large  towns 
must  prove  very  serviceable  in  the  improvement  of  our  staple  indus¬ 
tries  ;  and  the  same  end  is  being  promoted  by  the  technological 
examinations  under  the  London  Guilds,  and  the  Whitworth  and 
other  Science  and  Art  scholarship  connected  with  South  Kensington. 
The  application  of  a  considerable  part  of  the  enormous  revenues  of 
the  City  companies  to  the  encouragement  of  technical  schools  would 
be  no  unfit  mode  of  using  their  accumulated  wealth.  The  Royal 
Commission  which  is  prosecuting  its  inquiry  into  this  subject  at 
home  and  abroad  with  such  energy  and  completeness,  will  in  all 
probability  lead  to  important  advances  m  technical  instruction  ;  but 
such  suggestions  as  have  been  made  by  a  few  specialists,  for  the 
introduction  of  a  scheme  of  technical  instruction  into  elementary 
schools  are  much  to  be  deprecated. 

*  Inadvertently  the  papers  quoted  in  this  Appendix  were  set  in  “  Long  Primer  ’’ 
type  instead  of  in  “  Brevier”,  which  last  is  the  type  in  which  it  is  intended  (hat 
all  quoted  matter,  in  the  volumes  of  this  Special  Report,  shall  be  printed  ;  so  as  to 
be  readily  distinguished  from  the  original  matter  which  is  in  the  larger  type.  As 
the  value  of  such  a  Report  consists  so  largely  in  abstracts  and  selections,  the  smaller 
type  adds  greatly  to  the  comprehensiveness,  as  well  as  conciseness  of  the  volumes, 
and  is,  therefore,  adopted. 


INAUGURAL  ADDRESS  BY  PRESIDENT  DAWSON. 


899 


VALUE  OF  ELEMENTARY  TRAINING  IN  DRAWING. 

“  The  curriculum  is  quite  extensive  enough  already  ;  and  the  teach¬ 
ing  of  drawing,  which  lies  at  the  foundation  of  so  many  branches  of 
industry,  that  it  has  been  called  ‘  the  mainspring  of  technical  educa¬ 
tion,’  is  about  all  that  can  fairly  be  attempted.  And  the  introduction 
of  that  into  the  primary  school  is  justified  not  so  much  by  its  practi¬ 
cal  usefulness  in  various  industries,  as  by  the  fact  that  it  trains  the 
eye  and  hand  to  habits  of  accuracy,  and  develops  the  taste.  From  the 
commission  I  have  mentioned  we  may  perhaps  hope  for  some  help  to 
improve  our  elementary  teaching  of  drawing ;  meanwhile,  it  is  to  be 
regretted  that  the  latest  changes  made  in  the  regulations  for  encourag¬ 
ing  the  teaching  of  art  in  day  school  seems  like  to  prove  hindrances, 
rather  than  helps. 

EXCESSIVE  ATTENTION  -GIVEN  TO  SEWING. 

“  There  is  one  branch  of  instruction,  allied  at  least  to  technical,  for 
it  is  in  the  practice  of  a  real  handicraft,  of  which  I  think  we  have 
more  than  enough  in  our  girls’  schools — I  mean  needlework.  To  me 
it  seems  that  the  devotion  for  about  200  hours  per  year  for  the  seven 
or  eight  years  of  a  girl’s  school-life  to  the  learning  of  this  manual 
occupation,  must  involve  a  waste  or  misuse  of  time,  especially  now 
when  the  widespread  use  of  the  sewing  machine  tends  to  lessen  the 
need  for  needlework.  Not  to  obtrude  views  which  may  be  held  by 
many  to  be  extravagant  ;  I  will  simply  say  that  I  believe  no  harm 
would  be  done,  and  I  am  sure  most  schoolmistresses  would  find  great 
relief  if  the  requirements  of  sewing  and  examination  in  the  same 
were  altogether  dispensed  with  in  infant  schools  and  if  they  were 
deferred  in  girls’  schools  till  the  third  standard  were  reached. 

“  Much  of  this  review  of  the  general  question  of  national  education 
may  seem  to  be  outside  the  range  of  matters  specially  interesting  to 
teachers  of  elementary  schools  ;  but  I  hope  to  show  further  on  that 
the  whole  question  concerns  us  closely,  and  I  regard  it  as  part  of  our 
business  to  watch  the  signs  of  the  times,  and  strive  to  understand 
the  drift  of  events,  that  we  may  take  the  current  when  it  serves, 
and  be  carried  forward  on  its  crest  to  the  fulfilment  of  our  reason¬ 
able  hopes.  I  hope,  too,  that  the  discerning  eye,  looking  abroad  over 
the  whole  region  of  education,  may  observe  the  ‘  streams  of  ten¬ 
dency’  as  they  wind  their  courses  down  the  slopes  of  time,  until 
they  form  a  mighty  river  flowing  on  to  broader  waters,  whereon  may 
ride  in  peaceful  security  and  enduring  prosperity  the  ship  of  the 
State,  attended  and  defended  by  a  convoy  of  sister-craft — literature, 
science,  art,  law,  commerce,  and  religion.” 


t 


III. 


Workshop  Instruction  in  Technical  Schools. 

This  paper,  and  the  one  which  succeeds  it,  were  both  read,  in  the 
order  here  given,  before  Section  “  B  ”  of  the  International  Conference 
of  Education.  'This  Conference  which  opened  August  4th,  1884,  was 
held  in  the  new  Building  of  the  City  and  Guilds  of  London  Institute, 
in  South  Kensington,  London.*  This  report  of  the  meeting  is  from 
“The  Schoolmaster ”f  of  August  16th,  1884.  Mr.  Philip  Magnus, 
who  made  the  opening  address  to  Section  B,  is  the  Director  and 
Secretary  of  the  “Institute.”  What  he  says  is  of  interest  as  summing 
up  his  observations  as  a  member  of  the  Royal  Commission  on  Tech¬ 
nical  Education  and  as  indicating  that  Art,  although  hardly  yet 
recognized  by  the  promoters  of  Technical  Training,  who  are  naturally 
first  absorbed  by  the  Engineering  and  Mechanical  phases  of  the  sub¬ 
ject  ; — has  yet,  an  important  function  to  perform,  if  this  technical 
training  is  to  promote  the  higher  forms  of  industrial  production. 

“Opening  Session  of  Section  B. 

“  The  proceedings  of  this  section  commenced  at  two  o’clock,  Right 
Hon.  A.  J.  Mundella,  M.  P.,  Vice-President  of  the  Council  of  Educa¬ 
tion,  presiding. 

“The  Chairman,  in  the  course  of  some  preliminary  remarks,  said  it 
gave  him  the  greatest  pleasure  to  respond  to  the  invitation  which 
had  been  given  him  to  take  the  chair  on  this  occasion.  Mr.  Magnus, 
who  would  deliver  an  introductory  address,  had,  during  the  last 
three  years,  been  a  member  of  the  Royal  Commission  on  Technical 
Education,  and  lie  and  his  colleagues  had  rendered  most  valuable 
service  by  presenting  the  most  complete  report  that  had  ever  been 
furnished  to  Parliament  on  this  subject.  Its  recommendations  were 
exceedingly  wide  in  their  scope,  involving  very  serious  responsibility 
upon  the  Education  Department,  and  for  the  consideration  of  Par¬ 
liament.  And  it  was  because  he  wished  to  recognize,  to  the  best  of 
his  ability,  the  great  services  which  Mr.  Magnus  and  the  other  Com¬ 
missioners  had  rendered  to  the  cause  of  technical  instruction  that  he 
hadcome  there  to  preside  over  that  important  section.” 

*The  admirable  inaugural  address  delivered  by  Lord  Reay,  on  the  opening  of 
this  notable  assembly  of  educators,  is  given  in  Part  I  of  this  Report.  (See  Appendix 
“  H.”)  The  official  reports  of  the  proceedings  of  this  Educational  Conference, 
which  was  held  in  connection  with  the  “  International  Health  Exhibition,”  are 
contained  in  the  four  large  volumes  numbered  XIII-XVI,  in  the  series  of  “  Health 
Exhibition  Reports."  Some  additional  extracts  from  papers  read  before  different 
“  Sections”  of  this  Conference,  with  the  discussions  which  followed,  will  be  found 
in  Part  II  of  this  Report.  [See  Appendices  “  J  ”  and  “  O.”] 

f  “  The  Schoolmaster.  An  educational  Newspaper  and  Review,  London,  England.” 
Since  1872,  the  authorized  organ  of  the  National  Union  of  Elementary  Teachers. 

901 


902  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 

THE  ADDRESS  OF  MR.  MAGNUS. 

“  Mr.  Philip  Magnus,  one  of  the  Vice-Chairmen  of  the  Section,  then 
delivered  an  introductory  address,  in  the  course  of  which  he  made 
frequent  allusions  to  the  report  of  the  Royal  Commission  on  Techni¬ 
cal  Education,  of  which  he  was  an  active  member,  pointing  out  sub¬ 
jects  which  might  be  discussed  by  the  Section.  The  Commissioners 
recommended  that  drawing  should  be  rendered  obligatory  in  all  State- 
aided  schools.  In  1882  there  were  more  than  two  millions  of  children 
who  were  not  taught  drawing,  the  percentage  to  which  it  was  taught 
in  private  schools  being  very  small.  The  necessity  of  scientific 
instruction  to  those  engaged  in  manufactures  or  the  industrial  arts 
was  a  settled  point  of  education.  If  workshop  training  were  intro¬ 
duced  into  our  elementary  schools  it  should  not  be  given  before  the 
pupil  had  attained  the  fifth  Standard.  The  results  at  which  the 
Royal  Commission  had  arrived  with  respect  to  apprenticeshop 
schools  were  rather  of  a  negative  than  a  positive  character.  It  was 
said  there  was  no  school  like  the  factory  or  the  workshop,  and  they 
had  still  to  ascertain  the  trades  for  which  these  training  schools 
could  give  the  best  instruction.  Then  there  was  the  question  of 
evening  classes  in  which  scientific  instruction  was  given  in  the 
principles  of  mechanics,  of  geometry,  and  chemistry.  It  was  a 
question  of  importance  whether  the  system  of  teaching  specially 
adapted  for  boys  in  middle-class  schools  was  adapted  for  adult  work¬ 
men.  There  was  no  doubt  that  in  the  selection  of  foremen  from 
workmen  preference  would  be  given  to  men  who  had  made  them¬ 
selves  conversant  with  more  than  one  branch  of  the  trade  in  which 
they  were  engaged.  It  was  one  of  the  functions  of  the  technical 
schools  to  give  that  wider  instruction.  In  the  department  of  art 
they  were  still  groping  their  way.  The  design  might  be  very 
beautiful,  but  not  adapted  for  the  material  in  which  it  was  to  be 
worked.  The  designer  must  be  something  more  than  an  artist.  In 
France  Industrial  art-teaching  was  but  little  attended  to,  but  in 
Germany  this  was  a  very  important  branch  of  instruction.  There 
were  schools  for  applied  art  where  drawing  and  painting  were  taught 
with  reference  to  special  industrial  trades.  Technical  instruction  in 
reference  to  art  had  only  arrived  at  an  early  stage  in  this  country. 
The  question  was  how  that  knowledge  could  be  enlarged.  He  was 
glad  to  see  that  a  day  was  to  be  devoted  to  the  consideration  of  the 
teaching  of  art  in  its  industrial  phases  and  aspects.” 

A  vote  of  thanks  having  been  accorded  to  Mr.  Magnus  for  his 
address, 

Mr.  E.  M.  Dixon,  of  the  Allan  Glen’s  Institute,  Glasgow,  read  the 
following  paper  on 

WORKSHOP  INSTRUCTION  IN  TECHNICAL  SCHOOLS. 

“  In  the  present  paper  it  is  intended  to  summarise  as  briefly  as  pos¬ 
sible  the  results  of  four  years’  experience  in  workshop  instruction  in 
connection  with  the  Allan  Glen’s  Institution,  Glasgow  ;  and,  in  order 
that  this  experience  may  be  correctly  judged  of  in  relation  to  the 
experience  of  other  technical  schools,  it  will  be  necessary  to  state  at 
the  outset  what  is  the  aim  of  the  institution  in  question. 

“  This  institution  is  organized  so  as  to  supply  a  suitable  education 
to  boys  who  are  intended  for  mercantile  or  manufacturing  pursuits 
until  they  attain  to  their  sixteenth  or  seventeenth  year.  The  scope 


COURSES  OF  STUDY  IN  ALLAN  GLEN  INSTITUTE, 


903 


of  the  teaching  has  been  determined  by  considering  the  age  at  which 
lads  belonging  to  the  middle  classes  usually  leave  school  to  enter 
upon  apprenticeships.  Speaking  for  Glasgow,  we  may  say  that  this 
age  rarely  exceeds  sixteen  or  seventeen  years ;  and  that,  in  point  of 
fact,  it  falls  in  the  great  majority  of  cases  considerably  below  e'ther 
of  these  limits.  This  statement,  it  may  be  remarked,  is  true,  not 
merely  in  families  where  the  expense  of  educating  lads  to  their  six¬ 
teenth  year  is  somewhat  beyond  their  means,  but  it  is  also  true  in 
very  many  cases  where  the  expense  of  education  is  not  a  matter  of 
much  consideration,  but  either  where  the  education  that  a  school 
can  supply  to  a  lad  of  sixteen  is  believed  to  be  less  valuable  than  the 
practical  education  he  acquires  at  that  age  in  the  office  or  in  the 
workshop,  or  where  the  parent’s  authority  is  insufficient  to  keep 
the  boy  at  school. 

GENERAL  STUDIES  PRECEDE  THE  TECHNICAL. 

“  The  scope  of  the  instruction  being  determined  by  the  age  at  which 
■pupils  leave  school  to  begin  apprenticeships,  the  subjects  of  that 
instruction  have  in  like  manner  been  fixed,  bv  considering  that  the 
object  really  is  to  prepare  lads  for  learning  thoroughly  trades  that 
have  a  mechanical  or  chemical  basis,  and  this,  too,  in  view  of  the 
fact  that,  as  apprenticeships  generally  exist  at  present,  the  actual 
workshop  must  be  regarded  as  a  very  defective  teaching  institution. 
It  had  also  to  be  kept  in  mind  that  technical  instruction  must  be 
preceded  by,  and  indeed  as  far  as  possible  accompanied  by,  a 
thorough  course  of  education  in  English  and  other  subjects  that 
belong  to  a  liberal  and  general  education. 

“  Guided  by  these  considerations,  it  was  evident  that,  in  regard  to 
what  may  be  called  the  scientific  and  technical  subjects,  a  school 
such  as  the  one  now  in  question,  must  lay  much  stress  upon  mathe¬ 
matics,  physics,  chemistry,  and  drawing,  and  treat  these  subjects, 
at  least  in  the  earlier  stages,  as  part  of  the  curriculum  of  study  of 
every  pupil,  whether  intended  for  industries  of  a  mechanical  or  of 
a  chemical  nature.  As  it  further  seemed  desirable  to  provide  means 
for  pupils  to  acquire  something  in  the  shape  of  really  professional 
instruction  in  each  of  these  directions,  it  became  necessary  to  intro¬ 
duce  specialization  of  technical  studies  in  the  last  year’s  course,  and 
to  give,  in  the  direction  of  engineering  on  the  one  hand,  and  of  prac¬ 
tical  chemistry  on  the  other,  instruction  of  a  character  as  real  and 
practical  as  possible.  It  need  scarcely  be  added  that  a  chemical 
laboratory  and  a  school  workshop  are  necessarily  two  of  the  class¬ 
rooms  of  an  institution  that  was  to  be  organized  on  these  lines,  and 
we  have  now  to  estimate,  as  accurately  as  possible,  the  results  that 
have  come  from  the  teaching  in  one  of  these  during  the  last  four 
years — viz.,  the  workshop. 

HOW  DRAWING  IS  TAUGHT  IN  THIS  SCHOOL. 

“  Instruction  in  drawing  naturally  commences  with  free-hand  draw¬ 
ing,  and  that  subject  is  regularly  taught  during  five  successive  years 
to  every  pupil  who  goes  through  the  full  curriculum  of  the  school. 
Such  a  pupil  has  had  three  years’  instruction  in  free-hand  drawing 
by  the  time  he  commences  the  study  of  mathematics — that  is,  on  an 
average,  when  he  is  about  thirteen  years  of  age ;  and  during  the 
next  two  years  he  receives  instruction,  not  only  in  free-hand  drawing 


904  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


and  mathematics,  but  also  in  drawing  with  instruments,  in  the  ele¬ 
ments  of  physics  and  of  chemistry,  and  in  the  principles  of  theo¬ 
retical  mechanics.  It  is  at  the  end  of  this  time  that  the  pupil  is 
introduced  to  mechanical  drawing  and  to  a  course  of  practical  exer¬ 
cises  in  the  workshop,  and  these  subjects,  with  others  that  need  not 
be  specified  at  present,  occupy  the  pupil  for  the  two  remaining  years 
of  his  course  of  study.  It  should  he  added,  however,  that  during 
these  last  two  years  the  pupil  also  continues  his  study  of  practical 
solid  geometry,  in  order  that  he  may  attain  to  a  thorough  grasp  of 
that  subject,  as  it  forms,  in  fact,  the  foundation  of  all  real  knowl¬ 
edge  of  technical  drawing  under  its  various  forms.  In  this  way,  the 
pupil  who  passes  through  the  full  curriculum  has  instruction  for  five 
years  in  free-hand  drawing,  for  four  years  in  practical,  plane,  and 
solid  geometry,  and  for  two  years  in  machine  drawing. 

PRACTICAL  DRAWING  IN  THE  WORKSHOP. 

“  In  the  workshop  he  also  Las  instruction  for  two  years  in  making 
models,  patterns,  or  other  articles  in  wood  or  metal  from  working 
drawings,  and  according  to  measurement.  His  exercises  in  machine 
drawing  are  also  carefully  graduated  during  his  two  years’  course, 
so  as  to  keep  clearly  before  him  at  all  times  the  relation  of  the  object 
to  the  drawing  or  drawings  of  it,  that  he  may  be  making.  A  pupil 
is  never  allowed  to  make  a  mere  copy  of  a  drawing,  but  he  may  nave 
to  make  a  proper  scale  drawing  from  a  rough  dimensioned  sketch,  or 
produce  a  drawing,  or  set  of  drawings,  of  a  machine  or  a  model,  from 
measurements  taken  from  it  by  himself,  and  in  the  last  year  of  his 
course  he  may  have  to  do  exercises  involving  more  or  less  original 
designing. 

“  The  exercises  of  the  workshop  operate,  therefore,  in  training  the 
pupil  to  see  with  his  mind’s  eye  the  object  in  the  drawing,  that  is  to 
say,  he  there  learns  in  the  most  real  way  the  interpretation  of 
mechanical  drawings ;  and,  when  with  skill  in  that  direction  there 
is  conjoined  on  the  other  hand  ability  to  draw,  the  qualifications  of 
the  mechanical  draughtsman  are  supplied. 

METHOD  OF  INSTRUCTION  IN  THE  MECHANICAL  COURSE. 

“  Finally,  it  may  be  well  to  state  how  the  instruction  in  engineering, 
generally,  is  given  in  the  Allan  Glen’s  Institution.  As  principal 
teacher,  we  have  a  gentleman  wdio  held  one  of  Sir  Joseph  Whit¬ 
worth’s  scholarships  for  three  years,  and  to  whom  is  entrusted  all 
the  theoretical  instruction,  and  the  superintendence  of  the  opera¬ 
tions  carried  on  in  the  workshop.  In  the  workshop,  again,  an  excel¬ 
lent  workman,  who  is  also  able  to  prepare  lecture  diagrams,  and 
otherwise  occupy  his  time  in  school  work  when  not  engaged  with 
pupils,  is  present  during  the  school  hours  of  every  day.  As  pupils 
require  a  large  amount  of  personal  attention,  it  has  been  found  to  be 
impracticable,  with  one  teacher,  to  send  into  the  workshop  more 
than  about  fifteen  pupils  at  the  same  time,  and  hence  classes 
exceeding  that  number  have  to  be  taught  in  relays.  This,  however, 

■  does  not  in  actual  operation  cause  any  serious  inconvenience.  The 
larger  tools,  such  as  saws,  planes,  &c.,  belong  to  the  institution, 
and  each  pupil  lias  to  provide  himself  with  a  box  of  small  tools  that 
cost  him  about  £1.  The  material  at  first  employed  by  the  pupils  is 
wood,  and  so  long  as  they  are  unable  to  work  fairly  well  to  measure- 


METHODS  AT  ALLAN  GLEN  INSTITUTE,  GLASGOW. 


905 


ment,  the  articles  made  by  them  are  simple  ones  of  their  own  selec¬ 
tion,  and  become  their  own  property  upon  payment  of  the  material 
consumed.  On  the  other  hand,  after  a  pupil  has  advanced  to  the 
point  of  being  able  to  make  a  wooden  model  to  scale,  he  begins  to 
work  for  the  institution,  and  regularly  employs  working  drawings. 
He  proceeds  afterwards  to  work  in  metal,  when,  in  the  opinion  of 
the  principal  teacher,  he  is  able  to  take  that  step  with  advantage. 
As  to  the  spirit  with  which  boys  go  into  their  exercises  in  the  work¬ 
shop,  I.  need  merely  say,  it  is  what  any  person  might  anticipate  who 
remembers  the  pleasure  lie.  had  himself  when  young  in  working 
with  tools  of  any  kind  ;  and  as  to  the  quality  of  the  work  that  lads 
can  be  got  to  do  under  the  circumstances  I  have  endeavored  in  this 
short  paper  to  explain,  I  will  leave  the  exhibit  of  models  from  the 
Allan  Glen  Institution  to  speak.  ” 

“The  Chairman  remarked  that  they  had  heard  a  very  excellent 
paper  from  an  earnest  practical  Scotchman,  in  which  he  had  given 
most  interesting  inforrqation  of  the  practical  working  of  one  of  the 
best  institutions  of  his  country.  He  knew  instances  of  boys,  edu¬ 
cated  in  the  Allan  Glen  Institute,  having  taken  positions  which  lie 
should  never  have  thought  boys  of  their  age  could  so  rapidly  have 
attained.  It  was  for  such  puposes  that  technical  instruction  was 
needed,  and  in  his  own  fashion  Mr.  Dixon  had  worked  out  an  excel¬ 
lent  technical  system.'’ 


IV. 


Technical  Teaching  in  Board  Schools. 

Mr.  J.  F.  Moss,  Clerk  of  the  Sheffield  Board  School,  next  con¬ 
tributed  a  paper  on  “Technical  Teaching  in  Board  Schools.” 

“The  experiment  has  been  tried,  with  some  degree  of  success,  of 
teaching  boys  at  selected  schools  to  make  up  some  simple  articles  of 
furniture,  and  a  great  amount  of  interest  has  been  shown  by  the 
pupils. 

pedagogical  methods  essential. 

“  But  to  be  of  fullest  value  the  school-workshop  should  have  a 
much  wider  aim  than  that  of  mere  amusement,  or  even  the  teach¬ 
ing  of  young  people  to  do  a  few  useful  things.  It  should  supply  a 
connecting  link — practical  in  its  bearing,  and  thoroughly  educational 
in  its  character — between  theoretical  knowledge,  as  heretofore  too 
exclusively  relied  upon,  and  the  industrial  pursuits  in  which  such 
knowledge  may  be  applied.  It  should  be  an  integral  part  of  the 
educational  system,  adapted  to  the  requirements  of  industrial  com¬ 
munities.  It  should  become  a  means  of  illustrating  scientific  prin¬ 
ciples  and  of  applying  in  practice  theories  which,  of  themselves,  too 
often  appear  to  the  pupil  as  useless  dry  bones.  The  training  of  the 
hand  and  eye  should  be  immediately  associated  with  the  development 
of  mental  faculties.  The  practice  in  the  workshops,  then,  should 
have  a  distinct  and  definite  relation  to  the  work  of  the  school  itself ; 
one  should  work  naturally  into  and  help  the  other. 

“An  experiment  in  this  direction  with  which  I  have  been  associated 
in  Sheffield,  has  been  carried  out  in  connection  with  the  Central 
Higher  Board  School.  Here  the  ordinary  work  begins  with  the  sixth 
standard — it  did  up  to  this  year  begin  with  the  fifth  standard — and 
some  600  pupils  selected  by  examination  from  other  public  elementary 
schools  have  the  opportunity  given  them  of  taking  up  drawing  in  its 
various  branches,  including  geometrical  drawing  and  machine  draw¬ 
ing  and  construction,  besides  mathematics,  mechanics,  chemistry, 
magnetism,  and  electricity,  and  other  subjects,  which,  for  reasons 
that  need  not  here  be  dwelt  upon,  it  would  be  impossible  to  teach 
with  advantage  in  ordinary  public  elementary  schools  without  either 
involving  excessive  expenditure  or  the  neglect  of  other  essential 
work. 


AN  EXPERIMENT  IN  MANUAL  TRAINING. 

“  What  has  been  so  far  attempted  maybe  briefly  stated.  Some 
ordinary  workshop  benches  have  been  fitted  with  simple  appliances 
for  working  in  wood  and  iron.  Various  local  firms  have  gratuitously 
supplied  excellent  sets  of  tools,  and  the  upper  boys  of  the  school  are 

907 


908  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 

encouraged  to  come  before  the  ordinary  school  hours  and  use  them 
under  the  direction  of  the  science  master  and  a  skilled  mechanic. 
Only  a  small  number  of  pupils  can  be  accommodated  at  one  time, 
but  they  gladly  do  the  work  without  interfering  with  their  regular 
course  of  study — in  fact,  admission  to  the  workshop  is  accounted  a 
high  privilege — and  there  is  no  doubt  that  in  many  respects  the 
privileged  ones  gain  substantial  advantages.  Thus  from  geomet¬ 
rical  drawing  the  pupils  naturally  turn  to  the  shaping  of  correct 
geometrical  forms  in  wood  and  iron,  and  it  may  be  safely  assumed 
that  their  workshop  practice  has  been  of  immense  value  in  increasing 
their  appreciation  of  the  subject  in  all  its  bearings.  The  thing 
assumes  a  reality  which  lines  on  paper  and  dry  formulae  could  not 
give.  Mechanical  drawing,  too,  is  invested  with  greatly  increased 
interest  when  in  the  workshop  its  language  can  be  practically  inter¬ 
preted  and  exemplified.  In  this  department  of  work,  Mi’.  Ripper,  to 
whom  I  am  indebted  for  much  practical  information  upon  the  sub¬ 
ject,  has  been  singularly  successful  with  boys  even  of  twelve  and 
thirteen  years  of  age,  but  this  success  is  undoubtedly  attributable  in 
a  great  measure  to  his  own  practical  knowledge  as  distinct  from  the 
power  alone  of  teaching  drawing.  Mere  cleverness  in  drawing  is  of 
secondary  importance  as  compared  with  a  correct  understanding  of 
the  principles  of  construction  and  the  why  and  the  wherefore  of  the 
parts  delineated.  Therefore,  before  pencil  is  put  to  paper,  the  pupil 
is  required  to  clearly  understand  the  uses  and  application  of  what¬ 
ever  portion  of  machinery  is  to  be  drawn.  But  how  greatly  must 
the  value  of  this  kind  of  instruction  be  enhanced  when  the  pupil  can 
afterwards  proceed  to  the  actual  construction  of  working  models. 

“  Those  who  are  thus  trained,  will  start  in  the  world  with  very  dis¬ 
tinct  advantages  ;  with  grander  conceptions  of  the  dignity  of  labour  ; 
fuller  appreciation  of  the  duties  of  artisanship,  and  brighter  pros¬ 
pects  of  useful  careers  than  could  possibly  be  theirs  without  such 
aid.  One  good  moral  effect  has  already  become  apparent :  boys 
begin  to  account  it  more  honourable  to  seek  useful  positions  in  the 
workshop  than  to  hanker  after  clerkships,  or  what  have  been  called 
more  ‘  genteel  employments.’  And' there  is  no  doubt  they  may  have 
better  chances  of  promotion,  for  among  such  will  probably  be  found 
the  foreman  of  the  future  whose  scientific  knowledge  will  displace 
the  old  rule  of  thumb,  increasing  the  productiveness  of  labour,  and 
inducing  a  higher  standard  of  excellence  which  must  directly  tend 
to  the  national  welfare.” 

SUGGESTIONS  FOR  A  SCHOOL  WORKSHOP. 

Appendix. — As  to  the  Equipment  and  Cost  of  a  Small  School 
Workshop.  —  [It  should  be  noted  that  Mr.  Ripper’s  scheme,  though 
capable  of  general  adaptation,  may  to  some  extent  be  considered  as 
specially  suitable  for  districts  in  which  iron  and  steel  industries  pre¬ 
dominate,  and  that  for  other  localities  greater  prominence  might  be 
given  to  somewhat  different  lines  of  work.] 

(1)  Wood-work  shop,  to  accommodate  about  12  boys,  fitted  with 
benches  and  ordinary  wood  working  tools,  to  enable  them  to  make 
such  articles  as  the  following  : — Samples  of  various  kinds  of  wood- 
joints,  small  tool-cliest,  barrow,  writing  desk,  model  door,  cupboard, 
model  staircase,  model  roof  trusses  ;  also,  if  one  or  more  wood-turn¬ 
ing  lathes  could  be  furnished,  many  more  interesting  exercises  might 


A  MODEL  EQUIPMENT  FOR  SMALL  SCHOOLS. 


909 


be  attempted,  such  as  tables  with  turned  legs,  book-shelves  with 
turned  supports,  ladder,  balusters,  clothes-horse,  towel  rack,  fancy 
articles,  etc. 

(2)  Iron-work  room  to  accommodate  twelve  boys,  fitted  with 
benches,  twelve  engineers’  vices,  hammers,  chisels,  and  files,  grind¬ 
stone,  two  or  three  smiths’  forges  and  anvils,  hand  drilling-machine, 
and,  if  possible,  a  small  iron  turning-lathe.  A  useful  set  of  exer¬ 
cises  might  include:  wrought-iron  fire-screens,  wrought-iron  model 
gates,  model  bridges,  model  roof-trusses,  model  crane,  the  filing  up 
of  plane  surfaces,  and  of  simple  geometrical  forms  with  accuracy. 

(3)  Clay-modelling  room,  also  to  accommodate  about  twelve  boys, 
and  fitted  with  benches,  modelling  tools,  and  plaster  casts. 

By  the  above  arrangement  a  class  of  thirty-six  boys  spending,  say, 
four  or  six  months  in  each  department,  and  working  from  an  hour 
to  an  hour  and  a-half  before  or  after  ordinary  school  hours  each  day, 
or  for,  say,  three  or  four  hours  on  Saturdays,  would  obtain  a  highly 
useful  practical  training. 

(4)  In  addition  to  the  above  three  rooms,  another  room  to  be  set 
apart  as  an  experimental  mecbanic’s  laboratory,  and  as  a  store-room 
in  which  to  place  the  best  specimens  of  workmanship  from  the  work¬ 
shops,  models  for  machine  drawing,  &c. 

The  mechanical  apparatus  required  is  similar  to  that  devised  by 
the  late  Professor  Willis  of  Cambridge,  such  as  is  now  made  by 
Messrs.  Rigg,  of  II  Queen  Victoria  Street.  The  object  of  this 
apparatus  is  to  enable  a  class  of  boys,  under  the  direction  of  a 
teacher,  to  go  through  a  series  of  simple  quantitative  experiments 
in  the  principles  of  mechanics,  the  boys  themselves  handling  the 
actual  apparatus. 

A  list  of  suitable  experiments  may  be  found  in  Professor  Ball’s 
book  on  Experimental  Mechanics  ;  also  in  Professor  Perry’s  Prac¬ 
tical  Mechanics. 

[By  the  kindness  of  Messrs.  Rigg  some  sample  experiments  have 
been  fitted  up  for  inspection.  J 

The  boys  to  be  required  to  adapt,  fit  and  bolt  together,  the  various 
parts  from  a  hand  sketch  of  the  arrangement  in  their  own  note 
books,  and  which  has  been  previously  explained  in  class.  They  are 
also  to  note  down  carefully  the  result  of  their  experiments. 

Approximate  cost  of  tools,  &c.,  required  for  the  fitting  up  of  an 
efficient  school  workshop  to  accommodate  24  boys  working  at  one 
time,  12  at  iron  and  12  at  wood  : — 

£ 

Wood  tools,  12  sets  at  15s.  6d ...... . . .  9 

Iron  tools,  12  sets  at  27s.  (including  vice) .  16 

A  good  collection  of  wood  tools  for  general  use  for  doing  advanced 

work . .  30 

Ditto  iron  tools .  .  30  0  0 

Bench  accommodation  24  (at  30s.  per  head) .  36  0  0 

121  10  0 

The  above  does  not  include  wood  or  iron-turning  lathes,  which 
would  be  most  successfully  used  when  driven  by  a  steam  or  gas 
engine. 

The  tools  may  be  used  by  any  number  of  classes  of  24  lads. 

The  cost  of  furnishing  the  clay  modelling-room  would  be  merely 
nominal,” 


s.  d. 
6  0 
4  0 

0 


* 


V. 


Addresses  by  the  Lord  Chancellor  and  the  Prince  of  Wales 

AT  OPENING  OF  THE  ClTY  AND  GUILDS  OF  LONDON  INSTITUTE. 

The  address  of  the  Lord  Chancellor  to  the  Prince  of  Wales,  which 
follows,  was  made  on  the  occasion  of  the  formal  opening  by  the 
Prince  of  Wales,  in  his  capacity  as  “President  of  the  City  and 
Guilds  of  London  Institute  for  the  Advancement  of  Technical  Edu¬ 
cation,”  of  The  New  Central  Institution  Buildings,  in  Exhibition 
Row,  South  Kensington. 

A  distinguished  company  of  gentlemen,  of  City  and  Guild  Offi¬ 
cials,  etc.,  were  present. 

The  Lord  Chancellor  said: — “'May  it  please  your  Royal  Highness, — 
I  have  to  thank  your  Royal  Highness,  on  behalf  of  the  Council  and 
of  the  Governors  of  the  City  and  Guilds  of  London  Institute,  for 
having  graciously  consented  to  open  this  Central  Institution,  thereby 
showing  your  continued  interest  in  the  success  of  the  great  educa¬ 
tional  work  which  the  Corporation  and  the  principal  Guilds  of  Lon¬ 
don  have  combined  to  promote. 

“  It  is  now  very  nearly  three  years  since  your  Royal  Highness,  in 
July,  1881,  accompanied  on  that  occasion  by  her  Royal  Highness  the 
Princess  of  Wales,  set  the  first  column  on  which  this  building  rests, 
and  we  are  glad  to  be  able  to  state  that,  under  the  able  superintend¬ 
ence  of  Mr.  Alfred  Waterhouse,  the  architect,  the  work  has  been 
satisfactorily  executed  within  the  time  originally  intended.  Nothing 
is  now  wanting  for  its  completion  but  some  of  the  internal  fittings, 
furniture,  and  appai’atus  ;  towards  the  ]>rovision  of  which  the  City 
and  many  of  the  Livery  Companies  of  London,  in  response  to  the 
appeal  of  your  Royal  Highness,  have  already  contributed  nearly 
£17,000.  It  is  estimated  that  the  building*  when  fully  equipped, 
will  have  cost  nearly  £100,000  and  the  Council  confidently  trust  that 
the  balance  still  needed  for  its  completion  will  be  supplied  by  the 
liberality  of  the  City  Guilds,  on  which  they  have  hitherto,  so  hope¬ 
fully,  and  so  exclusively  relied.  (Cheers.)  Pending  the  completion 
of  the  fittings,  your  Royal  Highness,  as  President  of  the  Interna¬ 
tional  Health  Exhibition,  will  be  gratified  to  learn  that  the  Council 
of  tins  Institute  have  been  able  to  lend  a  portion  of  this  building  for 
the  exhibition  therein  of  educational  and  school  appliances,  to  the 
Executive  Council  of  the  Health  Exhibition,  who,  in  compliance 
with  our  request,  have  courteously  postponed  the  opening  of  that 
interesting  section  of  their  exhibition  until  to-day. 

“  During  the  last  three  years  the  progress  of  the  work  initiated  by 
the  City  Guilds  has  been  most  gratifying.  J  he  Finsbury  Technical 
College,  the  foundation  stone  of  which  was  laid  in  May,  1881,  by  the 
late  Duke  of  Albany,  whose  loss  we,  in  common  with  all  classes  of 
Her  Majesty’s  subjects,  deplore  as  a  national  calamity,  was  opened 

yn 


912 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


in  February,  1883.  It  is  now  in  full  working  order,  affording  a  sound 
and  complete  technical  education  to  youths  from  middle-class  schools 
who  are  preparing  to  enter  industrial  careers  at  a  comparatively 
early  age,  as  well  as  to  large  numbers  of  artisans  engaged  in  various 
trades. 

“At  South  London  our  Applied  Art  School  is  filled  with  students 
who  are  being  trained  as  wood  engravers,  and  as  designers  for 
different  branches  of  industry. 

“  The  affiliated  classes  in  the  provinces,  in  connection  with  our 
technological  examinations,  have  increased  in  number  far  more 
rapidly  than  could  have  been  anticipated,  and  have  developed  in 
many  cases  into  excellent  technical  schools. 

“  In  1881,  when  I  had  the  pleasure  of  addressing  your  Koval  High¬ 
ness  on  the  ground  on  which  we  are  now  standing,  I  stated  that  the 
number  of  candidates  for  the  technological  examinations  was  1,563, 
as  compared  with  816  in  the  previous  year,  and  I  am  now  able  to 
state  that  the  number  recently  examined  was  3,628,  as  compared  with 
2,322  in  1883.  (Cheers. )  A  great  impulse  was  undoubtedly  afforded 
to  the  establishment  of  technical  schools  in  this  country  by  the 
appointment  in  1881,  of  a  Royal  Commission,  presided  over  by  Mr. 
Bernhard  Samuelson,  M.  P.,  to  inquire  into  the  facilities  for  tech¬ 
nical  instruction  enjoyed  by  the  industrial  classes  abroad,  and  to  com¬ 
pare  them  with  the  opportunities  enjoyed  by  similar  classes  at  home. 

“After  a  laborious  investigation,  occupying  nearly  three  years,  in 
the  course  of  which  they  visited  all  the  principal  technical  schools 
in  Central  Europe  and  in  the  United  Kingdom,  the  Commissioners 
presented  to  Her  Majesty  a  leport,  in  which  they  were  able  to  show 
that,  owing  greatly  to  the  action  of  the  Science  and  Art  Department 
and  of  the  City  and  Guilds  of  London  Institute,  the  opportunities 
afforded  to  workmen  and  to  foremen  in  this  country  to  obtain,  by 
means  of  evening  classes,  sound  technical  instruction,  compared 
favorably  with  those  enjoyed  by  the  same  classes  abroad ;  and  it  is 
gratifying  to  learn  from  them  that  no  organization  like  that  of  the 
Science  and  Art  Department,  or  of  the  City  and  Guilds  of  London 
Institute,  exists  in  any  Continental  country,  and  that  the  absence  of 
any  such  organizations  has  been  lamented  by  many  competent  per¬ 
sons  with  whom  they  came  in  contact. 

NEED  FOR  INSTITUTIONS  GIVING  HIGHER  TECHNICAL  INSTRUCTION. 

“It  is,  however,  in  the  appreciation  of,  and  in  the  facilities  for, 
higher  technical  instruction  that  we  in  this  country  are  most  defi¬ 
cient,  and  it  is  to  supply  that  want  that  this  central  institution  has 
been  established.  In  their  report  on  technical  instruction,  the  Com¬ 
missioners  state  that  ‘no  portion  of  the  national  expenditure  on 
education  is  of  greater  importance  than  that  employed  in  the  scien¬ 
tific  culture  of  the  leaders  of  industry,’ and  that  ‘ the  Englishman 
has  yet  to  learn  that  an  extended  and  systematic  education,  up  to 
and  including  the  methods  of  original  research,  is  now  a  necessary 
preliminary  to  the  fullest  development  of  industry.’  (Cheers.)  It 
is  hoped  that  the  educational  work  to  be  carried  on  in  this  institu¬ 
tion  will  have  the  effect  of  raising  the  standard  of  technical  instruc¬ 
tion  throughout  the  entire  kingdom.  This  college  has  been  estab¬ 
lished  to  meet  a  two-fold  want.  It  is  intended  to  give  that  higher 
instructim  of  winch  the  leaders  of  our  industries  stand  so  much  in 


ADDRESS  BY  THE  LORD  CHANCELLOR  OF  ENGLAND.  913 


need ;  and  also,  and  principally,  to  train  teachers  for  the  several 
technical  schools  and  classes  which,  owing  greatly  to  the  encourage¬ 
ment  afforded  by  this  institute,  now  constitute  an  important  feature 
in  our  educational  system. 

“  The  institution  which  your  Royal  Highness  is  pleased  this  day  to 
open  is  indeed  one  of  national  importance,  serving  the  double  pur¬ 
pose  of  a  Technical  University  and  of  a  Normal  School. 

“In  the  several  laboratories  with  which  this  college  is  provided, 
and  which  will  be  directed  by  eminent  Professors  already  elected, 
new  and  increased  facilities  will  be  afforded  for  the  prosecution  of 
original  research,  having  for  its  object  the  more  thorough  training 
of  the  students,  and  the  elucidation  of  the  theory  of  industrial  proc¬ 
esses  ;  and,  with  the  view  of  making  the  teaching  of  the  college 
bear  directly  upon  the  studies  of  those  who  may  be  already  engaged, 
or  about  to  engage,  in  manufacturing  industry,  special  courses  of 
instruction  will  be  given  in  the  technology  of  various  trades.  By 
means  of  scholarships,  such  as  those  established  by  the  Clothwork- 
ers’  Company  (cheers),  it  is  hoped  that  this  institution  may  receive 
within  its  walls  students,  some  of  whom  may  have  obtained  their 
early  training  in  one  or  other  of  the  excellent  public  elementary 
schools  which  now,  happily,  abound  in  this  country;  and  that  new 
careers  will  be  thus  opened  to  the  children  of  our  artisan  classes, 
which  will  provide  them  with  honorable  and  remunerative  employ¬ 
ment,  and  will  at  the  same  time  enable  them  to  help  in  advancing 
the  commercial  prosperity  of  the  nation. 

A  COMPREHENSIVE  SCHEME  OF  TECHNICAL  INSTRUCTION. 

“  In'tliis  way,  and  by  the  gratuitous  instruction  which  it  is  proposed 
here  to  give  to  teachers  of  technical  classes,  the  influence  of  this 
college  will  be  felt  far  beyond  the  limits  of  the  metropolis ;  and  all 
classes  of  the  community  will  share  in  the  advantages  which  it  will 
confer,  while  the  country  at  large  will  be  benefited  by  the  knowledge 
here  originating,  and  by  the  skill  here  acquired.  Within  these  walls 
will  be  gathered  together  some  of  the  chosen  intellects  from  schools 
and  colleges  of  every  grade,  competing  with  one  another,  without 
distinction  of  class  or  creed,  in  the  endeavour  to  apply  the  results  of 
scientific  investigation  to  the  discovery  of  new  processes  of  manu¬ 
facture,  and  of  new  methods  for  increasing  and  improving  the  prod¬ 
ucts  of  human  labour. 

“  The  ceremony  of  to-day,  honored  as  it  is  by  the  presence  of  your 
Royal  Highness  (cheers),  marks  the  completion  of  the  scheme  for  the 
advancement  of  technical  education,  as  organized  by  the  City  and 
•Guilds  of  London.  It  is  a  scheme  that  embraces  the  education  of 
workers  of  every  class,  of  the  apprentice,  the  journeyman,  the  fire¬ 
man,  the  manager,  and  the  master,  as  well  as  those  who  are  to  become 
their  teachers.  As  years  roll  by,  and  when  the  connexion  between 
the  technical  education  of  the  people  and  the  commercial  prosperity 
of  the  country  becomes  as  well  understood  and  appreciated  here  as 
it  is  abroad,  the  year  1880,  in  which  the  City  and  Guilds  of  London 
Institute  was  incorporated  ;  and  the  year  1884,  in  which  this  central 
institution  was  opened,  will  stand  out  as  epochs  in  what  we  hope  may 
be  an  unbroken  record  of  industrial  progress  ;  and  we  sincerely  trust 
that  the  remembrance  of  this  day’s  proceedings  may  ever  furnish  to 
your  Royal  Highness  a  pleasing  and  satisfactory  thought,  enabling 
you  to  associate  the  endeavours  of  your  illustrious  father  (cheers), 
ART— VOL  4 - 58 


914  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


dating  back  more  than  30  years,  to  improve  the  arts  and  manufac¬ 
tures  of  the  country,  with  the  work  of  this  Technical  Institute,  over 
which  your  Royal  Highness  so  graciously  presides.  (Cheers).” 

Response  by  the  Prince  of  Wales. 

“At  the  conclusion  of  the  Lord  Chancellor’s  address  the  Prince 
responded  as  follows : 

“  The  Prince  of  Wales  in  reply,  said, — My  Lord  Chancellor,  my 
Lords,  and  Gentlemen, — I  have  listened  with  attention  to  your 
address,  and  I  assure  you  it  gives  me  great  pleasure  to  be  able  to 
preside  at  the  opening  of  this  important  institution,  the  first  pillar  of 
which,  in  company  with  her  Royal  Highness  the  Princess  of  Wales, 
I  set  nearly  three  years  since.  I  thank  you  for  your  very  feeling 
reference  to  the  severe  loss  which  the  Queen,  and  each  member  of 
Her  Majesty’s  family  has  sustained  by  the  untimely  death  of  my  late 
brother.  His  interest  in  every  movement  calculated  to  humanize 
and  to  elevate  the  people  of  this  country  will,  I  am  quite  sure,  cause 
his  loss  to  be  felt  far  beyond  the  circle  of  his  immediate  friends.  I 
have  been  gratified  that  the  City  and  the  Livery  Companies  of  London 
have  so  generously  responded  to  the  letter  which,  as  president  of  the 
Institute,  I  addressed  some  few  months  since  to  the  Lord  Mayor  and 
to  the  Worshipful  Masters  of  the  Livery  Companies  of  London.  This 
Institute,  which  owes  its  origin  to  the  liberality  of  the  City  and  of  the 
Guilds  of  London,  is  an  illustration  of  the  excellent  work  that  may 
be  done  by  united  action,  which  could  not  possibly  be  accomplished 
by  individual  efforts.  Conformably  with  the  traditions  of  these 
ancient  Guilds,  there  is,  perhaps,  no  purpose  to  which  they  could 
more  appropriately  devote  their  surplus  funds,  and  none  which  would 
be  of  more  practical  advantage  to  the  country  at  large  than  the  pro¬ 
motion  of  technical  education.  (Cheers.) 

MODERN  NEEDS  FOR  SCIENTIFIC  EDUCATION. 

“  The  altered  conditions  of  apprenticeship,  and  the  almost  general 
substitution  of  machine  for  hand  labor  have  made  the  teaching  of 
science,  in  its  application  to  productive  industry,  a  necessary  part 
of  the  training  of  all  classes  of  persons  engaged  in  manufacturing 
pursuits. 

“  There  never  was  a  time,  perhaps,  when  the  importance  of  tech¬ 
nical  education  was  more  generally  recognized  than  now,  and  I  am 
gratified  to  learn  from  the  report  of  the  Royal  Commissioners 
appointed  to  inquire  into  the  subject  to  which  your  lordship  has 
referred,  that,  although  we  are  still  behind  many  of  our  foreign 
neighbors  in  the  provision  of  technical  schools  of  different  grades, 
the  encouragement  afforded  by  the  State  to  the  teaching  of  science 
and  of  art,  supplemented  as  it  now  is  by  the  institute’s  assistance  to 
the  teaching  of  technology,  has  placed  within  reach  of  our  artisan 
population  facilities  for  technical  instruction,  which  have  already 
influenced,  and  which  promise  to  influence  still  more  in  the  future, 
the  progress  of  our  manufacturing  industry.  (Cheers.)  As  presi¬ 
dent  of  this  Institute,  I  have  noticed  witl'i  much  satisfaction  the 
rapid  development  of  the  work  which  the  council  have  initiated, 
and  which  they  so  successfully  control. 


ADDRESS  BY  THE  PRINCE  OF  WALES. 


915 


A  TRIBUTE  TO  MR.  PHILIP  MAGNUS. 

“  I  am  anxious  to  take  this  opportunity  of  expressing  in  public  what 
is  already  known  to  you,  my  Lord  Chancellor,  and  to  the  members 
of  the  Council,  the  obligations  which  we  are  all  under  to  Mr.  Philip 
Magnus,  our  able  director  and  secretary,  for  his  unwearied  exertions 
in  having  so  successfully  accomplished  the  organization  of  the  prac¬ 
tical  work  of  the  institution.  (Cheers.)  I  have  no  doubt  that  the 
opportunities  for  advanced  instruction,  which  will  be  afforded  in 
the  well-arranged  laboratories  and  workshops  of  this  building,  will 
enable  the  managers  and  superintendents  of  our  manufacturing 
works  to  obtain  more  readily  than  hitherto  that  higher  technical 
instruction  which  is  so  essential  to  the  development  of  our  trade  and 
commerce.  But  it  is  especially  as  a  training  college  for  teachers 
that  this  institution  will  occupy  an  important  place  in  the  educa¬ 
tional  establishments  of  this  country. 

“The  demand  for  technical  instruction  has  increased  so  rapidly 
during  the  last  few  years  that  the  supply  of  teachers  has  not  kept 
pace  with  it,  and  I  have  noticed  with  satisfaction  that  in  the  scheme 
for  the  organization  of  this  school  due  prominence  is  given  to  the 
provision  of  gratuitous  courses  of  instruction  for  technical  teachers 
from  all  parts  of  the  kingdom.  I  shall  be  glad  to  see  other  corpo¬ 
rations  and  individuals  follow  the  example  of  the  Cloth  Workers’ 
Company  (cheers),  by  establishing  scholarships  which  shall  serve 
to  connect  the  elementary  schools  of  this  country  with  this  institu¬ 
tion. 

“  Hitherto,  all  schools  have  led  up  to  the  Universities,  and  literary 
training  has  been  encouraged  to  the  disadvantage  of  scientific 
instruction.  (Cheers.)  Manufacturing  industry  has,  consequently, 
not  been  able  to  attract  to  its  pursuits  its  fair  proportion  of  the  best 
intellect  of  the  country.  The  foundation  of  scholarships  in  connec¬ 
tion  with  this  institution  will  enable  selected  pupils  from  elementary 
schools  to  enter  schools  of  a  higher  grade,  and  to  complete  their 
education  within  these  walls.  As  president  of  the  International 
Health  Exhibition,  I  am  glad  that  the  Council  of  this  Institute  have 
been  able  to  place  at  the  disposal  of  the  Council  of  the  Health  Exhi¬ 
bition  a  portion  of  this  building  for  the  exhibition  of  apparatus  and 
appliances  used  in  technical  and  other  schools.  I  have  no  doubt 
that  we  shall  find  in  that  exhibition,  which  I  hope  to  be  able  pres¬ 
ently  to  visit,  much  that  is  generally  instructive,  and  that  the  for¬ 
eign  sections  will  contain  exhibits  which  will  prove  of  great  interest 
to  the  educational  authorities  of  this  country.  To  the  Corporation 
and  to  the  Livery  Companies  of  London,  the  Council  of  the  Inter¬ 
national  Health  Exhibition  are  indebted  for  much  valuable  assist¬ 
ance,  and  I  thank  them  for  it. 

“  It  now  only  remains  for  me  to  declare  the  Central  Institution  of 
the  City  and  Guilds  of  London  Institute  to  be  open,  and  to  express 
the  warmest  hope  that  the  important  educational  work  to  be  carried 
on  in  this  great  national  school  of  technical  science  and  art  will  help 
to  promote  the  development  of  our  leading  industries,  and  that  the 
City  and  Guilds  of  London,  which  have  so  liberally  subscribed  funds 
for  the  erection  and  equipment  of  this  institution  will  maintain  it 
with  efficiency,  and  will  at  the  same  time  continue  their  support  to 
all  other  parts  of  the  institute's  operations.  (Cheers.) 

“Other  brief  addresses  were  made,  First  by  Lord  Carlingford, 
President  of  the  Committee  of  Council  on  Education;  who  prepared 


916  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


the  resolution  “  That  thanks  are  due  to  the  City  and  to  the  Livery 
Companies  of  London  for  their  liberal  and  successful  efforts  in  the 
cause  of  technical  education.”  This  resolution  was  seconded  by  the 
Right  Honorable  A.  J.  Mundella,  M.  P.,Vice  President  of  the  Coun¬ 
cil.  The  Lord  Mayor  of  London,  as  officially  representing  the  City 
&  Guilds  of  London,  ‘  briefly  tendered  their  thanks  to  the  Prince  of 
Wales  for  the  terms  in  which  his  Royal  Highness  had  spoken  in 
appreciation  of  the  efforts  they  had  made  to  establish  and  promote 
the  efficiency  of  this  institution.’  (Cheers.)” — From  the  London 
Times  of  June  2Gth,  1884. 


APPENDIX  B  B. 


PAPERS  RELATING  TO  TECHNICAL  ART  TRAINING  IN  ENGLAND. 

I.  Introduction. 

II .  Recognition  of  the  need  of  Technical  Art  Training,  as  shown  by  article  in  The 
London  Times  on  Lord  Hartington’s  address  on  that  theme. 

III.  Article  from  The  Westminister  Review  showing  l-elation  of  Technical  Edu¬ 

cation  to  Foreign  Trade  Competition. 

IV.  A  Statement  of  the  Purpose  of  The  National  Association  for  the  Promotion 

of  Technical  Education  in  Great  Britain. 

V.  Address  by  Professor  Huxley,  at  Manchester,  at  a  meeting  held  in  the  Town 
Hall,  November  29th,  1887. 


917 


APPENDIX  B  B. 

PAPERS  RELATING  TO  TECHNICAL  ART  TRAINING  IN  ENGLAND. 

I. 

INTRODUCTION. 

The  growing  necessity  of  some  form  of  technical  training  for  the 
great  body  of  workers,  which  has  long  been  accepted  and  acted  on 
by  Belgium,  France,  Germany  and  Switzerland,  is  beginning  to  be 
recognized  in  Great  Britain,  as  was  shown  by  the  creation  of  the 
Royal  Commission  on  Technical  Instruction  whose  investigations, 
abroad  and  at  home,  occupied  some  four  years  and  whose  admirable 
and  comprehensive  Report,  made  in  five  volumes  in  1884,  attracted 
so  much  attention.  The  importance  of  this  subject  of  industrial  and 
technical  training  in  the  opinion  of  the  English  people  may  be 
inferred  from  the  attention  given  to  it  by  the  leading  statesmen  of 
the  country,  and  the  interest  shown  by  the  Royal  family,  who  follow 
in  these  matters  the  example  of  the  late  Prince  Consort 

On  the  occasion  of  the  fourth  annual  distribution  of  prizes,  etc., 
by  the  Polytechnic  Young  Men’s  Christian  Institute,  Regents  Street, 
London,  the  Marquis  of  Hartington  presided  and,  after  the  prizes 
had  been  distributed,  delivered  a  notable  address ;  of  sufficient 
importance  in  the  judgment  of  the  London  Times  to  be  considered 
at  length  the  next  day,  March  17th,  1887,  in  a  leading  article. 

The  Polytechnic  Institute  appears  to  resemble,  in  purpose  and 
management,  the  well  known  Cooper  Union  of  New  York.  It  was 
opened  in  1883,  and  was  attended  by  3,200  students  in  the  various 
Science,  Art,  Technical  and  general  classes.  The  attendance  for  the 
year  ending  June  30th,  1886,  was  6,875 

In  the  course  of  his  remarks  Lord  Hartington  said:  “What  is 
still  deficient  is  the  adequate  technical  and  trade  instruction  of  the 
labourers  themselves,  and  that  is  the  great  object  which  this  insti¬ 
tution  is  intended  to  supply.”  As  thus  defined,  this  “Institute”  may 
be  classed  with  the  Maryland  Institute  of  Baltimore,  the  Franklin 
of  Philadelphia,  and  like  institutions ;  accounts  of  which  are  included 
in  Part  III,  of  this  Report. 

The  length  of  the  address  precludes  its  insertion  here,  but,  as  the 
substance  of  it  is  indicated  in  the  Times  leader,  that  is  quoted; 
because  the  ideas  advanced  are  as  applicable  and  as  important  for 
Americans,  as  for  Englishmen. 

This  is  followed  by  several  extracts  from  a  striking  article  on 
“Technical  Education  and  Foreign  Competition”  which  appeared 
in  the  May  and  September  numbers  of  The  Westminister  Review, 
for  1887.  Similar  topics  are  treated  in  this  article  and  it  is  well 
for  Americans,  who  are  as  yet  so  far  behind  the  English  in  their 

919 


920  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


provisions  for  the  general,  definite  technical  and  industrial  training  of 
their  people,  to  see  for  themselves  the  value  and  importance  put  upon 
these  instrumentalities  by  older  nations.  Whatever  strength  the 
arguments  may  have  for  Englishmen,  they  should  have  far  greater 
force  for  Americans ;  since  our  lack  of  opportunities  for  any  adequate 
technical  training  in  artistic  industries,  is  far  greater  than  theirs. 

The  address  by  the  late  Professor  Huxley,  f.  R.  s.,  delivered  in  the 
Town  Hall  of  Manchester,  is,  in  common  with  all  his  utterances, 
worthy  of  serious  consideration;  extracts  which  relate  more  directly 
to  the  topics  here  discussed  are  given  ;  this  is  preceded  by  a  formal 
statement  of  the  Purpose  of  The  National  Association  for  the  promo¬ 
tion  of  Technical  Education.  These  two  papers,  which  fitly  conclude 
this  Appendix,  give  ample  proof  of  the  grave  importance  in  which 
the  topics  discussed  in  this  Report,  are  held  by  the  thoughtful  leaders 
of  Public  Opinion  in  the  British  Isles.  Are  they  not  equally  worthy 
the  attention  of  American  Legislators  and  Educators? 

II. 

Editorial  Comment  On  The  Address  By  Lord  Hartington,  On  The  Need 

Of  Technical  Art  Training.* 

Lord  Hartington  made  a  striking  speech  last  night  to  the  Polytechnic  Young 
Men's  Christian  Institute — a  speech  more  robust  than  those  generally  heard  at  sim¬ 
ilar  institutions.  In  presence  of  such  an  audience  a  text  was  perhaps  needed,  and 
he  took  as  his  text  some  remarks  by  Professor  Huxley,  who  lately  pointed  out  the 
instructive  likeness  between  warfare  and  industry.  The  latter  “does  not  break 
heads  and  it  does  not  shed  blood,  but  it  starves  the  man  who  succeeds  in  the  war  of 
competition,  and  the  nation  which  succeeds  in  the  war  of  competition  beats  the 
other  by  starvation.”  On  that  impressive  text  Lord  Hartington  made  a  no  less 
striking  commentary.  He  pointed  out  how  much  our  industrial  position  depended 
on  the  efficiency  of  individual  workers— how  that  counted  for  more  than  beds  of 
coal  or  deposits  of  iron — and  he  drew  a  picture  of  the  consequences  of  industrial 
decadence  to  a  country  such  as  ours.  How  is  that  calamity  to  be  averted?  By  the 
same  means  he  answers,  by  which  you  may  hope  to  prevent  disasters  in  warfare.  It 
is  impossible  in  actual  hostilities  to  extemporize  effective  armaments ;  “  the  posses¬ 
sion  of  scientific  knowledge  and  perfect  appliances”  is  essential  in  warfare,  and  the 
same  holds  good  of  industry.  In  both  the  prize  goes  to  those  who  are  best  prepared 
to  run  the  race.  The  comparison  is  impressive  ;  the  consequences  are  far-reaching.  . 
If  we  are  well  advised — and  Lord  Hartington  has  no  misgivings  on  the  subject — in 
spending  freely  to  protect  ourselves  against  aggression,  it  is  equally  our  duty  to  be 
not  niggardly  in  providing  industrial  education  and  diffusing  scientific  knowledge. 

It  is  the  condition  of  industrial  supremacy,  and  it  is  not  an  unattainable  condition. 
That  supremacy  “we  still  maintain,  and  if  we  only  make  adequate  exertions  I 
doubt  not  that  we  can  still  maintain  it.” 

THE  LEGITIMATE  PROVINCE  OF  EDUCATION. 

No  education  can  produce  genius.  Inventive  skill  comes,  or  fails  to  come, 
from  causes  too  subtle  to  be  reached  by  systems  of  tuition.  A  Watt  or  even  an 
Edison  is  born,  not  made.  But  the  knowledge  of  drawing,  mechanics,  mathe¬ 
matics,  chemistry,  and  the  other  sciences  or  arts  which  aid  the  artisan  in  his  daily 
work  may  be  imparted,  and  on  the  spread  of  such  knowledge  may  depend  the  con¬ 
tinuance  of  industrial  supremacy.  Great  commanders  cannot  be  called  into  being ; 
but  in  the  main  it  depends  on  the  rank  and  file  of  the  army  of  industry  whether 
its  battles  are  lost  or  won. 

How  is  this  work  to  be  accomplished?  In  answer  to  this  question  Lord  Harting¬ 
ton  let  fall  one  or  two  remarks  which,  though  not  offering  a  complete  solution,  are, 
if  we  mistake  not,  likely  to  be  fruitful  in  consequences.  They  cannot  fail  to  mate¬ 
rially  influence  opinion.  The  State,  he  is  satisfied,  cannot  do  all  or  much  ;  and  he 
is  struck  with  the  inability  of  purely  voluntary  efforts  to  meet  the  demand.  He 
finds  the  necessary  assistance,  if  anywhere,  in  our  municipal  institutions.  “  I  hope 


*  The  Times,  London,  England,  March  17th,  1887. 


THE  LONDON  TIMES  ON  LORD  HARTINGTON’S  ADDRESS.  921 


the  time  is  not  far  distant  when  our  town  councils  or  local  governing  boards  will 
establish  in  every  considerable  centre  industrial  and  technical  schools,  suitable  to 
the  wants  of  the  district,  and  supported  out  of  local  funds.”  The  institutions  which 
now  imperfectly  do  the  work  of  diffusing  technical  instructions  “are  playing  the 
same  part  in  relation  to  technical  and  industrial  education  that  was  played  by  the 
voluntary  schools  in  relation  to  elementary  education.” 

A  NATIONAL  SYSTEM  OF  TECHNICAL  EDUCATION  FORESHADOWED. 

This  points  to  a  national  system  of  technical  education ;  it  is  the  largest  and 
clearest  conception  of  the  subject  which  any  public  man  of  importance  has  yet  put 
forth.  What  would  be  the  details,  or  even  all  the  main  lines,  of  such  a  scheme  the 
speaker  did  not  say  ;  it  was  not  his  business  to  deal  with  such  matters.  Many  difficul¬ 
ties  and  objections  suggest  themselves,  and  not  a  few  Englishmen  will  be  reluctant 
to  believe  that  the  rough-and-ready  methods  which  have  satisfied  us  in  the  past  will 
not  suffice  for  the  future.  But  the  more  Lord  Hartington’s  main  idea  is  considered, 
the  more  truth  will  be  found  in  it ;  the  clearer  will  it  become  that  industrial  knowl¬ 
edge  is  needed  as  it  never  was  before,  and  that  it  is  not  to  be  dispensed  with  by  exist¬ 
ing  appliances.  Sir  Henry  Roscoe  said  last  night  that  English  competition  at  this 
moment  was  not  seriously  feared  abroad  ;  “  what  foreigners  feared  was  that  some 
day  the  nation  would  awaken  to  the  necessity  of  educating  its  workers  as  they  were 
educated  abroad,  for  then  they  felt  that  they  would  not  be  able  to  compete  at  all  with 
English  industries.”  From  all  persons  competent  to  express  an  opinion  comes  the 
same  story  ;  our  rivals  are  making  headway  because  we  have  not  sought  to  make 
our  workmen  efficient,  and  because  we  are  trusting  too  much  to  old  methods.  It  is 
too  rare  to  hear  a  public  man  in  these  days  utter  sound  economical  doctrines  if  they 
happen  to  be  unpalatable.  They  are  apt  to  speak  as  if  their  audiences  would  toler¬ 
ate  such  teaching  only  when  sweetened  and  diluted  in  a  fluid  sentiment.  The 
question  treated  of  last  night  lias  its  dark  sides,  and  Lord  Hartington  did  not  shirk 
them  or  say  that  all  would  be  well  if  only  a  few  simple  expedients  were  resorted  to. 

THE  INDUSTRIAL  SITUATION  IN  RELATION  TO  EDUCATION. 

His  remarks  reveal  a  clear  perception  of  the  truth  that  much  so-called  education 
is  of  little  use  to  men  compelled  to  struggle  for  their  livelihood ;  that  strife  and 
warfare  lie  at  the  bottom  of  an  industrial  society  ;  that  this  struggle  and  warfare 
grow  keener  where  the  sound  of  the  trumpet  is  never  heard  ;  and  that  the  race 
between  inventors  of  steel  plates,  repeating  rifles,  and  machine  guns  has  its  coun¬ 
terpart  in  every  trade.  There  is  no  demand  for  a  Polytechnic  Young  Man  with  a 
smattering  of  everything.  We  are  no  believers  in  the  supreme  efficacy  of  freehand 
drawing ;  everything  else  in  the  curriculum  ought  not  to  be  sacrificed  to  this  or  any 
other  accomplishment.  It  would  be  a  pity  if  young  men  forsook  theoretical  works 
on  chemistry  to  dabble  too  early  in  dyes,  or  remained  for  the  rest  of  their  lives 
ignorant  of  mathematics  by  reason  of  their  assiduity  at  the  lathe.  It  would  in  the 
end  defeat  its  purpose  to  foster  a  premature  acquaintance  with  the  “bread  and  but¬ 
ter”  arts  and  sciences  to  the  neglect  of  studies  which  enlarge  the  mental  horizon 
and  discipline  the  mind.  But  such  practical  knowledge  must  somehow  be  got,  and 
it  is  not  now  got  by  a  sufficient  number.  The  nation  that  has  most  efficient 
mechanical  engineers  will  have  the  best  engine  shops  and,  presumably,  will  in  the 
long  run  do  most  business.  The  country  which  has  the  largest  number  of  persons 
conversant  with  the  wants  of  those  who  consume  coarse  cotton  goods  will  get  most 
of  that  trade.  In  industry  or  in  warfare  the  victory  will  be  with  those  who  are 
best  prepared — whicli  is  not,  Lord  Hartington  tells  us,  our  present  position,  and 
which  may  be  still  less  true  of  us  than  it  is  if  no  means  are  taken  to  correct  palp¬ 
able  deficiencies. 


III. 


The  following  are  the  extracts  from  “  The  Westminster  Review,” 
referred  to  in  the  Introduction  to  this  Appendix. 

Technical  Education  And  Foreign  Competition. 

There  is  undoubtedly  a  great  change  coming  over  public  opinion  with  regard  to 
the  bearing  of  education  upon  the  practical  work  of  life.  It  has  at  last  become 
recognized  that  a  school-boy  may  be  materially  helped  in  his  choice  or  pursuit  of 
calling  by  his  training  at  school,  and  that  it  is  the  duty  of  the  State  no  less  than 
of  the  individual  to  see  that  each  child  shall  be  taught  to  be  useful  and  effective 
in  the  world.  It  is  also  admitted  that  the  discipline  of  the  mind  may  be  promoted 
by  the  theoretical  study  of  the  principles  of  industrial  and  commercial  life,  as  well 
as  by  classical  literature.  And  there  are  many  thorough-going  educationists  who 
believe  in  the  words  of  Mr.  Ruskin,  that“  what  it  is  most  honourable  to  know,  it  is 
also  most  profitable  to  learn  ;  and  that  the  science  which  it  is  the  highest  power  to 
possess,  it  is  also  the  best  exercise  to  acquire.”  Yet  these  principles,  far  from  being 
recognized,  were  mainly  ignored  in  the  public  schools  of  the  past.  *  *  *  As  for 
practical  knowledge,  the  study  of  art  and  science  in  their  relation  to  the  possible 
career  of  the  student,  the  training  of  the  hand  in  any  manual  employment,  the 
knowledge  of  the  great  material  resources  of  the  country  and  the  mechanical  aids 
by  which  they  were  to  be  utilized,  the  principles  of  agriculture,  of  commerce  and 
of  trade — these  studies  were  scarcely  included  in  the  educational  curriculum  of 
the  wealthy,  or,  if  they  found  some  scanty  place  among  the  extras,  it  is  said  by 
qualified  witnesses  that  as  a  branch  of  education  they  were  usually  ignored  and 
despised.  *  *  *  Thus  we  had  the  spectacle  of  the  most  practical  people  in 
the  world  receiving  the  most  unpractical  education,  and  yet  prospering  in  spite  of 
their  deficiencies. 

THE  GREAT  INVENTORS  OF  THE  EIGHTEENTH  CENTURY. 

The  great  industrial  development  which  began  in  this  country  about  a  hundred 
years  ago  derived  but  little  if  any  aid  from  the  ancient  seats  of  learning.  The 
mechanical  inventors  of  the  end  of  the  last  century,  to  whom  the  civilized  world 
owes  unspeakable  obligations,  were  in  nearly  every  instance  poor,  obscure,  and 
uncultured.  Many  of  them  were,  as  was  recorded  of  them  by  Macaulay  “  ignorant 
of  letters,  without  art,  without  eloquence  r  yet  who  had  the  wisdom  to  devise  and 
the  courage  to  perform  that  which  they  lacked  language  to  explain.  Such  men 
have  worked  the  deliverance  of  nations  and  their  own  greatness.  Their  hearts  are 
their  books ;  events  are  their  tutors  ;  great  actions  are  their  eloquence.”  In  every 
industrial  centre  the  traditions  of  these  pioneers,  and  of  their  successors  who 
profited  by  their  inventions  and  discoveries,  still  linger  among  the  people. 

FORMER  LACK  OF  EDUCATIONAL  OPPORTUNITIES. 

The  wealthy  manufacturers,  the  engineers  and  eminent  machine  makers  of  the 
last  generation  were  remarkable  for  perseverance,  thrift,  indomitable  energy,  and 
in  some  instances  for  natural  talent  of  a  high  order ;  but  in  the  main  they  enjoyed 
no  educational  facilities.  Except  for  such  tuition  in  elementary  science  as  a  few 
were  able  to  obtain  in  the  evening  classes  of  Mechanics’  Institutions,  which  were 
founded  in  the  early  part  of  the  century,  the  whole  mass  of  employers  and  employed 
were  ‘  ‘  ignorant  of  letters  ”  and  ‘  ‘  without  art  ”  or  other  scholastic  culture.  There 
were  no  public  institutions  in  the  country  offering  a  scholastic  training  in  science 
and  art,  or  in  the  methods  of  commerce  and  modern  languages,  &c. ,  appropriate 
for  manufacturers,  engineers,  and  merchants ;  and  the  industrial  capitalists  had  no 
idea  as  to  the  means  of  obtaining  or  the  advantages  of  such  training.  None 
doubted  the  appropriateness  of  a  college  education  for  professional  men,  for  doctors, 

923 


924  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


lawyers,  or  divines  ;  but  such  an  education  was  considered  incompatible  with  an 
industrial  career.  Besides,  admission  to  the  great  public  schools  was  all  but  impos¬ 
sible  to  the  sons  of  commercial  men,  and  where  the  coveted  distinction  was  achieved, 
and  a  young  man  here  or  there  passed  through  the  public  schools,  and  finished  his 
educational  career  at  the  University,  he  returned  to  his  father’s  factory  or  ware¬ 
house  in  many  instances  ignorant  of  the  most  elementary  principles  of  trade,  look¬ 
ing  down  upon  the  whole  business,  and  despising  the  source  from  which  he  had 
sprung.  I  remember  a  few  years  ago  conversing  with  one  of  the  most  distinguished 
of  the  Manchester  school  of  statesmen  on  this  question.  I  remarked  that  in  one  of  the 
most  prosperous  of  the  manufacturing  towns  of  the  North  of  England  only  one 
manufacturer  had  given  his  son  a  University  education.  “Ah,”  rejoined  the  states¬ 
man,  “and  probably  he  was  spoiled  by  it.” 

THE  OLD  EDUCATION  NOT  ADAPTED  TO  THE  NEW  CONDITIONS. 

In  judging  by  results  from  the  standard  of  commercial  success — unfortunately 
the  usual  standard  in  tins  country— the  self  taught  men  of  the  old  school  were  able 
to  show  that  practical  experience  in  the  actual  work  of  life  put  into  the  shade  the 
teaching  of  the  professors,  and  thus  they  were  sceptical  as  to  the  value  of  any 
training  that  had  not  been  acquired  in  the  workshop  or  factory. 

The  roughest  survey  of  the  industrial  growth  of  England  will  indicate  how  natural 
has  been  this  feeling  among  those  who  have  been  the  main  contributors  to  the 
nation’s  marvellous  prosperity.  In  their  struggles  they  received  little  help  or  sym¬ 
pathy  from  the  learned,  titled,  and  propertied  classes  of  the  land,  and  thus  they  con¬ 
sidered  that  learning,  as  represented  by  its  supposed  possessors,  was  of  little  or  no 
account  in  stimulating  the  great  industrial  movement  in  which  they  were  engaged. 
It  has  only  been  through  the  bitter  suffering  of  recent  years  that  the  commercial 
classes  have  discovered  their  great  blunder  in  giving  so  little  attention  to  their  own 
theoretical  training  and  that  of  their  men.  On  the  other  hand,  the  commercial  and 
agricultural  depression  has  compelled  all  classes,  and  none  more  than  the  learned, 
the  titled,  and  the  propertied,  to  understand  their  deficiencies  in  practical  science, 
and  to  acknowledge  ihat  England’s  manufacturing  industry  is  England’s  fountain 
of  life,  and  that  upon  the  equipment,  the  physical,  intellectual,  and  moral  strength 
of  English  men  and  women  engaged  in  manufactures  and  commerce,  will  depend 
the  prosperity,  nay,  the  existence,  of  the  empire  in  the  future. 

THE  NEW  INVENTIONS  TRANSFORMED  THE  INDUSTRIES  OF  THE  NATION. 

Wonderful  as  is  the  manufacturing  system  of  this  country,  with  its  network  of 
ramifications  spread  over  the  globe,  it  is  of  mushroom  growth  as  compared  with 
the  history  of  the  nation.  It  is  little  more  than  a  century  since  the  change  came 
which  supplanted  for  ever  the  ancient  hand  industries  of  the  country.  Hargraves, 
Arkwright,  Crompton,  Cartwright,  and  others,  with  the  later  assistance  of  Watt, 
struck  the  death-knell  of  all  competing  industrial  systems,  and  laid  the  foundation 
for  British  commercial  supremacy.  The  old  system  produced  infinitely  more 
skilled  men  than  we — some  of  their  products  are  the  despair  of  modern  imitation  ; 
but,  aided  by  science  and  invention  in  utilizing  the  forces  of  nature,  the  manufac¬ 
turers  of  England  were  able  to  flood  the  markets  with  the  cheap  products  of  organ¬ 
ized  mechanical  industry,  while  our  rivals,  clinging  to  past  traditions,  holding  on 
to  past  methods,  worked^ their  fingers  to  the  bone  in  vain  efforts  to  earn  a  living. 

The  triumphs  of  this  remarkable  movement  were  not  simply  those  of  England 
against  other  countries,  but  of  those  districts  in  England  which  adopted  the  new 
forces  of  production,  as  against  those  which  resolutely  clung  to  the  old.  One  illus¬ 
tration  will  suffice.  Norwich,  which  a  hundred  years  ago  was  the  centre  of  the 
wool  industry  and  the  most  important  manufacturing  city  in  the  country,  refused 
to  adapt  itself  to  the  new  conditions.  In  previous  times  it  had  been  able  so  to 
influence  Parliament  as  to  prohibit  the  import  of  rival  productions  from  foreign 
countries,  but  it  could  influence  no  law  of  prohibition  against  the  enterprise  of 
rivals  at  home.  Norwich  fought  against  the  progressive  spirit  of  the  age,  as  men 
fight  against  it  now,  and  it  is  recorded  that  in  the  beginning  of  the  century,  “  for 
any  one  to  set  up  machinery  in  Norwich  was  to  venture  his  life.”  The  golden 
opportunity  passed  by,  possibly  never  to  return,  and  the  great  worsted  industry 
deserted  its  ancient  stronghold,  and  took  root  among  the  enterprising  people  of  the 
West  Riding  of  Yorkshire. 

A  statement  follows  showing  the  situation  in  the  first  years  of  the 
1 9th  Century,  when  the  nations  were  at  first  involved  in  wars  and  later 
so  impoverished  by  their  struggles  that,  for  awhile,  their  development 
was  slow ;  the  subsequent  increase  of  the  demand  for  raw  material, 


WESTMINISTER  REVIEW  ON  TECHNICAL  TRAINING. 


925 


occasioned  by  rapid  manufacture  due  to  the  new  machinery,  is 
shown  ;  and  the  adoption  by  foreign  countries  of  English  methods, — 
the  attention  early  given  in  these  countries  to  the  training  of  arti¬ 
sans,  as  their  only  hope  for  successful  competition  with  England,  is 
noted ;  then,  after  referring  to  the  effect  of  the  World’s  Fair  of  ’51 ; 
and  the  wisdom  of  Prince  Albert,  and  others,  in  attempting  by  the 
founding  of  The  Science  and  Art  Department  at  South  Kensington, 
to  provide  for  the  technical  and  artistic  training  of  the  people,  the 
writer  considers  at  some  length  the  causes  of  the  hindrances  met 
with  in  the  efforts  to  promote  the  artistic  development  of  the  Eng¬ 
lish  people,  and  gives  the  follewing  graphic  picture  of  the  existing 
conditions. 

SLOW  PROGRESS  IN  THE  DEVELOPMENT  OF  ELEMENTARY  TECHNICAL  TRAINING. 

But  there  were  two  great  difficulties  which  impeded  the  success  of  the  move¬ 
ment  :  apprentices  were  invited  to  study  design  who  had  never  learned  a  stroke  of 
drawing,  and  in  many  instances  could  neither  read  nor  write ;  on  the  other  hand, 
manufacturers,  blinded  by  their  prosperity  (without  art),  viewed  with  perfect  indif¬ 
ference  and  apathy  the  movement  for  the  artistic  training  of  their  men,  and  only 
in  exceptional  instances  supported  it.  The  result  is,  that  after  thirty-five  years  of 
State  encouragement  and  inspection,  we  have  schools  of  art  at  present  attended  by 
about  one  in  a  thousand  of  our  population,  while  the  interest  of  the  Educational 
Department  in  art  culture  is  represented  by  the  teaching  of,  “a  little  drawing  ”  to  one- 
fourth  of  the  scholars  in  elementary  schools.  But  recently  in  distributing  the  prizes 
at  the  Technical  College  of  Bradford,  Sir  Henry  Holland,  the  Minister  then  respon¬ 
sible  for  education,  described  the  knowledge  of  drawing  as  “the  right  hand  of  the 
workman,  and  the  mainspring  of  a  technical  education.”  Yet  the  humiliating  fact 
must  be  admitted,  that  of  all  the  children  who  are  passing  through  the  elementary 
schools  of  the  country  three-fourths  are  receiving  no  instruction  in  that  subject 
which  has  beyond  all  others  the  most  important  bearing  upon  their  future  training 
as  skilled  workmen. 

Our  deficiencies  in  scientific  knowledge  were  equally  lamentable.  Except  for 
such  instruction  as  masters  and  workmen  obtained  at  Mechanics’  Institutes  or  by 
private  study  the  “rule  of  thumb”  was  universal.  “A  quarter  of  a  century  ago,” 
said  Professor  Huxley  in  1882,  “in  this  country  there  was  no  machinery,  State  or 
other,  for  the  diffusion  of  a  knowledge  of  physical  science  among  the  people,  unless 
we  can  regard  the  Mechanics’  Institutions,  with  their  sporadic  and  unsystematic 
popular  lectures  on  scientific  subjects,  as  something  of  the  kind ;  and  secondly, 
there  was  no  means  whatever  by  which  any  one  belonging  to  the  poorer  or  middle 
classes,  who  desired  systematic  scientific  knowledge  or  scientific  training,  could 
obtain  that  knowledge  or  training.” 

ARTISTIC  MANUFACTURES  NOT  THEN  ATTEMPTED  BY  ENGLISHMEN. 

What  is  chiefly  remarkable  in  all  this  evidence  of  national  ignorance  of  art  or 
science  is  the  fact,  that  for  many  years  the  great  bulk  of  the  industrial  classes,  both 
employers  and  employed,  could  not  be  made  to  believe  that  they  were  one  penny 
the  worse  for  it.  Our  insular  pride  and  prejudice  encouraged  the  fallacy  that  we 
commanded  the  machinery,  the  capital,  the  skill,  and  the  knowledge,  and  therefore 
that  success  was  assured,  and  could  not  but  be  enduring.  We  did  not  pretend  to 
excel  in  the  rich  silks  and  velvets  of  Lyons,  in  the  high-class  cashmeres  of  the  north 
of  France,  nor  in  the  tasteful  ornaments  and  fancy  articles  of  Paris,  Dresden,  and 
Vienna.  We  claimed  to  be  “  the  manufacturers  for  the  million  ”  all  the  world  over, 
and  in  this  respect  our  position  was  considered  impregnable.  The  trade  was  simple, 
it  was  easy  and  profitable,  and  the  world’s  markets  were  secured  by  the  cheapness  of 
our  productions.  What  mattered  if  the  designs  upon  our  fabrics  were  ugly,  the  col¬ 
ours  hideous,  the  dyeing  and  printing  loose  and  bad  ?  The  goods  had  no  rivals,  or  if 
one  buyer  refused  them,  two  others  were  ready  to  take  them  ;  so,  with  all  their  faults, 
they  were  accepted  East  and  West  by  customers  who  were  eager  to  exchange  corn 
and  wine,  and  wool  and  cotton  for  them.  There  was  no  anxiety  among  manufac¬ 
turers  (and  was  never  likely  to  be)  to  produce  new  patterns  so  long  as  there  was 
plenty  of  demand  for  the  old  ones ;  but  it  must  be  allowed  that  in  their  desire  for 
large  profits  some  makers  were  not  in  the  least  concerned  as  to  whether  their  goods 
would  wear  or  their  razors  would  shave,  so  long  as  they  would  sell. 


926 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


It  was  from  about  this  period  that  effective  foreign  competition  gradually  and 
almost  imperceptibly  began.  The  inventions  of  England  were  no  longer  England’s 
monopoly :  they  were  distributed  over  the  world,  and  every  new  foreign  factory 
that  was  built  combined  the  latest  English  improvements  with  the  equipment  of 
our  most  modern  machines. 

After  discoursing  upon  the  effect  on  English  commerce  of  the 
protective  tariffs  of  other  countries  attention  is  directed  to  a  most 
important  fact  of  the  present  day,  one  that  is  sure  to  increase  in 
importance  with  every  advance  in  civilization,  and  which  compels 
every  people,  who  do  not  wish  to  be  hopelessly  distanced,  to  adopt 
technical  training  in  artistic  industries  :  a  fact  as  significant  in  its 
application  to  the  United  States  as  to  Great  Britain. 

THE  GROWING  DEMAND  FOR  ARTISTIC  GOODS. 

In  all  civilized  countries  there  is  a  daily  increasing  proportion  of  the  people  who 
are  influenced  by  the  attractiveness  as  well  as  the  cheapness  of  what  they  buy,  and 
some  of  our  manufacturing  rivals  on  the  Continent,  by  virtue  of  their  scientific 
and  artistic  training,  are  producing  novelties  and  tasteful  articles,  which  are 
selected  in  preference  to  English  goods,  not  only  in  neutral  markets,  but  even  in 
our  own.  In  a  word,  our  enterprising  continental  rivals  beat  us  in  their  own  coun¬ 
tries  in  common  goods  by  their  tariffs,  which  make  effective  competition  impossi¬ 
ble.  and  then  beat  us  abroad  in  some  classes  of  superior  goods  by  their  skill,  taste, 
and  commercial  aptitude — the  qualities  which  they  have  so  assiduously  taught  in 
their  schools,  and  which  have  been  so  grossly  neglected  in  ours. 

Technical  education  has  taught  foreign  manufacturers  of  all  kinds  how  to  adapt 
their  goods  to  the  wants  of  their  customers,  and  how  to  lead  or  follow  the  con¬ 
stantly  changing  fashions.  Commercial  education  has  been  equally  useful  to  mer¬ 
chants  and  distributors,  enabling  them  by  a  knowledge  of  foreign  languages  to 
come  into  direct  contact  and  sympathy  with  producers  on  the  one  hand  and  dis¬ 
tant  consumers  on  the  other,  thereby  promoting  rapid  interchange  of  ideas  for 
mutual  advantage.  Distributors  have  learned  from  remote  customers  how  to  make 
up  their  wares  so  as  to  suit  local  weights,  measures,  or  fancies,  and  in  a  hundred 
ways  to  gratify  the  whims  of  those  for  whose  business  they  are  catering.  These 
matters  may  seem  to  be  small  and  unimportant  in  themselves,  but  they  are  suffi¬ 
cient  to  turn  the  balance  in  all  cases  of  choice,  other  conditions  being  equal,  and 
we  have  seen  many  instances  where  refusal  on  the  part  of  English  manufacturers 
to  alter  a  pattern  or  style  in  order  to  please  a  customer,  and  where,  through  English 
ignorance  of  foreign  preferences  or  tastes  in  matters  of  detail,  large  orders  have 
gone  to  France  or  Germany  which  otherwise  would  have  come  to  England. 

The  competition  to  which  English  producers  are  subjected,  and  the 
results  of  the  investigation  undertaken  by  the  Royal  Commission  on 
Technical  Instruction  into  the  causes  of  the  superiority  of  some 
classes  of  foreign  goods,  are  next  considered. 

The  superiority  of  the  foreign  establishments  is  not  in  machinery,  but  in  men : 
not  in  natural  faculties,  but  in  training.  Nor  is  this  superiority  confined  to  solitary 
or  unimportant  industries  ;  it  applies  not  only  to  machine- work,  but  to  hand-work, 
and  to  the  highest  branches  of  almost  every  manufactured  commodity  which  enters 
into  the  domestic  service  of  man.  In  textiles  the  attractiveness  of  the  goods  is  often 
strikingly  apparent  as  against  English  competing  goods.  The  designing  is  more 
tasteful,  the  dyeing  and  finishing  more  effective  ;  and  the  superior  ‘ '  selling  quality  ” 
thus  secured  is  undoubtedly  due  to  the  technical  training  of  the  designers  and 
dyers,  which  they  have  received  in  splendid  schools  provided  by  legislatures  a. id 
municipalities  for  the  purpose.  We  should  hesitate  to  express  this  judgment  upon 
the  products  of  foreign  manufacturers  and  artisans  were  it  the  opinion  of  the  Com¬ 
missioners  alone,  but  it  is  evidently  the  unbiased  verdict  of  the  British  public,  who 
purchase  the  foreign  manufactures  which  the  Commissioners  saw  produced  on 
British  machines,  while  at  the  same  time  similar  machines  in  England  are  idle  and 
English  operatives  out  of  employment,  the  bread  being  literally  taken  out  of  their 
mouths,  while  the  capital  of  the  manufacturers  is  being  eaten  away  by  this  alarm¬ 
ing  competition. 

Here  is  the  kernel  of  the  whole  matter,  and  just  as  we  have  endeavoured  to  show 
that  Eugland  was  raised  to  her  commanding  position  of  wealth  and  prosperity 
through  her  inventions  and  machinery,  and  by  the  cheapness  and  excellence  of  her 
manufactures,  so  she  is  now  in  danger  of  losing  her  industrial  prestige  and  the 


TECHNICAL  EDUCATION  AND  FOREIGN  COMPETITION.  927 


means  of  the  livelihood  of  her  people  through  the  more  effective  use  of  her  inventions 
and  machinery  by  her  rivals,  who  are  thereby  securing  the  greater  cheapness  and 
excellence  of  their  manufactures. 

The  writer  again  emphasizes  the  controlling  influence  of  an  edu¬ 
cated  taste  upon  the  demand  for  goods,  instancing  the  United  States 
as  evidence  that  the  added  cost  occasioned  by  a  protective  tariff  does 
not  prevent  the  buying  of  costly  artistic,  in  preference  to  low  priced 
inartistic  goods,  and  concludes  with  a  strong  statement  of  the  press¬ 
ing  need  of  the  careful  development  of  artistic  skill,  if  England  is 
to  retain  her  commercial  prosperity. 

IMPORTANCE  OF  ART  QUALITIES  IN  MANUFACTURES. 

The  protective  tariffs  of  the  United  States  are  probably  the  highest  in  the  world, 
and  yet  no  country  at  the  present  time  buys  so  largely  of  the  superior  manufactures 
of  other  countries,  simply  from  the  fact  that,  through  lack  of  technical  instruction, 
these  superior  goods  are  not  made  at  home.  The  people  who  are  guided  by  an 
educated  taste  will  buy  excellence  and  beauty  at  a  high  price  rather  than  ugliness 
at  a  low  price  *  *  *  .  In  some  of  the  higher  branches  of  trade,  however,  in 

the  blending  of  beauty  with  utility  in  our  productions,  and  in  giving  a  “fair- 
seeming”  appeara  nee  to  common  goods,  we  are  not  only  behind  some  of  our  conti¬ 
nental  rivals,  but  we  are  lamentably  behind  in  the  conditions  which  promote 
excellence.  This  matter  is  so  important  as  to  demand  national  attention  and 
national  action;  it  is  vital  to  the  wellbeing  of  all  classes,  and  stands  in  the  forefront 
of  that  movement  to  “organize  victory  ”  which  Professor  Huxley  has  so  powerfully 
advocated. 

The  contest  is  being  waged  in  every  workshop  and  factory,  and  on  every  solitary 
bench  in  the  world  where  work  for  sale  is  produced ;  and  the  world’s  wares  are 
finally  accepted  or  rejected  on  the  shop  counters  where  they  are  displayed.  Every 
industry  in  the  realm  is  affected  by  the  preference  of  the  customer  for  that  which 
pleases  the  eye.  Deficiency  in  aught  is  often  equivalent  to  deficiency  in  all,  and 
the  faithful  and  earnest  labour  of  the  many  may  be  practically  wasted  and  rendered 
valueless  by  the  lack  of  taste  or  knowledge  of  the  few,  who  merely  furnish  the 
design  or  give  the  finishing  touches  to  the  work  which  the  many  have  prepared. 
Therefore  it  is  that  we  must  look  to  the  development  of  the  brains  of  our  people,  to 
the  discovery  and  training  of  talent  for  the  public  service  in  whatever  ranks  it  may 
be  found,  for  in  the  utilization  of  these  qualities  the  weak  links  in  our  industrial 
chain  may  be  strengthened,  and  the  continued  prosperity  of  the  country  secured. 

THE  COST  TO  A  COUNTRY  OF  IGNORANCE. 

In  spite  of  the  cry  of  extravagence  in  some  quarters,  the  diminished  statistics  of 
juvenile  crime  and  of  pauperism,  and  the  many  evidences  of  growing  intelligence, 
are  impressing  the  people  with  the  fact  that  it  is  not  education  but  ignorance  which 
is  so  costly,  and  that  by  improved  education  only  can  justice  be  done  to  the  masses 
upon  whose  training  as  skilled  workers  and  artizans  the  prosperity  of  the  nation 
depends.  The  movement  is  rapidly  growing  upwards,  and  there  are  many  signs 
that  it  is  making  progress  downwards.  The  disposition  to  extend  the  benefits  of 
university  teaching  to  the  masses  was  never  greater  than  at  the  present  time.  It  is 
true  that  the  educational  enthusiasm  of  the  people  in  different  districts  of  the  coun¬ 
try  is  unequal,  and  inval'iably  the  movement  is  slowest  where  education  is  most 
needed,  and  in  the  past  has  been  most  neglected.  Yet  we  may  point  to  this  great 
achievement,  that  for  the  first  time  in  history,  and  from  end  to  end  of  the  country, 
the  burden  of  ignorance  is  being  lifted  from  the  child  already  struggling  under  the 
burden  of  poverty.  In  some  districts  of  the  country  a  chance  of  educational  dis¬ 
tinction  has  been  placed  within  the  reach  of  many  ;  and  it  is  to  be  hoped  that  before 
long  it  will  be  within  the  reach  of  all.  The  child  of  the  labourer  in  the  agricultural 
districts,  of  the  factory  operative  in  the  crowded  hives  of  the  industrial  North,  the 
waifs  and  strays  from  the  gutters  and  the  slums  of  London  and  other  large  cities,  are 
all  attending  school  more  or  less  regularly,  and  are  receiving  the  prescribed  dose  of 
reading,  writing,  and  arithmetic,  before  being  turned  out  into  the  world  to  struggle 
for  the  remainder  of  their  life’s  knowledge.  The  people  of  the  country  have  not 
sufficiently  appreciated  the  good  work  that  has  been  achieved,  or  there  would  be 
an  uncontrollable  anxiety  to  extend  its  efficiency.  No  boy  or  girl  can  ultimately 
escape  taking  an  absorbing  interest  in  the  means  of  his  or  her  existence.  The  well- 
to-do  must  at  least  select  a  career,  the  poor  know  that  they  must  work  or  starve. 
We  plead  for  the  introduction  into  our  schools — beginning  with  the  elementary  and 


d'iS 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


continuing  in  the  higher  schools — of  that  scientific,  commercial,  and  technical 
instruction  which  will  develop  the  skill,  taste,  and  efficiency  of  our  workers,  the 
enterprise  of  our  distributers,  and  thus  promote  the  manufacturing  industry,  and 
at  the  same  time  the  prosperity  of  the  country. 

DRAWING  AND  ELEMENTARY  INDUSTRIAL  TRAINING  ESSENTIAL. 

In  modifying  our  educational  system  in  accordance  with  the  industrial  wants  of 
the  country,  the  changes  necessary  do  not  entail  any  serious  revolutions.  The  great 
industries  of  the  country  are  more  or  less  localized  in  certain  districts,  and  there¬ 
fore  the  character  of  the  special  instruction  need  not  be  extensively  varied.  *  *  * 
In  every  school,  without  exception,  drawing  and  appropriate  elementary  science 
should  be  taught.  A  course  of  instruction  in  the  use  of  a  few  manual  tools  would 
be  most  useful  to  every  schoolboy,  with  distinctive  practical  teaching  where  neces¬ 
sary.  and  theoretical  instruction  bearing  upon  the  nature  and  properties  of  the 
various  products  connected  with  local  industries.  In  every  school  in  the  country 
districts  some  of  the  elementary  principles  and  facts  of  agriculture,  and  instruction 
in  the  use  of  tools,  should  be  imparted.  To  girls  the  useful  subject  of  needlework, 
the  cutting  out  of  clothing,  &c. — already  an  important  feature  in  their  technical 
education— would  be  augmented  by  lessons  in  practical  cookery,  nursing  the  sick, 
and  other  subjects  of  domestic  economy. 

PRACTICAL  SUGGESTIONS  FOR  THE  PROMOTION  OF  ELEMENTARY  INDUSTRIAL 

TRAINING. 

Having  regard  to  the  position  and  prospects  of  the  scholars,  the  manual  instruc¬ 
tion  might  be  so  arranged  as  not  to  be  detrimental  to  their  general  intellectual  prog¬ 
ress  ;  for  example,  in  some  instances  it  might  be  given  out  of  school  hours,  and 
in  the  factory  districts  half-timers  might  be  exempted  from  it  on  the  ground  that 
during  a  portion  of  each  day  they  would  be  already  receiving  the  best  of  all  practi¬ 
cal  instruction,  that  of  the  factory  or  workshop.  The  imparting  of  instruction  is 
not  so  much  a  question  of  time  as  of  skill  and  method.  From  close  observation  in 
a  manufacturing  town,  where  the  majority  of  the  scholars  from  ten  to  thirteen  in 
the  Board  schools  are  half-timers,  we  are  able  to  state  that,  although  they  receive 
less  than  fourteen  hours  of  instruction  per  week,  and  attend  the  factory  for  twenty- 
eight  hours  per  week  in  addition,  yet  they  pass  with  as  high  a  percentage  at  the 
examinations  as  is  secured  by  the  average  number  of  scholars  throughout  the 
country  receiving  double  the  amount  of  schooling.  All  educational  conditions  are 
greatly  in  favour  of  the  full-time  scholars,  who  are  free  from  the  supposed  physical 
strain  of  factory  labour,  and  have  in  addition  ampler  leisure  for  the  preparation  of 
their  home  lessons.  Granting  that  the  passing  of  examinations  is  not  the  only  test 
of  scholarship,  as  between  full  and  half  times,  this  illustration  clearly  demonstrates 
the  fallacy  of  the  argument  that  the  children  would  necessarily  fail  in  the  essential 
subjects  of  reading,  writing,  and  cyphering,  if  a  few  hours  per  week  were  abstracted 
for  drawing,  science,  and  physical  exercises.  Under  skilful  tuition,  the  rate  of  the 
half-timer's  progress — boy  or  girl — bears  no  comparison  to  the  curtailment  of  the 
school  hours.  The  fact  is,  that  the  ambition  of  most  operative  children  is  roused 
the  moment  they  can  do  something  useful  with  their  hands,  and  begin  to  earn  wages. 
They  are  proud  to  become  contributors  to  the  family  income,  they  enjoy  the  change 
from  the  school  to  the  factory  and  from  the  factory  to  the  school;  and,  as  a  rule,  they 
take  a  healthier  and  fresher  interest  both  in  work  and  study  than  the  full-timers. 
What  is  equally  instructive  is  the  fact  that  there  is  a  greater  readiness  among 
apprentices  who  have  been  half-timers  to  attend  evening  classes,  than  among  boys 
of  the  same  ages  who  have  not  begun  to  work  until  they  have  left  school.  Indeed, 
the  unfortunate  and  foolish  idea  still  largely  prevails  among  parents  and  scholars — 
not  more  confined  to  those  who  attend  the  lowest  schools,  than  to  those  who  go 
through  the  highest — that  when  they  leave  the  day-school  their  education  is  fin¬ 
ished.  On  this  account,  if  on  no  other,  an  arrangement  securing  to  all  school  boys 
a  little  manual  training,  and  to  all  apprentices  a  little  appropriate  schooling,  would 
be  of  incalculable  value  in  promoting  self-reliance,  and  in  revealing  the  capaci¬ 
ties  of  students  and  suggesting  the  means  of  turning  them  to  useful  account.  But 
best  of  all,  it  would  solve  the  problem  of  technical  education,  so  far  as  the  masses 
are  concerned,  by  placing  within  their  reach  the  systematic  training  of  the  mind 
and  hand,  with  the  inevitable  result  of  making  “  the  man  a  better  mechanic,  the 
mechanic  a  better  man.”  *  *  * 


NEED  FOE  TECHNICAL  TRAINING-  IN  ENGLAND. 


929 


THE  NEED  FOR  ELEMENTARY  INDUSTRIAL  EDUCATION. 

Place  a  modern  schoolboy  in  office,  and  he  is  comparatively  happy;  the  surround¬ 
ings  are  appropriate,  and  accord  more  or  less  with  his  experience.  Place  him  in  a 
workshop  or  any  manufacturing  establishment,  and  for  a  time  he  is  miserable.  He 
has  to  begin  life  under  new  and  perplexing  conditions,  unable  to  draw  upon  his 
antecedents  for  the  least  assistance.  He  never  handled  a  chisel  nor  used  a  file  ;  his 
clumsiness  and  his  mistakes  excite  the  laughter  and  ridicule  of  his  merciless  shop- 
mates  ;  and  he  finds  no  occupation  for  the  pen,  the  only  useful  implement  which 
his  fingers  have  been  taught  to  use.  Side  by  side  with  his  fellows  he  can  show 
nothing  but  the  weak  side  of  his  training — or  rather  his  lack  of  it  altogether  ;  and 
it  is  nobody’s  business  to  teach  him  the  A  B  C  of  his  practical  calling,  as  important 
for  the  workman  as  the  alphabet  is  for  the  schoolboy.  It  is  not  the  apprentice,  but 
the  system  which  is  at  fault.  For  one  boy  intended  for  an  office,  a  hundred  are 
intended  for  some  handicraft  or  mechanical  occupation.  We  show  our  appreciation 
of  the  fitness  of  things  by  indifferently  preparing  the  hundred  boys  for  the  office, 
and  none  for  the  workshop.  The  very  character  of  their  scholastic  training  repels 
them  from  the  attractions  of  industrial  life,  and  from  the  practice  of  handicrafts  by 
which  the  future  mechanical  bent  of  the  student  is  to  be  discovered,  and  his  choice 
of  a  calling  directed.  The  nation  cries  aloud  for  skilled  artisans  and  efficient  man¬ 
ufacturers  ;  yet  artisans  and  manufacturers  are  educated  as  if  skilled  traders  were 
no  longer  needed,  and  clerk  and  literary  men  only  were  wanted.  But  even  in  this 
respect  our  schools  are  lamentably  deficient  when  compared  with  those  of  Germany 
and  Switzerland,  where  the  principles  of  commerce  and  modern  languages  are 
systematically  taught ;  as  witness  the  thousands  of  German  and  Swiss  clerks  and 
correspondents,  who  by  virtue  of  their  knowledge  of  modern  languages  and  the 
methods  of  commerce  have  secured  the  chief  places  in  the  merchants’  offices  of  our 
own  country. 

SCHOOLS  MUST  DO  WHAT  APPRENTICESHIP  NO  LONGER  DOES. 

We  cannot  escape  the  condemnation  excited  by  our  defective  education  by  claim¬ 
ing  what  is  singularly  inaccurate,  that  it  is  corrected  by  our  apprenticeship  system. 
In  the  earlier  days  of  England’s  industrial  fame  every  workshop  was  a  technical 
school,  and  every  apprentice  learned  his  trade  through  years  of  skilful  training. 
“'We  have  changed  all  that,”  and  our  apprenticeship  system  is  rapidly  becoming 
abolished  in  order  to  give  place  to  the  highly  organized  system  of  division  of  labour 
which  is  the  marked  characteristic  of  our  great  industrial  establishments.  The 
arrangement  undoubtedly  has  its  advantages,  from  the  point  of  view  of  exactness, 
mechanical  finish,  and  economy  of  production,  in  the  repetition  of  given  patterns; 
but  it  cannot  be  regarded  with  satisfaction  by  those  who  desire  to  promote  the 
efficiency  of  our  men.  Mr.  Ruskin  says:  “It  is  not,  truly  speaking,  the  labour 
which  is  divided,  but  the  men — divided  into  mere  segments  of  men — broken  into 
small  fragments  and  crumbs  of  life  ;  so  that  all  the  little  piece  of  intelligence  that 
is  left  in  a  man  is  not  enough  to  make  a  pin  or  a  nail,  but  exhausts  itself  in  making 
the  point  of  a  pin  or  the  head  of  a  nail.”  The  continental  nations,  by  the  teaching 
of  drawing  and  modelling,  elementary  science  and  manual  occupations,  in  their 
elementary  schools,  provide  a  basis  for  technical  training  which  materially  affects 
their  whole  plan  of  education,  and  acts  directly  upon  their  industries.  By  these 
means  the  boys  and  girls  at  an  early  age  are  interested  in  the  development  of  their 
skill  as  a  means  of  obtaining  a  livelihood  ;  their  instruction  directs  them  to  suitable 
callings,  and  a  prepared  constituency  of  young  men  is  formed  in  every  town  for  the 
technical  schools  and  evening  science  and  art  classes  which  discerning  Governments 
have  lavishly  founded  for  the  scientific  and  artistic  training  of  the  captains  and  the 
rank  and  file  of  industrial  enterprises,  and  which  are  attended  by  tens  of  thousands 
of  students  prepared  to  take  advantage  of  and  profit  by  the  instruction. 

INSTANCES  OF  SUCCESSFUL  TECHNICAL  SCHOOLS. 

In  several  manufacturing  centres  of  the  country  our  deficiencies  have  been  met 
by  the  establishment  of  technical  schools  and  colleges,  and  by  the  utilization  of 
existing  means  for  providing  scientific  instruction.  Some  of  these  schools  have 
passed  through  their  experimental  stage  of  existence,  and  their  success  has  been 
sufficient  to  encourage  vigorous  action  in  other  localities.  In  several  of  the  popu¬ 
lous  towns  of  Lancashire  and  Yorkshire  there  is  at  the  present  time  a  laudable 
desire  to  celebrate  the  Jubilee  of  Her  Majesty’s  reign  by  the  establishment  of  tech¬ 
nical  schools.  In  our  judgment  no  memorials  of  her  illustrious  reign  can  be  so 
satisfactory  to  the  Queen  as  the  erection  of  buildings  throughout  the  country 
devoted  to  the  scientific  and  artistic  training  of  her  subjects.  It  is  impossible  that 

AET— VOL  4 - 59 


930  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


we  can  at  once  build  and  organize  full-blown  technical  schools,  competing  with 
those  of  the  Continent,  where  the  buildings  are  almost  invariably  erected  at  the 
public  cost,  while  the  annual  deficit  after  the  payment  of  low  fees  is  provided  in 
the  same  way.  Even  if  this  difficulty  were  overcome,  as  we  have  explained, 
neither  the  sons  of  employers  nor  the  artisan  students  in  this  country  have  received 
appropriate  preparatory  training.  The  constituency  is  not  prepared  ;  there  is  a 
lamentable  absence  of  technical  teachers  ;  the  industrial  communities  as  yet  do  not 
know  what  they  want ;  and  to  those  who  attempt  the  work  as  on  the  Continent,  in 
a  manner  worthy  of  its  importance,  the  question  of  outlay,  alarmingly  dispro¬ 
portionate  to  income,  will  meet  and  discourage  them  at  every  turn.  As  yet,  neither 
the  School  Boards  nor  other  local  authorities  have  power  to  establish  and  maintain 
such  schools  ;  but  Sir  Henry  Roscoe,  M.  P. ,  who  was  a  member  of  the  Royal  Com¬ 
mission  on  Technical  Instruction,  has  introduced  a  Bill  into  Parliament,  the  object 
of  which  is  to  empower  School  Boards  or  other  municipal  authorities,  if  they  think 
fit,  to  provide  technical  and  commercial  schools,  and  contribute  to  their  mainte¬ 
nance.  These  schools,  in  day  and  evening  classes,  will  supply  instruction,  suitable 
for  local  industries,  to  employers,  foremen  and  workmen,  and  also  facilities  by 
means  of  scholarships  for  receiving  the  most  talented  boys  from  the  elementary 
schools,  and  passing  them  forward  to  such  institutions  as  the  Normal  Schools  of 
Science  and  Art  at  South  Kensington,  the  Royal  School  of  Mines,  the  Central  Insti¬ 
tution  of  the  City  and  Guilds  of  London,  or  one  or  other  of  the  provincial  colleges. 
By  the  formation  of  technical  and  commercial  schools  of  this  character,  sought  by 
Sir  Henry  Roscoe — than  whom  no  man  has  a  larger  knowledge  of  the  educational 
machinery  of  other  countries  or  the  great  needs  of  our  own — the  scheme  of 
National  Industrial  and  Commercial  Education  in  this  country  will  be  placed 
within  reach  of  its  urgent  necessities.  *  *  * 

HOW  THE  SCIENCE  AND  ART  DEPARTMENTS  AID  LOCAL  EFFORTS. 

To  those  towns  which  are  at  the  present  time  preparing  for  the  building  and 
organization  of  technical  schools  and  colleges,  and  are  anxious  to  receive  all  possi¬ 
ble  help  from  public  sources,  we  would  point  out  that  already  they  may  obtain  from 
the  Science  and  Art  Department  a  building  grant  for  approved  accommodation 
for  the  teaching  of  art  of  2s.  6d.  per  square  foot,  to  the  maximum  extent  of  £500, 
and  an  equal  grant  of  £500  for  science.  For  approved  furniture  and  fittings  of 
science  and  art,  and  for  a  reference  library  of  scientific  books  for  the  use  of  stu¬ 
dents,  a  grant  may  be  obtained  of  50  per  cent,  upon  the  cost.  Important  grants  in 
aid  of  teaching  art  and  science  subjects  by  certificated  teachers  are  offered,  and 
local  scholarships  and  royal  exhibitions  enable  students  of  sufficient  merit  to  receive 
at  South  Kensington  and  other  colleges  the  highest  instruction  in  art  and  science 
that  the  State  can  give,  without  cost  to  the  students  themselves.  The  character  of 
the  instruction  is  arranged  so  as  to  meet  as  far  as  possible  the  requirements  of  those 
connected  with  manufacturing  industries,  and  the  examinations  are  conducted  by 
eminent  men  of  science  with  the  object  of  testing  the  practical  acquaintance  with 
the  subject  of  each  student,  altogether  apart  from  literary  or  other  qualifications. 
The  Bill  of  Sir  Henry  Roscoe  asks  for  the  further  extension  of  the  grants  of  the  Science 
and  Art  Department  to  instruction  in  the  use  of  ordinary  tools,  commercial  arith¬ 
metic,  commercial  geography,  bookkeeping,  French,  German,  and  other  foreign 
languages.  Such  provision  will  materially  promote  the  extension  of  technical  and 
commercial  instruction,  and  increase  the  income  of  the  technical  schools  and  evening 
classes  already  in  existence. 

In  addition  to  the  operations  of  the  Science  and  Art  Department  there  are  also 
grants  in  aid  of  Technology,  and  on  the  successes  of  examinations  conducted  by  the 
City  and  Guilds  of  the  London  Institute,  for  proficiency  in  the  application  of  design 
and  scientific  principles  to  practical  work  in  various  trades  of  the  country. 

HOW  ADMIRABLY  THE  CLOTHWORKERS’  COMPANY  OF  LONDON  PROMOTES  TECHNICAL 

TRAINING. 

The  Building  and  Maintenance  grants  by  the  Cloth  workers’  Company  of  London  to 
weaving  and  dyeing  schools  connected  with  the  wool  industry,  are  not  only  remark¬ 
able  instances  of  generous  munificence,  but,  considered  in  their  relation  to  the 
stimulus  thus  given  to  important  industrial  centres  to  help  themselves,  they  have 
rendered  national  service.  It  is  but  simple  justice  to  record  that  the  textile  depart¬ 
ment  of  the  Yorkshire  College  at  Leeds  owes  its  existence  and  annual  maintenance 
entirely  to  the  Clothworkers’  Company ;  while  the  splendid  Technical  College  of 
Bradford,  the  Technical  School  of  Huddersfield,  and  the  new  wing  of  the  Keighley 
Institute  would  probably  never  have  been  built  but  for  the  encouraging  challenge 
to  local  effort  in  eacii  instance  that  was  given  by  the  noble  offers  of  assistance 


HOW  ONE  ENGLISH  GUILD  PROMOTES  EDUCATION.  931 


on  the  part  of  this  Company.  To  these  four  buildings  alone,  which  represent  an 
aggregate  expenditure  of  over  £100,000  the  Clothworkers  have  contributed  nearly 
£40,000  with  grants  towards  their  maintenance  amounting  to  £2,700  annually,  and  at 
the  present  time  they  are  rousing  the  public  spirit  of  other  Yorkshire  towns  by 
promises  of  liberal  support  to  projected  undertakings  of  a  similar  character.  There 
is  conclusive  evidence  that  the  wool  industry  of  the  country,  affecting  the  means  of 
livelihood  of  millions  of  her  Majesty's  subjects,  has  been  quickened  and  developed  by 
the  timely  extension  of  artistic,  technical,  and  scientific  knowledge  among  the 
designers,  dyers,  finishers,  and  others  connected  with  the  trade,  through  the  grants 
of  the  Clothworkers’  Company.  This  and  other  City  companies,  by  extending  their 
wealth  upon  the  promotion  of  technical  instruction  among  the  industrial  classes  of 
several  of  our  towns,  have  acted  as  pioneers  in  demonstrating  its  advantage  to  our 
commerce,  and  the  Government  could  not  more  surely  benefit  the  interests  of  com¬ 
merce  and  agriculture  than  by  devoting  a  reasonable  proportion  of  the  taxes  to  the 
development  of  the  skill  and  intelligence  of  the  artisans  of  the  country,  by  whose 
labour  the  taxes  are  raised. 

SUGGESTIONS  FOR  EQUIPMENT  AND  ORGANIZATION  OP  TECHNICAL  SCHOOLS  IN 

MANUFACTURING  TOWNS. 

Without  necessarily  following  the  model  of  the  elaborately  equipped  schools  of 
the  Continent,  the  technical  school  of  a  manufacturing  town  should  at  least  contain 
departments  for  science  and  art,  with  chemical  laboratory,  class  rooms  and  lecture 
theatre,  a  library,  a  museum,  and  one  or  more  departments  with  machinery  or 
tools  appropriate  to  the  local  industries.  Teachers  will  be  required  for  day  classes 
in  the  various  subjects,  and  for  the  evening  classes  which  in  this  country  naturally 
become  the  backbone  of  the  system.  But  students  need  to  be  prepared  for  the 
technical  classes,  and  for  a  time  at  least  it  would  be  desirable  that  the  accommoda¬ 
tion  should  be  utilized  as  a  day  school,  giving  an  ordinary  education  to  advanced 
boys  supplemented  by  the  teaching  of  art  and  science  subjects  appropriate  to  the 
wants  of  the  district,  with  the  addition  of  workshop  practice  and  modem  lan¬ 
guages.  The  fees  should  be  sufficiently  low  to  enable  the  workman  who  can  dis¬ 
pense  with  his  son’s  earnings  till  he  is  fifteen  to  send  him  to  the  school ;  but  the 
teaching  should  be  so  thorough  and  appropriate  as  to  make  it  worth  the  while  of 
the  employers  to  send  their  sons,  at  possibly  a  higher  fee.  There  should  be  scholar¬ 
ships  from  elementary  schools,  admitting  by  pul <lic  examinations  the  “cream”  of 
the  boys,  and  paying  for  their  tuition.  Private  generosity  might  be  relied  upon  to 
supplement  the  grants  offered  by  the  State,  and  thus  enable  talented  boys,  by 
royal  exhibitions  and  other  prizes,  to  pass  from  the  local  school  to  the  Science  Col¬ 
lege  or  Normal  School  of  Art  at  South  Kensington,  and  thus  obtain  the  highest 
tuition  without  the  cost  of  a  penny  to  their  parents.  The  technical  departments 
should  be  arranged  iu  accordance  with  the  industrial  requirements  of  the  locality. 
The  day  scholars  might  be  at  liberty  to  select  one  or  more  technical  subjects,  or,  in 
lieu  thereof,  a  special  commercial  course,  with  systems  of  book-keeping,  exchange, 
and  modern  languages.  By  such  a  curriculum,  modified  from  time  to  time  to  suit 
local  wants,  each  boy  in  the  day-school  would  obtain  a  modern  secondary  educa¬ 
tion,  in  addition  to  some  training  in  actual  work  at  the  bench,  lathe,  loom,  or  in  the 
laboratory,  illustrating  the  trade  in  which  he  would  probably  be  called  upon  to  earn 
his  livelihood.  As  a  matter  of  fact  a  nursery  would  be  formed  which  would  be 
constantly  preparing  students  for  the  special  technical  courses  ;  but  more  than  this, 
the  earnest  student,  on  leaving  the  day-school  and  beginning  his  apprenticeship 
face  to  face  with  industrial  problems  and  the  great  principles  underlying  his  calling, 
would  in  many  instances  return  to  the  night-school,  knowing  his  deficiencies  and 
how  to  remedy  them,  and  continue  his  studies  with  a  directness  and  profit  alto¬ 
gether  beyond  the  experience  of  the  apprentice  who  had  been  deprived  of  such  a 
preliminary  training.  *  *  * 

THE  KEIGHLEY  TECHNICAL  INSTITUTION  :  WHAT  IT  HAS  ACCOMPLISHED. 

Combined  with  the  original  building,  the  Keighley  Technical  Institute,  at  a  total 
cost  of  £30,000,  in  a  population  of  30,000,  will  provide  accommodation  for  1,500 
students  in  day  and  evening  classes,  and,  under  suitable  organization,  will  supply 
the  varied  instruction  that  may  be  required  from  elementary  to  technical,  commer¬ 
cial,  and  literary  training,  according  to  the  tastes  and  capacities  of  the  young  men 
and  women  of  all  social  grades  who  may  be  attracted  to  its  classes.  The  experience 
of  the  last  sixteen  years  enables  us  to  measure  the  results  of  the  system  of  day- 
school  and  evening  classes  under  which  the  Institute  has  been  worked.  It  has 
brought  together  employers  and  employed  without  distinction,  and  has  popularized 
and  raised  the  educational  spirit  of  the  town.  The  mechanic  has  found  a  school 


932  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


open  to  him,  in  which  poverty  has  presented  no  insuperable  barrier  to  his  own 
intellectual  advancement,  or  that  of  his  gifted  child.  By  means  of  scholarship  a  well- 
defined  path  has  been  opened  up  for  the  progress  of  the  industrious  and  the  talented 
from  the  factory  schools  to  the  technical  school ;  the  teachers  of  elementary  schools 
have  striven  for  the  honour  of  having  trained  the  winners  of  the  scholarships,  and 
parents  in  many  instances  have  been  encouraged  to  take  a  livelier  interest  in  their 
children’s  studies,  and  to  make  sacrifices  in  their  behalf.  The  advantages  afforded 
within  and  beyond  the  teelmical  school  have  been  substantial,  and  have  been  annu¬ 
ally  secured  by  many  of  those  for  whom  they  have  been  intended.  An  open  career 
lias  been  given  to  scores  of  artisans  who  are  now  holding  positions  of  trust  and 
responsibility,  which,  but  for  their  superior  and  appropriate  education,  they  could 
not  have  reached.  From  forty  to  fifty  young  artisans,  some  of  them  workers  in 
machine-shops,  attending  night  classes,  others  promoted  by  scholarships  from  half¬ 
time  schools,  have,  by  obtaining  royal  exhibitions,  free  studentships,  or  other  prizes, 
been  admitted  within  the  last  few  years  to  the  advantages  of  the  Science  College  or 
the  Normal  School  of  Art  at  South  Kensington.  At  these  national  institutions,  and 
under  the  most  distinguished  professors,  they  have  received  the  highest  scientific 
and  artistic  instruction  without  entailing  the  cost  of  a  penny  upon  their  parents. 
The  Keighley  Institute  for  several  years  past  has  sent  more  students  to  South 
Kensington  than  any  town  in  the  country.  And  why?  Not  because  the  young 
artisans  of  Keighley  are  more  gifted  intellectually  than  those  of  other  towns,  but 
simply  from  the  fact  that  the  promoters  of  the  Institute  have  utilized  the  machinery 
for  State  help  that  already  exists ;  they  have  placed  the  educational  ladder  within 
reach  of  the  talented  and  the  industrious  of  the  operative  classes,  and  the  ladder 
has  been  climbed.  At  the  present  time  there  are  ambitious  boys  in  every  school 
and  factory  in  the  district  who  are  preparing  to  compete  for  the  distinction  already 
achieved  by  so  many  who  have  arisen  from  the  same  humble  sources.  *  *  *  As 
the  most  immediate  and  enduring  protection  of  our  national  industries,  we  have 
urged  the  vast  importance  of  developing  the  faculties  of  our  men  and  women  from 
childhood  upwards ;  of  introducing  into  our  elementary  schools  drawing,  elementary 
science,  and  manual  exercises  appropriate  to  the  future  needs  of  the  scholars  ;  of 
the  establishment  of  technical  and  commercial  schools  furnished  with  apparatus, 
museums,  &c. ;  with  easy  steps  from  the  elementary  schools,  and  provision  for  the 
advancement  of  gifted  students  to  national  or  provincial  colleges.  Convinced  as 
we  are  of  the  great  value  of  theoretical  instruction  to  English  apprentices  and  arti¬ 
sans  who  happily  enjoy  more  leisure  than  any  in  the  world,  we  have  strongly 
recommended  the  opening  of  evening  classes  in  Technical  schools  as  the  sheet- 
anchor  of  our  industrial  education,  as  it  applies  to  those  most  influenced  by  it,  and 
we  have  favoured  the  extension  of  the  powers  of  localities,  and  of  grants  from  the 
State  for  the  building  and  maintenance  of  technical,  commercial,  and  agricultui'al 
schools.  The  struggle  for  existence  among  the  masses  of  every  country  in  Europe 
reveals  the  nature  of  the  industrial  warfare  in  which  we  are  engaged,  and  shows 
the  need  of  equipment  on  our  part.  We  believe,  however,  that  by  the  means  above 
suggested,  beyond  all  others,  will  English  industries  be  further  developed,  and  the 
English  people  advanced  in  civilization  and  in  material  well-being.  *  *  * 

LEGISLATION  URGED  TO  PROMOTE  ELEMENTARY  TRAINING. 

We  have  already  indicated  that  the  next  step  in  legislation  on  this  subject  should 
provide  for  instruction  in  the  use  of  a  few  simple  tools  to  be  given  to  all  boys,  and 
elementary  science  where  suitable  ;  that  needlework  should  be  taught  to  ah  girls, 
with  the  addition  of  cookery  and  simple  subjects  connected  with  household  man¬ 
agement.  Further,  that  drawing  should  be  taught  in  every  school  to  boys  and  girls 
universally.  Such  instruction  would  supply  the  rudiments  of  a  technical  educa¬ 
tion  for  handicraftsmen,  and  would  materially  help  all  boys  and  girls  irrespective 
of  their  intended  career  to  be  “handy.”  Drawing,  needlework,  and  cookery  are 
already  recognized  as  subjects  upon  which  grants  may  be  made  in  elementary 
schools,  and  the  Government  Bill  would  have  enabled  localities  to  provide  suitable 
accommodation  and  maintenance  for  the  training  of  scholars  in  the  use  of  tools, 
laboratory  practice,  and  in  other  subjects  not  already  recognized,  but  the  requirement 
that  each  scholar  receiving  local  aid  should  have  passed  the  sixth  standard  was 
equivalent  to  making  a  gift  with  the  one  hand  and  taking  it  away  with  the  other. 
Instruction  of  the  above  practical  character  cannot  begin  at  too  early  an  age. 
Experience  shows  that  it  should  accompany  book  learning,  not  follow  it.  The  study 
of  things  is  more  important  than  the  study  of  words.  Writing  begins  with  child¬ 
hood,  why  not  drawing?  In  the  Kindergarten  infants  are  taught  modelling,  design¬ 
ing,  straw-plaiting,  &c.,  and  sometimes  the  skill  with  which  their  little  fingers 
shape  familiar  objects  of  use  and  ornament  is  a  remarkable  evidence  of  innate 
talent  and  artistic  tendency. 


SUGGESTIONS  FOR  INCREASE  OF  TECHNICAL  TRAINING.  933 


EARLY  ARTISTIC  AND  TECHNICAL  TRAINING  GIVEN  TO  CHILDREN  IN  FRANCE. 

In  France  the  faculties  for  design,  colour,  manual  skill,  &c.,  are  trained  from 
childhood ,  side  by  side  with  the  literary  faculty.  And  why  ?  Because,  as  was  often 
remarked  to  the  Technical  Commissioners,  a  boy  may  go  through  life  unable  to  read 
or  write,  but  he  cannot  maintain  himself  without  the  use  of  his  hands,  and,  in  pro¬ 
portion  as  he  can  use  his  hands  skillfully  and  tastefully,  he  becomes  a  more  valuable 
workman.  *  *  * 

It  is  to  be  hoped  that  the  new  Bill  will  make  definite  provision  for  the  establish¬ 
ment  and  maintenance,  as  on  the  Continent,  of  graded  schools  in  all  populous 
localities,  with  systematic  steps  for  the  promotion  of  the  talented  among  the  poor 
from  elementary  to  secondary,  and  even  to  the  highest  schools  or  colleges.  The 
organization  of  secondary  instruction  cannot  much  longer  he  neglected,  and  as  the 
reorganized  grammar  schools  still  lean,  in  most  instances,  in  their  teaching  to  the 
classical  side,  the  new  schools  might  advantageously  supplement  an  ordinary  Eng¬ 
lish  education  by  manual,  technical,  agricultural,  or  commercial  training,  accord¬ 
ing  to  the  wants  of  the  locality.  In  manufacturing  and  mercantile  town s  the 
character  of  the  technical  and  commercial  instruction  would  bear  upon  the  local 
industries  ami  requirements.  In  agricultural  centres  the  technical  instruction 
would  have  a  proportionate  bearing  upon  agriculture.  *  *  * 

THE  OPENING  OF  EVENING  TRAINING  SCHOOLS  URGED. 

One  great  hope  of  a  Technical  Education  Bill  lies  in  the  prospect  thereby  raised 
of  more  extended  and  useful  evening  instruction.  In  towns  where  technical  day 
schools  are  not  already  in  existence,  provision  should  be  made  in  the  day  elemen¬ 
tary,  and  secondary  schools  for  evening  classes,  with  grants  for  the  new  subjects 
suggested,  and  if  possible  with  free  admission  to  artisans.  Existing  technical 
schools,  and  the  accommodations  at  the  larger  mechanics’  institutes  and  kindred 
societies,  might  with  great  advantage  be  organized  as  secondary  day  schools,  with 
assistance  from  local  rates  in  accordance  with  satisfactory  representation  of  the 
rating  authority  on  the  governing  body  of  each  assisted  school.  As  we  have 
already  observed,  the  artisans  and  others  attending  at  night,  after  their  workshop 
practice  during  the  day,  would,  as  a  rule,  require  but  little,  if  any,  practical 
instruction,  their  necessities  being  more  in  the  direction  of  theoretical  or  artistic 
knowledge.  It  is  for  those  who,  having  learned  the  rudiments  of  science  and  art 
in  the  day  school,  and  have  become  apprenticed  to  some  handicraft  or  trade,  that 
the  technical  evening  schools  are  of  such  vast  importance.  It  is  here  also  where 
English  youths  have  such  a  substantial  advantage  over  all  their  rivals  in  every 
country.  The  leisure  of  the  English  apprentice  and  artisan  is  greater  by  from  six 
to  eighteen  hours  per  week  than  that  of  his  rivals  in  America  or  on  the  Continent. 
The  efficient  use  of  this  all-powerful  resource  would'  enable  our  manufacturers  and 
artisans  to  strengthen  the  weak  points  in  our  industrial  chain,  and  thus  to  resist 
the  growing  competition  of  our  rivals. 

THE  TEACHING  OF  ELEMENTARY  SCIENCE  IN  DAY  SCHOOLS  AND  OF  TECHNICAL 
TRAINING  IN  NIGHT  SCHOOLS  RECOMMENDED. 

We  have  the  greatest  faith  in  the  ultimate  usefulness  of  these  technical  night 
schools.  The  success  already  achieved  by  night  schools  in  all  parts  of  tHe  country 
is  a  happy  augury  of  still  greater  results  that  will  follow  when  teachers  are  more 
thoroughly  trained,  when  students  are  better  prepared,  and  when  the  deficiency  of 
income  over  expenditure  is  provided  by  the  local  rate. 

It  will  be  found  to  be  of  more  advantage  that  those  who  teach  theory  should 
understand  practice,  and  that  those  who  are  engaged  in  practice  should  understand 
theory.  Let  science  and  art  be  systematically  taught  in  day  schools,  and  the  useful 
arts  become  the  acquisition  of  all,  and  the  problem  of  technical  instruction  for  our 
artisans  will  be  solved  in  the  night  schools.  The  Technical  Commissioners  were 
deeply  impressed  by  the  practical  character  of  the  instruction  in  many  of  these 
night  schools  in  foreign  lands.  To  quote  an  example ;  they  found  in  a  free  night 
school  of  over  400  students,  that  the  director,  a  proficient  artist,  had  under  him  a 
staff  of  assistants,  all  of  whom  were  earning  their  living  in  the  day  time  by  the 
practical  application  of  the  arts  which  they  were  teaching  in  the  night  school.  The 
teacher  of  mechanical  drawing  was  a  practical  draughtsman  from  an  engineering 
establishment;  budding  construction  was  taught  by  a  foreman  builder ;  ornamental 
drawing  by  a  decorator.  One  of  the  teachers  was  a  designer  of  cabinet  furniture, 
another  of  bronze  ornaments  and  metal  work  ;  modelling  was  taught  by  a  practical 
sculptor,  wliile  the  life  class  was  under  the  immediate  supervision  of  the  director. 
With  appropriate  preliminary  training  we  would  ask  for  nothing  more — wliile  at 


934  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


the  same  time  we  ought  not  to  be  content  with  anything  less — in  the  manufacturing 
towns  of  England  than  free  night  schools  of  the  above  character,  attended  by  the 
young  men  from  the  machine  shops,  building  works,  factories,  warehouses,  and 
small  trades.  These  technical  teachers,  coming  direct  from  manufacturing  estab¬ 
lishments,  in  line  with  the  changing  wants  of  the  day,  were  able  to  impart  life  and 
spirit  to  their  tuition,  and  bring  their  students  into  contact  with  the  teachings  of 
art  and  science  through  the  familiar  terms  and  language  of  their  daily  life.  We 
sincerely  hope  that  a  Technical  and  Commercial  Education  Bill  will  soon  again  be 
presented  to  Parliament,  and  that  by  a  judicious  blending  of  imperial  and  local 
support  it  will  insure  to  all  classes  in  the  United  Kingdom,  an  education  not  less 
appropriate  for  the  work  of  life  of  the  people  than  is  demanded  by  the  circum¬ 
stances  of  this  great  country,  which  has  so  much  to  lose  by  the  neglect,  and  so 
much  to  gain  by  the  cultivated  efficiency  of  its  people.  *  *  * 


IV. 


National  Association  for  the  Promotion  of  Technical 

Education. 

President,  Marquis  of  Hartington,  M.  P. 

Treasurer,  Sir  P.  Lubbock,  M.  P. 

Secretaries,  Sir  H.  E.  Roscoe,  M.  P. ;  Mr.  A.  H.  D.  Acland,  M.  P. 

All  communications  to  be  addressed  to  Arthur  H.  D.  Acland,  M.  P.,  35  Cadogan 
Terrace,  London,  S.  W. 

OFFICAL  STATEMENT  OF  THE  OBJECTS  OF  THE  ASSOCIATION. 

At  an  Inaugural  Meeting  held  in  London  on  July  1,  which  was  addressed  by  Lord 
Hartington.  Sir  Lyon  Playfair,  Mr.  John  Morley,  Sir  John  Lubbock,  Mr.  Mundella, 
Lord  Rosebery,  Sir  Bernhard  Samuelson,  Mr.  George  Howell,  Sir  M.  Kay-Shuttle- 
worth,  Mr.  George  Dixon,  Professor  Garnett,  Mr.  Jesse  Collings,  Professor  Boding- 
ton,  Mr.  Samuel  Smith,  and  others,  the  following  statement  in  relation  to  the  Objects 
of  the  Association  was  agreed  upon : 

In  view  of  the  general  expression  of  opinion  throughout  the  country  as  to  the 
necessity  of  a  reform  of  our  system  of  National  Education,  with  the  object  of  giving 
it  a  more  practical  direction,  it  has  been  resolved  to  form  a  National  Association  for 
the  Promotion  of  Technical  ( including  Commercial  and  Agricultural)  Education. 
The  general  aim  of  the  Association  will  be  to  bring  into  force  the  recommendations 
already  made  by  several  Royal  Commissions,  as  well  as  to  effect  such  reforms  in 
our  educational  system  as  will  develop  in  the  best  way  the  intelligence  of  those  of 
all  classes  upon  whom  our  industries  depend. 

The  following  objects  will  engage  the  early  attention  of  the  Association : 

1.  The  encouragement  of  Educational  Reform,  whether  by  legislation  or  other¬ 
wise,  to  be  carried  out  by  the  following  amongst  other  means  : 

(a)  The  promotion  in  our  primary  schools  of  the  better  training  of  the  hand  and 
eye  by  improved  instruction  in  drawing,  in  the  elements  of  science,  and  the  ele¬ 
mentary  use  of  tools. 

(b)  The  introduction  of  such  changes  in  the  present  system  of  primary  instruc¬ 
tion  as  may  be  necessary  to  enable  children  to  take  advantage  of  technical  teaching. 

(c)  The  more  extended  provision  of  higher  elementary  schools,  where  technical 
education  may  be  provided  for  those  who  are  fit  to  take  advantage  of  it. 

(d)  The  reform  of  the  present  system  of  Evening  Schools,  with  special  provisions 
for  the  encouragement  of  Technical  (including  Commercial  and  Agricultural) 
Instruction. 

(e)  The  development,  organization,  and  maintenance  of  a  system  of  Secondary 
Education  throughout  the  country,  with  a  view  to  placing  the  higher  Technical  and 
Commercial  Education  in  our  Schools  and  Colleges  on  a  better  footing. 

(/)  The  improvement  of  the  training  of  teachers,  so  that  they  may  take  an 
effective  part  in  the  work  which  the  Association  desires  to  forward. 

2.  The  formation  of  a  central  consultative  body,  which  will  give  opportunities 
for  conference  between  persons  of  various  classes  and  from  different  localities,  will 
form  and  influence  public  opinion,  and  will  obtain  public  support  for  the  further¬ 
ance  of  Technical  Education. 

3.  The  collection  of  information  as  to  the  existing  means  for  carrying  out  the 
work  of  Technical  Education,  and  the  best  methods  of  extending  and  organizing  it 
throughout  the  United  Kingdom. 

4.  The  preparation,  in  a  popular  form,  of  information  to  be  obtained  from  Reports 
of  Commissions,  Consular  Reports,  and  from  various  other  sources  (including,  if 
necessary,  special  inquiries  at  home  and  abroad),  for  diffusion  throughout  the 
country.  By  these  and  other  means  the  Association  desires  to  bring  about  the 
organization  and  co-ordination  of  the  Industrial  Education  of  both  sexes  in  accord¬ 
ance  with  the  needs  of  various  localities. 


935 


936  EDUCATION  IN  TIIE  INDUSTRIAL  AND  FINE  ARTS. 


The  Association  has  no  intention  whatever  of  interfering  with  existing  institu¬ 
tions.  It  desires  to  spread  information  as  to  the  work  which  is  already  being  done, 
and  to  stimulate  in  every  possible  way  a  desire  among  the  public  at  large  for  further 
development  on  the  broadest  lines  of  Technical  Education  in  all  its  branches. 

SUB-COMMITTEES. 


The  Executive  Committee  have  made  arrangements  for  the  formation  of  Sub¬ 
committees  in  connection  with  the  following  subjects  : 


Technical  Education  in  relation  to  Ele¬ 
mentary  Schools. 

Higher  Technical  Education. 


Technical  Education  in  relation  to  Agri¬ 
culture. 

Commercial  Education. 


Henry  E.  Roscoe, 

Arthur  H.  D.  Acland, 

Secretaries. 


Sept,,  1887, 


V. 


Address  delivered  by  Professor  Huxley,  F.  R.  S.,  at  a 
MEETING  HELD  IN  THE  TOWN  HALL,  MANCHESTER,  NOV.  29TH, 
1887.  * 

Mr.  Mayor  and  Gentlemen. — It  must  be  a  matter  of  sincere  satisfaction  to 
those  who,  like  myself,  have  for  many  years  past  been  convinced  of  the  vital 
importance  of  technical  education  to  this  country  to  see  that  that  subject  is  now 
being  taken  up  by  some  of  the  most  important  of  our  manufacturing  towns.  The 
evidence  which  is  afforded  of  the  public  interest  in  the  matter  by  such  meetings  as 
those  at  Liverpool  and  Newcastle,  and,  last  but  not  least,  by  that  at  which  I  have 
the  honour  to  be  present  to-day,  may  convince  us  all,  I  think,  that  the. question  has 
passed  out  of  the  region  of  speculation  into  that  of  action.  I  need  hardly  say  to 
anyone  here  that  the  task  which  our  Association  contemplates  is  not  only  one  of 
primary  importance — I  may  say  of  vital  importance — to  the  welfare  of  the  country  ; 
but  that  it  is  one  of  great  extent  and  of  vast  difficulty.  There  is  a  well-worn  adage 
that  those  who  set  out  upon  a  great  enterprise  would  do  well  to  count  the  cost. 
I  am  not  sure  that  this  is  always  true.  I  think  that  some  of  the  very  greatest 
enterprises  in  this  world  have  been  carried  out  successfully  simply  because  the  peo¬ 
ple  who  undertook  them  did  not  count  the  cost ;  and  I  am  much  of  opinion  that, 
in  this  very  case,  the  most  instructive  consideration  for  us  is  the  cost  of  doing  noth¬ 
ing.  But*  there  is  one  thing  that  is  perfectly  certain,  and  it  is  that,  in  undertaking 
all  enterprises,  one  of  the  most  important  conditions  of  success  is  to  have  a  per¬ 
fectly  clear  comprehension  of  what  you  want  to  do — to  have  that  before  your  minds 
before  you  set  out,  and  from  that  point  of  view  to  consider  carefully  the  measures 
which  are  best  adapted  to  the  end. 

COMPREHENSIVE  PURPOSES  OF  THIS  MOVEMENT. 

Mi-.  Acland  has  just  given  you  an  excellent  account  of  what  is  properly  and 
strictly  understood  by  technical  education  ;  but  I  venture  to  think  that  the  purpose 
of  this  Association  may  be  stated  in  somewhat  broader  terms,  and  that  the  object 
we  have  in  view  is  the  development  of  the  industrial  productivity  of  the  country 
to  the  uttermost  limits  consistent  with  social  welfare.  And  you  will  observe  that, 

*  The  meeting  at  which  this  address  was  delivered  was  called  by  the  Mayor  of 
Manchester,  to  consider  the  proposals  of  the  National  Association  for  the  Promotion 
of  Technical  Education,  and  take  action  thereon.  After  a  few  words  from  the 
Mayor  and  from  Mr.  A.  H.  D.  Acland,  M.  P.,  one  of  the  Secretaries  of  the  National 
Association,  Professor  Huxley  delivered  his  address.  The  following  motions  were 
then  carried : 

1.  A  motion  recommending  the  formation  of  local  branches,  or  allied  Associa¬ 
tions  throughout  the  district,  to  act  with  the  National  Association.  Speakers: 
Mr.  Ascroft  (Preston),  Mr.  W.  Mather,  Sir  M.  Kay-Shuttleworth.  M.  P. 

2.  A  motion  for  the  formation  of  a  General  Committee  for  the  district.  Speakers: 
Sir  H.  Roscoe,  M.  P.,  Sir  W.  H.  Houldsworth,  M.  P.,  Mr.  R.  D.  Darbishire. 

3.  Vote  of  thanks  to  Professor  Huxley.  Speakers:  Sir  Joseph  Lee,  Professor 
Ward. 

In  speaking  to  the  second  resolution,  Mr.  R.  D.  Darbishire  announced,  on  behalf 
of  the  Whitworth  Trust  Committee,  that  they  had  bought  a  plot  of  land  in  Man¬ 
chester,  commonly  known  as  Potter’s  Park  for  £47,000,  and  this  they  had  offered 
to  the  Corporation  of  Manchester,  upon  condition  that  the  city  should  set  aside 
two-thirds  for  the  purpose  of  a  public  park,  and  that  the  other  one-third  should  be 
set  apart  as  a  site  for  an  art  gallery,  a  museum  of  commercial  materials  and  prod¬ 
ucts,  and  a  technical  school. 


937 


938  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


in  thus  widening  the  definition  of  our  object,  I  have  gone  no  further  than  the 
Mayor  in  his  speech,  when  lie  not  obscurely  hinted — and  most  justly  hinted — that 
in  dealing  with  this  question  there  are  other  matters  than  technical  education,  in 
the  strict  sense  to  be  considered. 

It  would  be  extreme  presumption  on  my  part  if  I  were  to  attempt  to  tell  an  audi¬ 
ence  of  gentlemen  intimately  acquainted  with  all  branches  of  industry  and  com¬ 
merce,  such  as  I  see  before  me,  in  what  manner  the  practical  details  of  the  opera¬ 
tions  that  we  propose  are  to  be  carried  out.  I  am  absolutely  ignorant  both  of  trade 
and  of  commerce,  and  upon  such  matters,  I  cannot  venture  to  say  a  solitary  word. 
But  there  is  one  direction  in  which  I  think  it  possible  I  may  be  of  service — not  much 
perhaps,  but  still  of  some, — because  this  matter,  in  the  first  place,  involves  the 
consideration  of  methods  of  education  with  which  it  has  been  my  business  to 
occupy  myself  during  the  greater  part  of  my  life  ;  and,  in  the  second  place,  it 
involves  attention  to  some  of  those  broad  facts  and  laws  of  nature  with  which  it 
has  been  my  business  to  acquaint  myself  to  the  best  of  my  ability.  And  what  I 
think  may  be  possible  is  this,  that  if  I  succeed  hi  putting  before  you — as  briefly  as 
I  can,  but  in  clear  and  connected  shape — what  strikes  me  as  the  programme  that 
we  have  eventually  to  carry  out,  and  what  are  the  indispensible  conditions  of  suc¬ 
cess,  that  that  proceeding,  whether  the  conclusions  at  wliich  I  arrive  to  be  such 
as  you  approve  or  as  you  disapprove,  will  nevertheless  help  to  clear  the  course.  In 
this  and  in  all  complicated  matters  we  must  remember  a  saying  of  Bacon,  which 
may  be  freely  translated  thus:  Consistent  error  is  very  often  vastly  more  useful 
than  muddle-headed  truth.”  At  any  rate,  if  there  be  any  error  in  the  conclusions 
I  shall  put  before  you,  I  will  do  my  best  to  make  the  error  perfectly  clear  and  plain. 

A  THREEFOLD  PROBLEM. 

Now,  looking  at  the  question  of  what  we  want  to  do  in  this  broad  and  general 
way,  it  appears  to  me  that  it  is  necessary  for  us,  in  the  first  place,  to  amend  and 
improve  our  system  of  primary  education  in  such  a  fashion  as  will  make  it  a  proper 
preparation  for  the  business  of  life.  In  the  second  place,  I  think  we  have  to  con¬ 
sider  what  measures  may  best  be  adopted  for  the  development  to  its  uttermost  of 
that  which  may  be  called  technical  skill ;  and,  in  the  third  place,  I  think  we  have 
to  consider  what  other  matters  there  are  for  us  to  attend  to,  what  other  arrange¬ 
ments  have  to  be  kept  carefully  in  sight  in  order  that,  while  pursuing  these  ends, 
we  do  not  forget  that  which  is  the  end  of  civil  existence,  I  mean  a  stable  social 
state  without  which  all  other  measures  are  merely  futile,  and,  in  effect,  modes  of 
going  faster  to  ruin. 

You  are  aware — no  people  should  know  the  fact  better  than  Manchester  people — 
that,  within  the  last  seventeen  years,  a  vast  system  of  primary  education  has  been 
created  and  extended  over  the  whole  country.  I  had  some  part  in  the  original 
organization  of  this  system  in  London,  and  I  am  glad  to  think  that  after  all  these 
years  I  can  look  back  upon  that  period  of  my  life  as  perhaps  the  part  of  it  least  * 
wasted. 

******* 

No  one  can  doubt  that  this  system  of  primary  education  has  done  wonders  for* 
our  population ;  but,  from  our  point  of  view,  I  do  not  think  anybody  can  doubt 
that  it  still  has  very  considerable  defects.  It  has  the  defect  which  is  common  to  all 
the  educational  systems  which  we  have  inherited — it  is  too  bookish,  too  little  prac¬ 
tical.  The  child  is  brought  too  little  into  contact  with  actual  facts  and  things,  and 
as  the  system  stands  at  present  it  constitutes  next  to  no  education  of  those  particu¬ 
lar  faculties  which  are  of  the  utmost  importance  to  industrial  life — I  mean  the 
faculty  of  observation,  the  faculty  of  working  accurately,  of  dealing  with  things 
instead  of  with  words.  I  do  not  propose  to  enlarge  upon  this  topic,  but  I  would 
venture  to  suggest  that  there  are  one  or  two  remedial  measures  which  are  impera¬ 
tively  needed ;  indeed,  they  have  already  been  alluded  to  by  Mr.  Acland. 

IMPORTANCE  OF  DRAWING  AS  A  REQUIRED  STUDY  IN  ALL  SCHOOLS. 

Those  which  strike  me  as  of  the  greatest  importance  are  two,  and  the  first  of  them 
is  the  teaching  of  drawing.  In  my  judgment,  there  is  no  mode  of  exercising  the  fac¬ 
ulty  of  observation  and  the  faculty  of  accurate  reproduction  of  that  which  is  observed, 
no  discipline  which  so  readily  tests  error  in  these  matters,  as  drawing,  properly 
taught.  And  by  that  I  do  not  mean  artistic  drawing.  I  mean  figuring  natural 
objects :  making  plans,  and  sections,  approaching  geometrical  rather  than  artistic 
drawing.  I  do  not  wish  to  exaggerate,  but  I  declare  to  you  that,  in  my  judgment, 
the  child  who  has  been  taught  to  make  an  elevation,  plan  and  section  of  a  pint  pot 
has  had  an  admirable  training  in  accuracy  of  eye  and  hand.  I  am  not  talking 
about  artistic  education.  That  is  not  the  question.  Accuracy  is  the  foundation  of 


PROFESSOR  HUXLEY  DISCUSSES  SCIENTIFIC  EDUCATION.  939 


everything  else,  and  instruction  in  artistic  drawing  is  something  which  may  be  put 
off  till  a  later  stage.  Nothing  has  struck  me  more  in  the  course  of  my  life  than  the 
loss  which  persons,  who  are  pursuing  scientific  knowledge  of  any  kind,  sustain 
from  the  difficulties  which  arise  because  they  never  have  been  taught  elementary 
drawing ;  and  I  am  glad  to  say  that  in  Eton,  a  school  of  whose  governing  body  I 
have  the  honour  of  being  a  member,  we  some  years  ago  made  drawing  imperative 
on  the  whole  school. 

******* 

The  other  matter  in  which  we  want  some  systematic  and  good  teaching  is  what 
I  have  hardly  a  name  for,  but  which  may  best  be  explained  as  a  sort  of  developed 
object  lessons  such  as  Mr.  Acland  adverted  to.  Anybody  who  knows  his  business 
in  science  can  make  anything  subservient  to  that  purpose.  You  know  it  was  said 
of  Dean  Swift  that  he  could  write  an  admirable  poem  upon  a  broomstick,  and  the 
man  who  has  a  real  knowledge  of  science  can  make  the  commonest  object  in  the 
world  subservient  to  an  introduction  to  the  principles  and  greater  truths  of  natural 
knowledge. 

HOW  ELEMENTARY  SCIENCE  SHOULD  BE  TAUGHT. 

It  is  in  that  way  that  your  science  must  be  taught  if  it  is  to  be  of  real  service. 
Do  not  suppose  any  amount  of  book  work,  any  repetition  by  rote  of  catechisms 
and  other  abominations  of  that  kind  are  of  value  for  our  object.  That  is  mere 
wasting  of  time.  But  take  the  commonest  object  and  lead  the  child  from  that 
foundation  to  such  truths  of  a  higher  order  as  may  be  within  his  grasp.  With 
regard  to  drawing,  I  do  not  think  there  is  any  practical  difficulty  ;  but  in  respect  to 
the  scientific  object  lessons  you  want  teachers  trained  in  a  manner  different  from 
that  which  now  prevails. 

If  it  is  found  practicable  to  add  further  training  of  the  hand  and  eye  by  instruc¬ 
tion  in  modelling  or  in  simple  carpentry,  well  and  good.  But  I  should  stop  at  this 
point.  The  elementary  schools  are  already  charged  with  quite  as  much  as  they  can 
do  properly ;  and  I  do  not  believe  that  any  good  can  come  of  burdening  them  with 
special  technical  instruction.  Out  of  that,  I  think,  harm  would  come. 

*  *  ***** 

Now,  let  me  pass  to  my  second  point,  which  is  the  development  of  technical  skill. 
Everybody  here  is  aware  that  at  this  present  moment  there  is  hardly  a  branch  of 
trade  or  commerce  which  does  not  depend,  more  or  less  directly,  upon  some  depart¬ 
ment  or  other  of  physical  science,  which  does  not  involve,  for  its  successful  pursuit, 
reasoning  from  scientific  data.  Our  machinery,  our  chemical  processes  or  dye- 
works,  and  a  thousand  operations  which  it  is  not  necessary  to  mention,  are  all 
directly  and  immediately  connected  with  science.  You  have  to  look  among  your 
workmen  and  foremen  for  persons  who  shall  intelligently  grasp  the  modifications, 
based  upon  science,  which  are  constantly  being  introduced  into  these  industrial 
processes.  I  do  not  mean  that  you  want  professional  chemists,  or  physicists,  or 
mathematicians,  or  the  like,  but  you  want  people  sufficiently  familiar  with  the 
broad  principles  which  underlie  industrial  operations  to  be  able  to  adapt  themselves 
to  new  conditions.  Such  qualifications  can  only  be  secured  by  a  sort  of  scientific 
instruction  which  occupies  a  midway  place  between  those  primary  notions  given 
in  the  elementary  schools  and  those  more  advanced  studies  which  would  be  carried 
out  in  the  technical  schools. 

PROFESSOR  HUXLEY  DEFENDS  THE  SCIENCE  AND  ART  DEPARTMENT. 

You  are  aware  that,  at  present,  a  very  large  machinery  is  in  operation  for  the 
purpose  of  giving  this  instruction.  I  don’t  refer  merely  to  such  work  as  is  being 
done  at  Owens  College  here,  for  example,  or  at  other  local  colleges.  I  allude  to  the 
larger  operations  of  the  Science  and  Art  Department,  with  which  I  have  been  con¬ 
nected  for  a  great  many  years.  I  constantly  hear  a  great  many  objections  raised 
to  the  work  of  the  Science  and  Art  Department.  If  you  will  allow  me  to  say  so, 
my  connection  with  that  department — which,  I  am  happy  to  say,  remains,  and 
which  I  am  very  proud  of— is  purely  honorary;  and,  if  it  appeared  to  me  to  be 
right  to  criticise  that  department  with  merciless  severity,  the  Lord  President,  if  he 
were  inclined  to  resent  my  proceedings,  could  do  nothing  more  than  dismiss  me. 
Therefore  you  may  believe  that  I  speak  with  absolute  impartiality.  My  impres¬ 
sion  is  this,  not  that  it  is  faultless,  nor  that  it  has  not  various  defects,  nor  that 
there  are  not  sundry  lacunce  which  want  filling  up;  but  that,  if  we  consider  the 
conditions  under  winch  the  department  works,  we  shall  see  that  certain  defects  are 
inseparable  from  those  conditions.  People  talk  of  the  want  of  flexibility  of  the 
Department,  of  its  being  bound  by  strict  rules.  Now,  will  any  man  of  common 
sense  who  has  had  anything  to  do  with  the  administration  of  public  funds  or  knows 
the  humour  of  the  House  of  Commons  on  these  matters — will  any  man  who  is  in 


940  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


the  smallest  degree  acquainted  with  the  practical  working  of  State  departments  of 
any  kind,  imagine  that  such  a  department  could  be  other  than  boimd  by  minutely 
defined  regulations  ?  Can  he  imagine  that  the  work  of  the  department  should  gcr 
on  fairly  and  in  such  a  manner  as  to  be  free  from  just  criticism,  unless  it  were 
bound  by  certain  definite  and  fixed  rules?  I  cannot  imagine  it. 

The  next  objection  of  importance  that  I  have  heard  commonly  repeated  is  that 
the  teaching  is  too  theoretical,  that  there  is  insufficient  practical  teaching.  I  ven¬ 
ture  to  say  that  there  is  no  one  who  has  taken  more  pains  to  insist  upon  the  com¬ 
parative  uselessness  of  scientific  teaching  without  practical  work  than  I  have ; 
I  venture  to  say  that  there  are  no  persons  who  are  more  cognizant  of  these  defects 
in  the  work  of  the  Science  and  Art  Department  than  those  who  administer  it.  But 
those  who  talk  in  this  way  should  acquaint  themselves  with  the  fact  that  proper 
practical  instruction  is  a  matter  of  no  small  difficulty  in  the  present  scarcity  of 
properly  taught  teachers,  that  it  is  very  costly,  and  that,  in  some  branches  of  sci¬ 
ence,  there  are  other  difficulties  which  I  won’t  allude  to.  But  it  is  a  matter  of  fact 
that,  wherever  it  has  been  possible,  practical  teaching  has  been  introduced,  and  has 
been  made  an  essential  element  in  examination  ;  and  no  doubt  if  the  House  of  Com¬ 
mons  would  grant  unlimited  means,  and  if  proper  teachers  were  to  hand,  as  thick 
as  blackberries,  there  would  not  be  much  difficulty  in  organizing  a  complete  sys¬ 
tem  of  practical  instruction  and  examination  ancillary  to  the  present  classes. 
Those  who  quarrel  with  the  present  state  of  affairs  would  be  better  advised  if 
instead  of  groaning  over  the  shortcomings  of  the  present  system,  they  would  put 
before  themselves  these  two  questions — Is  it  possible  under  the  conditions  to  invent 
any  better  system  ?  Is  it  possible  under  the  conditions  to  enlarge  the  work  of  prac¬ 
tical  teaching  and  practical  examination  which  is  the  one  desire  of  those  who 
administer  the  department?  That  is  all  I  have  to  say  upon  that  subject. 

******* 

Supposing  we  have  this  teaching  of  what  I  may  call  intermediate  science,  what 
we  want  next  is  technical  instruction,  in  the  strict  sense  of  the  word  technical ;  I 
mean  instruction  in  that  kind  of  knowledge  which  is  essential  to  the  successful 
prosecution  of  the  several  branches  of  trade  and  industry.  Now,  the  best  way  of 
obtaining  this  end  is  a  matter  about  which  the  most  experienced  persons  entertain 
very  diverse  opinions.  I  do  not  for  one  moment  pretend  to  dogmatize  about  it ;  I 
can  only  tell  you  what  the  opinion  is  that  I  have  formed  from  hearing  the  views  of 
those  who  are  certainly  best  qualified  to  judge,  from  those  who  have  tested  the 
various  methods  of  conveying  this  instruction. 

THREE  FORMS  OF  TECHNICAL  SCHOOLS  POSSIBLE. 

I  think  we  have  before  us  three  possibilities.  We  have,  in  the  first  place,  trade 
schools — I  mean  schools  in  which  branches  of  trade  are  taught.  We  have,  in  the 
next  place,  schools  attached  to  factories  for  the  purpose  of  instructing  young  appren¬ 
tices  and  others  who  go  there,  and  who  aim  at  becoming  intelligent  workmen  and 
capable  foremen.  We  have,  lastly,  the  system  of  day  classes  and  evening  classes. 
With  regard  to  the  first  there  is  this  objection,  that  they  can  be  attended  only  by 
those  who  are  not  obliged  to  earn  their  bread,  and  consequently  that  they  will  reach 
only  a  very  small  fraction  of  the  population.  Moreover,  the  expense  of  trade  schools 
is  enormous,  and  those  who  are  best  able  to  judge  assure  me  that,  inasmuch  as  the 
work  which  they  do  is  not  done  under  conditions  of  pecuniary  success  or  failure, 
it  is  apt  to  be  too  amateurish  and  speculative,  and  that  it  does  not  prepare  the 
worker  for  the  real  conditions  under  which  he  will  have  to  carry  out  his  work.  In 
any  case,  the  fact  that  the  schools  are  very  expensive,  and  the  fact  that  they  are 
accessible  only  to  a  small  portion  of  the  population,  seem  to  me  to  constitute  a  very 
serious  objection  to  them.  I  suppose  the  best  of  all  possible  organizations  is  that  of 
a  school  attached  to  a  factory,  where  the  employer  has  an  interest  in  seeing  that  the 
instruction  given  is  of  a  thoroughly  practical  kind,  and  where  the  pupils  pass  gradu¬ 
ally  by  successive  stages  to  the  position  of  actual  workmen.  Schools  of  this  kind 
exist  in  various  parts  of  the  country,  but  it  is  obvious  that  they  are  not  likely  to  be 
reached  by  any  large  part  of  the  population  ;  so  that  it  appears  to  me  we  are  shut 
up  practically  to  schools  accessible  to  those  who  are  earning  their  bread,  and  in  such 
cases  they  must  be  essentially  evening  classes.  I  am  strongly  of  opinion  that  classes 
of  this  kind  do  an  immense  amount  of  good,  and  that  they  have  the  admirable 
quality  that  they  involve  voluntary  attendance,  take  no  man  out  of  his  position,  but 
enable  any  who  chooses  to  make  the  best  of  the  position  he  happens  to  occupy. 
******* 

Suppose  that  all  these  things  are  desirable,  what  is  the  best  way  of  obtaining 
them?  I  must  confess  that  I  have  a  strong  prejudice  in  favour  of  carrying  out 
undertakings  of  this  kind,  which  at  first,  at  any  rate,  must  be  to  a  great  extent 
tentative  and  experimental,  by  private  effort. 


SUGGESTIVE  WORDS  BY  PROFESSOR  HUXLEY. 


941 


TECHNICAL  EDUCATION  STILL  IN  THE  EXPERIMENTAL  STAGE  OF  DEVELOPMENT. 

I  don’t  believe  that  the  man  lives  at  this  present  time  who  is  competent  to  organ¬ 
ize  a  final  system  of  technical  education.  I  believe  that  all  attempts  made  in  that 
direction  must  for  many  years  to  come  be  experimental,  and  that  we  must  get  to 
success  through  a  series  of  blunders.  Now  that  work  is  far  better  performed  by 
private  enterprise  than  in  any  other  way.  But  there  is  another  method  which  I 
think  is  permissible,  and  not  only  permissible  but  highly  recommendable  in  this  case, 
and  that  is  the  method  of  allowing  the  locality  itself  in  winch  any  branch  of  industry 
is  pursued  to  be  its  own  judge  of  its  own  wants,  and  to  tax  itself  under  certain 
conditions  for  the  purpose  of  carrying  out  any  scheme  of  technical  education  adapted 
to  its  needs.  I  am  aware  that  there  are  many  extreme  theorists  of  the  individualist 
school  who  hold  that  all  this  is  very  wicked  and  very  wrong,  and  that  by  leaving 
things  to  themselves  they  will  get  right.  Well  my  experience  of  the  world  is  that 
things  left  to  themselves  don’t  get  right.  I  believe  it  to  be  sound  doctrine  that  a 
municipality — and  the  State  itself  for  that  matter — is  a  corporation  existing  for  the 
benefit  of  its  members,  and  that  here,  as  in  all  other  cases,  it  is  for  the  majority  to 
determine  that  which  is  for  the  good  of  the  whole,  and  to  act  upon  that.  That  is 
the  principle  which  underlies  the  whole  theory  of  government  in  this  country,  and 
if  it  is  wrong  we  shall  have  to  go  back  a  long  way.  But  you  may  ask  me,  “  This  pro¬ 
cess  of  local  taxation  can  only  be  carried  out  under  the  authority  of  Act  of  Parlia¬ 
ment,  and  do  you  propose  to  let  any  municipality  or  any  local  authority  have  carte 
blanche  in  these  matters  ;  is  the  Legislature  to  allow  it  to  tax  the  whole  body  of  its 
members  to  any  extent  it  pleases  and  for  any  purposes  it  pleases?  ”  I  should  reply, 
certainly  not. 

*  *  *  *  *  *  * 

Let  me  point  out  to  you  that  at  this  present  moment  it  passes  the  wit  of  man,  so 
far  as  I  know,  to  give  a  legal  definition  of  technical  education.  If  you  expect  to 
have  an  Act  of  Parliament  with  a  definition  which  shall  include  all  that  ought  to 
be  included,  and  exclude  all  that  ought  to  be  excluded,  I  think  you  will  have  to  wait 
a  very  long  time.  I  imagine  the  whole  matter  is  in  a  tentative  state.  You  don’t 
know  what  you  will  be  called  upon  to  do,  and  so  you  must  try  and  you  must  blun¬ 
der.  Under  these  circumstances  it  is  obvious  that  there  are  two  alternatives.  One 
of  these  is  to  give  a  free  hand  to  each  locality.  Well,  it  is  within  my  knowledge 
that  there  a  good  many  people  with  wonderful,  strange,  and  wild  notions  as  to 
what  ought  to  be  done  in  technical  education,  and  it  is  quite  possible  that  in  some 
places,  and  especially  in  small  places,  where  there  are  few  persons  who  take  an 
interest  in  these  things,  you  will  have  very  remarkable  projects  put  forth,  and  in 
that  case  the  sole  court  of  appeal  for  those  taxpayers,  who  did  not  approve  of  such 
projects,  would  be  a  court  of  law.  I  suppose  the  judges  would  have  to  settle 
what  is  technical  education.  That  would  not  be  an  edifying  process,  I  think,  and 
certainly  it  would  be  a  very  costly  one.  The  other  alternative  is  the  principle 
adopted  in  the  bill  of  last  year  now  abandoned.  I  don’t  say  whether  the  bill  was 
right  or  wrong  in  detail.  1  am  dealing  now  only  with  the  principle  of  the  bill,  which 
appears  to  me  to  have  been  very  often  misunderstood.  It  has  been  said  that  it  gave 
the  whole  of  technical  education  into  the  hands  of  Science  and  Art  Department. 
It  appears  to  me  nothing  could  be  more  unfounded  than  that  assertion.  All  I 
understand  the  Government  proposed  to  do  was  to  provide  some  authority  who 
should  have  power  to  say  in  case  any  scheme  was  proposed,  “Well,  this  comes 
within  the  four  corners  of  the  Act  of  Parliament,  work  it  as  you  like ;  ”  or  if  it  was 
an  obviously  questionable  project,  should  take  upon  itself  the  responsibility  of  say¬ 
ing  “  No,  that  is  not  what  the  Legislature  intended ;  amend  your  scheme.”  There 
was  no  initiative,  no  control,  there  was  simply  this  power  of  giving  authority  to  decide 
upon  the  meaning  of  the  Act  of  Parliament  to  a  particular  department  of  the 
State,  whichever  it  might  be  ;  and  it  seems  to  me  that  that  is  a  very  much  simpler 
and  better  process  than  relegating  the  whole  question  to  the  law  courts.  I  think  that 
here,  or  anywhere  else,  people  must  be  extremely  sanguine  if  they  suppose  that  the 
House  of  Commons  and  the  House  of  Lords  will  ever  dream  of  giving  any  local 
authority  unlimited  power  to  tax  the  inhabitants  of  a  district  for  any  object  it 
pleases.  I  should  say  that  was  not  in  the  range  of  practical  politics.  Well,  I  put 
that  before  you  as  a  matter  for  your  consideration. 

******* 

WISE  WORDS  CONCERNING  TEACHING  AND  TEACHERS. 

Another  very  important  point  in  this  connection  is  the  question  of  the  supply  of 
teachers.  I  should  say  that  is  one  of  the  greatest  difficulties  which  beset  the  whole 
problem  before  us.  I  do  not  wish  in  the  slightest  degree  to  criticise  the  existing 
system  of  preparing  teachers  for  ordinary  school  work.  I  have  nothing  to  say 


942  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


about  it.  But  what  I  do  wish  to  say,  and  what  I  trust  I  may  impress  on  your 
minds  firmly,  is  this,  that  for  the  purpose  of  obtaining  persons  competent  to  teach 
science  or  to  act  as  technical  teachers,  a  different  system  must  be  adopted.  For 
this  purpose  a  man  must  know  what  he  is  about  thoroughly,  and  be  able  to  deal 
with  his  subject  as  if  it  were  the  business  of  his  ordinary  life.  For  this  purpose, 
for  the  obtaining  of  teachers  of  science  and  of  technical  classes,  the  system  of 
catching  a  boy  or  girl  young,  making  a  pupil  teacher  of  him,  compelling  the  poor 
little  mortal  to  pour  from  his  little  bucket  into  a  still  smaller  bucket  that  which 
has  just  been  poured  into  it  out  of  a  big  bucket;  and  passing  him  afterwards 
through  the  training  college,  where  his  life  is  devoted  to  filling  the  bucket  from  the 
pump  from  morning  to  night,  without  time  for  thought  or  reflection,  is  a  system 
which  should  not  continue.  Let  me  assure  you  that  it  will  not  do  for  us,  that  you 
had  better  give  the  attempt  up  than  try  that  system.  I  remember  somewhere  read¬ 
ing  of  an  interview  between  the  poet  Southey  and  a  good  Quaker.  Southy  was  a 
man  of  marvellous  powers  of  work..  He  had  a  habit  of  dividing  his  time  into  little 
parts  each  of  which  was  filled  up,  and  he  told  the  Quaker  what  he  did  in  this  hour 
and  that,  and  so  on  through  the  day  until  far  into  the  night.  The  Quaker  listened, 
and  at  the  close  said,  ‘  ‘  Well,  but,  friend  Southey,  when  dost  thee  think  ?  ”  The  system 
which  I  am  now  adverting  to  is  arraigned  and  condemned  by  putting  that  question 
to  it.  When  does  the  unhappy  pupil  teacher  or  overdrilled  student  of  a  training 
college  find  any  time  to  think  ?  I  am  sure  if  I  were  in  their  place  I  could  not.  I 
repeat,  that  kind  of  thing  will  not  do  for  science  teachers.  For  science  teachers 
must  have  knowledge,  and  knowledge  is  not  to  be  acquired  on  these  terms.  The 
power  of  repetition  is,  but  that  is  not  knowledge.  The  knowledge  which  is  abso¬ 
lutely  requisite  in  dealing  with  young  children  is  the  knowledge  you  possess,  as 
you  would  know  your  own  business,  and  which  you  can  just  turn  about  as  if  you 
were  explaining  to  a  boy  a  matter  of  everyday  life. 

So  far  as  science  teaching  and  technical  education  are  concerned,  the  most  impor¬ 
tant  of  all  things  is  to  provide  the  machinery  for  training  proper  teachers.  The 
Department  of  Science  and  Art  has  been  at  that  work  for  years  and  years,  and 
though  unable  under  present  conditions  to  do  so  much  as  could  be  wished,  it  has  I 
believe,  already  begun  to  leaven  the  lump  to  a  very  considerable  extent.  If  tech¬ 
nical  education  is  to  be  carried  out  on  the  scale  at  present  contemplated,  this  par¬ 
ticular  necessity  must  be  specially  and  most  seriously  provided  for.  And  there  is 
another  difficulty,  namely,  that  when  you  have  got  your  science  or  technical  teacher 
it  may  not  be  easy  to  keep  him.  You  have  educated  a  teacher  it  may  not  be  easy 
to  keep  him.  You  have  educated  a  man — a  clever  fellow  very  likely — under  the 
understanding  that  he  is  to  be  a  teacher.  But  the  business  of  teaching  is  not  a  very 
lucrative  and  not  a  very  attractive  one,  and  an  able  man  who  has  had  a  good  train¬ 
ing  is  under  extreme  temptations  to  carry  his  knowledge  and  his  skill  to  a  better 
market,  in  which  case  you  have  had  all  your  trouble  for  nothing.  It  has  often 
occurred  to  me  that  probably  nothing  would  be  of  more  service  in  this  matter  than 
the  creation  of  a  number  of  not  very  large  bursaries  or  exhibitions,  to  be  gained  by 
persons  nominated  by  the  authorities  of  the  various  science  colleges  and  schools 
of  the  country — persons  such  as  they  thought  to  be  well  qualified  for  the  teaching 
business— and  to  be  held  for  a  certain  term  of  years,  during  which  the  holders 
should  he  bound  to  teach.  I  believe  that  some  measure  of  this  kind  would  do 
more  to  secure  a  good  supply  of  teachers  than  anything  else.  Pray  note  that  I  do 
not  suggest  that  you  should  try  to  get  hold  of  good  teachers  by  competitive  exam¬ 
ination.  That  is  not  the  best  way  of  getting  men  of  that  special  qualification. 
An  effectual  method  would  be  to  ask  professors  and  teachers  of  any  institution  to 
recommend  men  who,  to  their  own  knowledge,  are  worthy  of  such  support,  and 
are  likely  to  turn  it  to  good  account. 

*  *  *  *  *  * 
TECHNICAL  TRAINING  ALONE  NOT  ALL  SUFFICIENT  FOR  A  PEOPLE. 

I  trust  I  am  not  detaining  you  too  long ;  but  there  remains  yet  one  other  matter 
which  I  think  is  of  profound  importance,  perhaps  of  more  importance  than  all  the 
rest,  on  which  I  earnestly  beg  to  be  permitted  to  say  some  few  words.  It  is  the 
need,  while  doing  all  these  things,  of  keeping  an  eye,  and  an  anxious  eye,  upon 
those  measures  which  are  necessary  for  the  preservation  of  that  stable  and  soimd 
condition  of  the  whole  social  organism  which  is  the  essential  condition  of  real 
progress,  and  a  chief  end  of  all  education.  You  will  all  recollect  that  some  time 
ago  there  was  a  scandal  and  a  great  outcry  about  certain  cutlasses  and  bayonets 
which  had  been  supplied  to  our  troops  and  sailors.  These  warlike  implements  were 
polished  as  bright  as  rubbing  could  make  them;  they  were  very  well  sharpened; 
they  looked  lovely.  But  when  they  were  applied  to  the  test  of  the  work  of  war 
they  broke  and  they  bent,  and  proved  more  likely  to  hurt  the  hand  of  him  that  used 


A  PROBLEM  CONFRONTING  ALL  PEOPLES. 


943 


them  than  to  do  any  harm  to  the  enemy.  Let  me  apply  that  analogy  to  the  effect 
of  education  which  is  a  sharpening  and  polishing  of  the  mind.  You  may  develop 
the  intellectual  side  of  people  as  far  as  you  like,  and  you  may  confer  upon  them  all 
the  skill  that  training  and  instruction  can  give  ;  but,  if  there  is  not  underneath  all 
that  outside  form  and  superficial  polish  the  firm  fibre  of  healthy  manhood  and 
earnest  desire  to  do  well,  your  labour  is  absolutely  in  vain. 

******* 

THE  STRUGGLE  FOR  EXISTENCE. 

Let  me  further  call  your  attention  to  the  fact  that  the  terrible  battle  of  competi¬ 
tion  between  the  different  nations  of  the  world  is  no  transitory  phenomenon,  and 
does  not  depend  upon  this  or  that  fluctuation  of  the  market,  or  upon  any  condition 
that  is  likely  to  pass  away.  It  is  the  inevitable  result  of  that  which  takes  place 
throughout  nature  and  affects  man's  part  of  nature  as  much  as  any  other — namely, 
the  struggle  for  existence,  arising  out  of  the  constant  tendency  of  all  creatures  in 
the  animated  world  to  multiply  indefinitely.  It  is  that,  if  you  look  at  it,  which  is 
at  the  bottom  of  all  the  great  movements  of  history.  It  is  that  inherent  tendency 
of  the  social  organism  to  generate  the  causes  of  its  own  destruction,  never  yet 
counteracted,  which  has  been  at  the  bottom  of  half  the  catastrophes  which  have 
ruined  States.  We  are  at  present  in  the  swim  of  one  of  those  vast  movements  in 
which,  with  a  population  far  in  excess  of  that  which  we  can  feed,  we  are  saved 
from  a  catastrophe,  through  the  impossibility  of  feeding  them,  solely  by  our  pos¬ 
session  of  a  fair  share  of  the  markets  of  the  world.  And  in  order  that  that  fair 
share  may  be  retained,  it  is  absolutely  necessary  that  we  should  be  able  to  produce 
commodities  which  we  can  exchange  with  food-growing  people,  and  which  they 
will  take,  rather  than  those  of  our  rivals,  on  the  ground  of  their  greater  cheapness 
or  of  their  greater  excellence.  That  is  the  whole  story.  And  our  course,  let  me 
say,  is  not  actuated  bv  mere  motives  of  ambition  or  by  mere  motives  of  greed. 
Those  doubtless  are  visible  enough  on  the  surface  of  these  great  movements,  but  the 
movements  themselves  have  far  deeper  sources.  If  there  were  no  such  things  as 
ambition  and  greed  in  this  world  the  struggle  for  existence  would  arise  from  the 
same  causes.  • 

THE  PROBLEM  WHICH  CONFRONTS  ALL  MODERN  CIVILIZATION. 

Our  sole  chance  of  succeeding  in  a  competition,  which  must  constantly  become 
more  and  more  severe,  is  that  our  people  shall  not  only  have  the  knowledge  and 
the  skill  which  are  required,  but  that  they  shall  have  the  will  and  the  energy  and 
the  honesty,  without  which  neither  knowledge  nor  skill  can  be  of  any  permanent 
avail.  This  is  what  I  mean  by  a  stable  social  condition,  because  any  other  condi¬ 
tion  than  this,  any  social  condition  in  which  the  development  of  wealth  involves 
the  misery,  the  physical  weakness,  and  the  degradation  of  the  worker,  is  absolutely 
and  infallibly  doomed  to  collapse.  Your  bayonets  and  cutlasses  will  break  under 
your  hand,  and  there  will  go  on  accumulating  in  society  a  mass  of  helpless,  phys¬ 
ically  incompetent,  and  morally  degraded  people,  who  are,  as  it  were,  a  sort  of 
dynamite  which,  sooner  or  later,  when  its  accumulation  becomes  sufficient  and  its 
tension  intolerable,  will  burst  the  whole  fabric. 

I  am  quite  aware  that  the  problem  which  I  have  put  before  you  and  which  you 
know  as  much  about  as  I  do,  and  a  great  deal  more  probably,  is  one  extremely 
difficult  to  solve.  I  am  fully  aware  that  one  great  factor  in  industrial  success  is 
reasonable  cheapness  of  labour.  That  has  been  pointed  out  over  and  over  again, 
and  is  in  itself  an  axiomatic  proposition.  And  it  seems  to  me  that  of  all  the  social 
questions  which -face  us  at  this  present  time,  the  most  serious  is  how  to  steer  a  clear 
course  between  the  two  horns  of  an  obvious  dilemma.  One  of  these  is  the  constant 
tendency  of  competition  to  lower  wages  beyond  a  point  at  which  man  can  remain 
man — below  a  point  at  which  decency  and  cleanliness  and  order  and  habits  of 
morality  and  justice  can  reasonably  be  expected  to  exist.  And  the  other  horn  of 
the  dilemma  is  the  difficulty  of  maintaining  wages  above  this  point  consistently  with 
success  in  industrial  competition.  I  have  not  the  remotest  conception  how  this  prob¬ 
lem  will  eventually  work  itself  out ;  but  of  this  I  am  perfectly  convinced,  that  the 
sole  course  compatible  with  safety  lies  between  the  two  extremes  ;  between  the  Scylla 
of  successful  industrial  production  with  a  degraded  population,  on  the  one  side,  and 
the  Charybdis  of  a  population,  maintained  in  a  reasonable  and  decent  state,  with 
failure  in  industrial  competition,  on  the  other  side.  Having  this  strong  conviction, 
which,  indeed,  I  imagine  must  be  that  of  every  person  who  has  ever  thought 
seriously  about  these  great  problems,  I  have  ventured  to  put  it  before  you  in  this 
bare  and  almost  cynical  fashion  because  it  will  justify  the  strong  appeal,  which  I 
mane  to  all  concerned  in  this  work  of  promoting  industrial  education,  to  have  a 


944  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


care,  at  the  same  time,  that  the  conditions  of  industrial  life  remain  those  in  which 
the  physical  energies  of  the  population  may  be  maintained  at  a  proper  level ;  in 
which  their  moral  state  may  be  cared  for ;  in  which  there  may  be  some  rays  of 
hope  and  pleasures  in  their  lives ;  and  in  which  the  sole  prospect  of  a  life  of  labour 
may  not  be  an  old  age  of  penury. 

These  are  the  chief  suggestions  I  have  to  offer  to  you,  though  I  have  omitted 
much  that  I  should  like  to  have  said,  had  time  permitted.  It  may  be  that  some  of 
you  feel  inclined  to  look  upon  them  as  the  Utopian  dreams  of  a  student.  If  there 
be  such,  let  me  tell  you  that  there  are,  to  my  knowledge,  manufacturing  towns  in  this 
country,  not  one-tenth  the  size,  or  boasting  one  hundredth  part  of  the  wealth,  of 
Manchester,  in  which  I  do  not  say  that  the  programme  that  I  have  put  before  you 
is  completely  carried  out,  but  in  which,  at  any  rate,  a  wise  and  intelligent  effort  has 
been  made  to  realize  it,  and  in  which  the  main  parts  of  the  programme  are  in  course 
of  being  worked  out.  This  is  not  the  first  time  that  I  have  had  the  privilege  and 
pleasure  of  addressing  a  Manchester  audience.  I  have  often  enough  before  now 
thrown  myself  with  entire  confidence  upon  the  hard-headed  intelligence  and  the 
very  soft-hearted  kindness  of  Manchester  people,  when  I  have  had  a  difficult  and 
complicated  scientific  argument  to  put  before  them.  If,  after  the  considerations 
which  I  have  put  before  you — and  which,  pray  be  it  understood,  I  by  no  means 
claim  particularly  for  myself,  for  I  presume  they  must  be  in  the  minds  of  a  large 
number  of  people  who  have  thought  about  this  matter — if  it  be  that  these  ideas 
commend  themselves  to  your  mature  reflection,  then  I  am  perfectly  certain  that 
my  appeal  to  you  to  carry  them  into  practice,  with  that  abundant  energy  and  will 
which  have  led  you  to  take  a  foremost  part  in  the  great  social  movements  of  our 
country  many  a  time  beforehand,  will  not  be  made  in  vain.  I  therefore  confidently 
appeal  to  you  to  let  those  impulses  once  more  have  full  sway,  and  not  to  rest  until 
you  have  done  something  better  and  greater  than  has  yet  been  done  in  this  country 
in  the  direction  in  which  we  are  now  going.  I  heartily  thank  you  for  the  attention 
which  you  have  been  kind  enough  to  bestow  upon  me.  The  practice  of  public 
speaking  is  one  I  must  soon  think  of  leaving  off,  and  I  count  it  a  special  and  peculiar 
honour  to  have  had  the  opportunity  of  speaking  to  you  on  this  subject  to-day. 


AJPPEISTOIX  cc. 


PAPERS  RELATING  TO  INDUSTRIAL  TECHNICAL  EDUCATION  IN 
GREAT  BRITAIN  AND  GERMANY. 


I.  Introduction. 

II.  Miscellaneous  Extracts  relating  to  Manual  Training  in  England,  in  1807. 

III.  Addresses  delivered  on  occasions  of  the  opening  of  new  Technical  Institutions 

in  Great  Britain,  in  the  autumn  of  1897. 

IV.  Two  papers  from  the  New  York  Tribune,  showing  English  and  German  estimate 

of  the  value  of  Technical  Training. 

V.  Summary  of  Contents  of  English  Science  and  Art  Report.  (London,  1897.) 

VI.  Report  on  Technical  Education  in  Germany,  with  “Notes”,  by  English  Experts. 


ART — VOL  4 - 60 


945 


APPENDIX  C  C. 


PAPERS  RELATING  TO  INDUSTRIAL  TECHNICAL  EDUCATION  IN 
GREAT  BRITAIN  AND  GERMANY. 

I. 

Introduction. 

The  delay  in  the  issue  of  Part  III.  in  the  final  Appendix  of  which 
the  most  recent  movements  in  the  development  of  Technical  Indus¬ 
trial  Education  in  the  United  States,  up  to  1897,  are  recorded,  has 
given  opportunity  for  the  publication  (November  1897)  of  the  two 
volumes  of  the  Annual  Report  by  the  U.  S.  Commissioner  of  Edu¬ 
cation,  for  1895— ’96 ;  as  well  as  for  the  issue,  in  London,  of  the 
Annual  Report  of  the  Science  and  Art  Department  of  Great 
Britain.* 

Reference  has  already  been  made,  in  a  note  to  the  Introduction  of 
the  present  volume,  to  the  special  articles,  in  the  latest  Annual 
Report  by  the  U.  S.  Commissioner  of  Education,  relating  to  Technical 
Education.  (See  Page  xlviii.) 

In  the  present  Appendix,  added  for  this  purpose,  a  concise  sum¬ 
mary  of  the  general  contents  of  the  English  Report  is  given;  with, 
in  addition,  the  greater  part  of  a  Special  Report  therein  included, 
made  by  leading  English  Experts,  upon  the  most  recent  develop¬ 
ments  of  Technical  Training  in  Germany;  an  important  authori¬ 
tative  statement  of  the  educational  activity  of  this  great  industrial 
Empire. 

Abstracts  of  addresses  delivered  by  leading  English  Authorities 
on  the  occasions  of  the  ceremonial  openings  of  various  new  Tech¬ 
nical  Educational  Institutions,  during  the  autumn  of  1897,  compiled 
from  the  current  reports  in  The  Manchester  Guardian,  precede  these 
extracts  from  the  Government  Official  Report,  just  referred  to. 

It  will  be  observed  that  all  the  the  speakers  quoted  are  emphatic 
in  calling  attention  to  the  great  lack  of  sufficient  elementary  educa¬ 
tion,  arising  from  the  fact  that  the  large  majority  of  school  children 
do  not  attend  school  after  the  age  of  twelve  years.  In  addition  to 
this  deficiency  of  elementary  schooling,  a  large  majority  of  the 
students  in  the  great  technical  institutes  attend  only  the  evening 
classes.  For  example,  it  is  stated  that,  of  the  thirteen  hundred 
students  in  the  Royal  Technical  Institute  of  Salford,  only  twenty, 
were  day  pupils. 

In  the  two  Appendices  which  immediately  precede  the  present, 
are  given  extracts  from  official  publications  and  reports  which  show 
the  great  interest  that  was  taken  by  English  Educators  and  States¬ 
men,  in  the  movement  for  the  promotion  of  industrial  and  technical 
Education  in  Great  Britain,  from  1884  to  1888.  In  the  present 
Appendix,  the  similar  extracts  which  are  included  show  the  interest 

*  FOrty-Fourth  Report  of  The  Department  of  Science  and  Art  of  the  Committee 
of  Council  of  Education,  with  Appendices.  London  1897,  Pp.  LXIV.,  481. 

947 


948  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


that,  a  decade  later,  continues  to  he  taken  in  these  movements,  by 
the  English  leaders  in  Education  and  Statesmanship,  in  1897. 

It  is  of  no  small  significance  to  the  people  of  the  United  States 
that,  as  the  articles  here  collected  show,  the  two  most  powerful  indus¬ 
trial  nations  of  Europe,  Great  Britain  and  Germany,  thus  continue 
their  active  efforts  in  promoting  the  Industrial,  Technical  and  Artistic 
Education  of  their  youthful  population. 

That  other  European  countries  were  fully  awake  to  the  necessity 
of  such  definite  technical  training  of  their  own  people,  is  shown  in 
various  papers  comprised  in  the  several  Appendices  to  the  present 
volume  of  this  Report. 

Two  papers  of  interest  are  taken  from  the  files  of  the  New  York 
Tribune;  one,  gives  a  graphic  account  of  the  result  of  definite  tech¬ 
nical  industrial  training  in  promoting  the  prosperity  of  the  well- 
known  manufacturing  town  of  Bradford,  England;  the  other,  is  an 
editorial  analysis  of  a  Belgian  Government  Report,  showing  concisely 
the  great  number  of  Technical  Industrial  Schools  which  permeate 
the  German  Empire;  prepared  to  drill  an  army  of  skilled  operatives, 
no  less  powerful  to  protect  the  Fatherland,  than  are  the  vast  armies 
of  soldiers  that  obey  the  Kaiser’s  slightest  whim. 

In  the  modern  world’s  contests  of  commercial  competition  which 
army  is  the  most  to  be  feared  by  rival  nations  ? 

II. 

Miscellaneous  Extracts  Relating  to  Manual  Training, 

Sloyd,  etc. 

The  following  extract  from  the  London  correspondence  of  The  Man¬ 
chester  Guardian,  (September  13th  1897),  shows  the  present  unsatis¬ 
factory  status  of  this  form  of  elementary  education  in  the  Schools  of 
London,  and  the  inception  of  a  new  movement  looking  to  the  imme¬ 
diate  development  on  a .  large  scale,  of  Manual  Training  in  the 
schools  of  that  city: 

A  great  impetus  is  about  to  be  given  to  manual  training  in  connection  with  the 
Board  schools  of  London.  Before  the  end  of  December  the  127  centres  for  such 
training  will  have  grown  to  150,  available  by  nearly  all  the  schools  under  the  Board. 
At  present  about  a  third  of  the  schools  are  practically  unable  to  make  use  of  the 
centres.  Not  merely  the  desire  to  perpetuate  the  supremacy  of  British  over  foreign 
workmen  has  prompted  the  increase;  it  is  due  partly  to  a  conviction  that  children  who 
receive  manual  instruction  take  more  interest  in  tiie  ordinary  lessons  and  are  gener- 
ally  brightened.  Boys,  for  example,  who  have  received  instruction  in  carpentry 
draw  with  added  zest.  Moreover,  manual-instruction  pupils  oftener  remain  at  school 
till  the  age  of  15  or  16,  while  the  withdrawal  age  among  the  others  is  usually  12 
or  13.  In  this  important  work  the  Board  already  employs  an  organiser,  two  assist¬ 
ants,  and  nearly  200  instructors,  not  one  of  whom  is  allowed  to  teach  more  than 
20  pupils  at  once. 

The  following  brief  report  of  ail  educational  meeting  in  the  Man¬ 
chester  Guardian  (October  18,  1897)  gives  a  view  of  the  interest  taken 
by  some  English  educators  in  that  phase  of  Manual  Training  in  wood 
cutting,  as  formulated  and  taught  by  Director  Salomon,  in  the  sem¬ 
inary  at  Naas,  Sweden,  and  known  in  England,  as  “  Sloyd”. 

THE  SLOYD  ASSOCIATION. 

At  a  general  meeting  of  the  Sloyd  Association  held  on  Saturday  at  the  offices  of 
the  Teachers’  Guild,  in  London,  with  the  Hon.  Lyulph  Stanley  in  the  chair,  the 
proceedings  were  of  an  unusually  interesting  character.  Sketches  of  various  sloyd 


TECHNICAL  TRAINING  IN  MANCHESTER,  ENGLAND.  949 


courses  held  this  summer  were  given — of  that  at  Nikis  by  Mr.  H.  R.  Reichel,  princi¬ 
pal  of  University  College,  Bangor,  who  for  a  second  summer  in  succession  had 
gone  through  a  course  of  bench  work  there;  of  that  at  Ambleside,  conducted  by 
the  Sheffield  Manual  Training  School,  by  Mr.  W.  Nelson,  of  the  London  School 
Board,  and  of  that  at  Bangor,  conducted  by  Miss  Andren,  by  Mr.  J.  C.  Hudson,  of 
the  Hornsey  School  Board.  Mr.  Reichel  declared  that  the  view  which  he  formed, 
and  published,  of  the  value  of  the  Naas  seminary  had  in  the  course  of  the  twelve 
months  been  changed  but  little.  A  single  course  there  for  a  man  unaccustomed  to 
the  use  of  tools  he  now,  however,  thought  insufficient.  It  might  enable  him  to 
start  a  course  of  instruction,  but  not  to  continue  it  for  a  period  of  twelve  months. 
For  the  first  time  since  1888  the  secondary  teachers  from  England  had  been  as 
numerous  as  the  elementary,  owing  to  the  large  contingent— twelve — which  he  had 
brought  with  him  from  Welsh  intermediate  schools.  As  for  the  discussions  for 
which  Naas  was  so  famous,  and  for  which  the  rainy  summer  there  had  given 
unusual  scope,  they  possibly  converted  no  one  who  went  there  opposed  to  the  Naas 
ideas,  but  there  could  be  no  doubt  that  they  brought  into  clearer  view  for  every 
teacher  there  the  immense,  the  fascinating,  possibilities  of  the  teacher’s  career. 
Four  days  of  the  course  the  entire  body  of  students  gave  up  to  the  industrial  and 
art  exhibition  at  Stockholm,  where  there  was  an  unusually  complete  exhibition  of 
sloyd  exhibits  from  the  schools  in  the  various  provinces  of  Sweden.  But  perhaps 
the  most  interesting  item  in  the  programme  was  the  reading  of  Herr  Salomon’s 
address  at  the  Naas  jubilee  this  summer,  a  translation  of  which  had  been  prepared 
by  Mr.  Reichel.  It  presented  a  graphic  picture  of  the  work  pursued  at  Niias. 

The  following  local  item  from  the  Manchester  Guardian  (Septem¬ 
ber  20tli,  1897,)  shows  the  generous  provision  made  by  that  leading 
manufacturing  city  for  giving  to  its  youth,  in  day  and  evening 
classes,  opportunities  for  Technical  Training  in  a  large  number  of 
industrial  and  artistic  callings. 

MUNICIPAL  INSTRUCTION  IN  ART  AND  TECHNOLOGY. 

• 

The  calendar  and  syllabus  of  studies  of  the  Manchester  Municipal  School  and  the 
School  of  Art,  just  issued,  furnish  ample  details  of  the  courses  of  instruction  in  these 
divisions  of  practical  education.  The  classes  will  be  carried  forward,  during  the 
winter  sessions  now  opening,  in  eight  buildings  of  the  city  and  suburbs,  under  the 
supervision  of  over  a  hundred  lecturers  and  members  of  the  administrative  staff. 
In  the  day  departments  the  instruction  is  graded  to  enable  youths  of  over  fifteen 
whose  education  is  sufficiently  advanced,  and  who  are  designed  for  industrial  occu¬ 
pations,  to  acquire  a  sound  elementary  knowledge  in  the  theory  and  practice  of  the 
principles  and  processes  connected  with  the  mechanical,  electrical,  sanitary  engi¬ 
neering,  building,  chemical,  and  the  textile  industries.  This  the  directors  consider 
should  become  the  main  department  of  the  institution,  and  it  is  hoped  that  there 
will  be  a  large  accession  of  youths  from  fifteen  to  eighteen  years  of  age,  seeking  to 
qualify  themselves  as  captains  of  the  industries  depending  upon  scientific  progress, 
so  that  tlxis  section  may  have  the  flourishing  appearance  exhibited  by  the  corre¬ 
sponding  divisions  of  the  technical  schools  of  Germany  and  Switzerland.  The 
evening  classes  are  for  persons  already  engaged  during  the  day  in  handicrafts  or 
business  who  desire  to  supplement  and  develop  the  instruction  of  the  day  school  and 
the  experience  gained  in  the  workshop  or  warehouse.  A  third  division  is  the 
department  for  women  (for  whose  requirements  special  arrangements  are  made), 
the  subjects  being  dressmaking,  millinery,  languages,  and  wood  carving.  New 
features  of  the  coming  session  are  lecture  courses  on  advanced  hygiene,  gas  manu¬ 
facture,  oils  and  fats,  the  design  and  manufacture  of  iron  and  steel  bridges  and 
similar  structures,  telegraphy  (honours  stage),  the  telephonic  system  of  Manchester, 
microscopical  research,  microscopical  technology  applied  to  textile  fibres,  topog¬ 
raphy  and  lithography  (honours  stage),  planing  and  milling  machines,  principles  of 
mining,  geology,  physiology,  general  biology,  botany,  and  physiography,  practical 
instruction  in  brickwork  and  masonry,  metal-plate  work,  and,  at  the  Openshaw 
branch,  building  construction  and  drawing.  At  the  Municipal  School  of  Art,  the 
session  of  which  opens  on  the  20th  inst.,  “  the  objects  are  to  give,  by  a  system  of 
carefully  considered  and  varied  courses  of  study,  witli  due  regard  to  the  bent  and 
capacity  of  individuals,  a  thoroughly  practical  knowledge  of  designing,  draw¬ 
ing,  painting,  and  modelling,  more  especially  in  the  various  forms  of  their  orna¬ 
mental  application  in  association  with  architecture  and  technical  conditions  of 
manufacture.” 


950  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Free  Scholarships  in  London. 

In  the  London  correspondence  of  the  Manchester  Guardian  (August 
12th,  1897)  occurs  this  interesting  item  showing  the  educational  ad¬ 
vantages  opened  to  the  youth  of  that  metropolis  through  the  benevo¬ 
lence  of  former  generations. 

In  recent  years,  thanks  to  School  Board  activity  and  the  opening  of  free  libraries, 
London  has  in  the  matter  of  education  been  making  huge  strides,  and  now  it  is 
clear  that  in  one  direction  it  has  an  immense  advantage  over  other  great  centres  of 
population.  It  is  far  more  richly  endowed  with  scholarships  and  other  helps  on 
the  road  from  the  elementary  school  to  the  University.  Not  all  have  been  brought 
to  light,  but  alx-eady  the  Technical  Education  Board  has  discovered  1,783  annual 
scholarships,  of  which  1,G90  may  be  won  by  children  in  public  elementary  schools. 
In  addition  there  are  400  which  secure  University  teaching  to  London  pupils,  besides 
many  others  open,  though  not  exclusively,  to  London  students.  Two  hundred  and 
sixty-seven  scholarships  at  schools  of  art  belong  to  London  alone.  Moreover,  the 
School  Board  has  the  management  of  75  recurring  and  428  terminable  scholarships, 
varying  in  value  from  £10  to  £50  a  year.  It  was  to  prevent  confusion  in  the  han¬ 
dling  of  all  these  good  things  that  a  general  examining  board  was  established  last 
year.  The  advocates  of  popular  control  over  education  will  note  with  pleasure  that 
the  result  of  the  examinations  is  a  victory  for  Board  schools  over  their  “  Voluntary  ” 
rivals,  the  former  winning  513  scholarships  against  75  awarded  to  sectarian  schools 
and  12  to  secondary.  The  Board  school  candidates  were  six  times  as  many  as  those 
from  Voluntary  schools,  leaving,  nevertheless,  a  margin  to  the  credit  of  the  former. 

III. 

Addresses  Delivered  on  the  Opening  of  New  Technical 
Educational  Institutions  in  Great  Britain. 

A  few  notices  follow,  giving  an  account  of  the  proceedings  accom¬ 
panying  the  inauguration  of  new  Technical  Industrial  Educational 
Institutions  during  the  autumn  of  1897,  and  of  the  annual  opening 
of  some  of  those  previously  founded;  with  extracts  from  the  addresses 
delivered  on  these  occasions  by  leading  educators  and  statesmen, 
mostly  taken  from  the  current  reports  given  in  the  daily  issues  of 
that  leading  English  J ournal,  The  Manchester  Guardian.  The  notice 
first  quoted  below  seems  to  describe  an  Institution  very  similar  in 
its  purposes  to  The  Cooper  Union  Institute,  in  New  York  City.  The 
merited  tribute  by  Sir  John  Brunner,  to  our  fellow-countryman,  the 
late  George  Peabody,  of  London,  adds  interest  to  this  occasion. 

NEW  TECHNICAL  SCHOOLS  FOR  MIDDLEWICH. 

On  Saturday,  at  Middlewicli,  the  foundation-stones  of  new  technical  schools  and 
a  free  library  were  laid,  in  the  presence  of  a  large  and  influential  gathering.  The 
building,  which  occupies  a  site  presented  to  the  town  by  Sir  John  Brunner,  is 
admirably  designed,  and  is  intended  to  commemorate  the  Diamond  Jubilee.  Pro¬ 
vision  is  made  for  the  teaching  of  chemistry,  science  and  art  subjects,  shorthand, 
wood  carving,  typewriting,  cookery,  dressmaking,  &c. ,  while  a  well-apportioned 
library  and  reading-room  will  be  provided.  Sir  John  T.  Brunner,  M.  P.,  and  Mr. 
E.  II.  Moss  (representative  of  Middlewicli  on  the  Cheshire  County  Council)  have 
contributed  £1,000  and  £450  respectively  in  aid  of  the  undertaking,  and  very 
appropriately  they  were  called  upon  to  perform  the  ceremony  of  laying  the  foun¬ 
dation-stones. — Mr.  Henry  Seddon  (chairman  of  the  Urban  Council)  presided.  In 
calling  upon  Sir  John  Brunner  to  lay  the  first  stone,  Mr.  Seddon  said  the  present 
was  an  age  of  rich  men,  but  it  was  also  an  age  of  philanthropists,  and  in  the  front 
rank  he  would  place  the  member  for  Northwich. — After  the  two  principal  stones 
had  been  laid,  the  Chairman,  on  behalf  of  the  town,  proposed  a  vote  of  thanks  to 
Sir  John  Brunner  for  his  generosity,  and  presented  to  him  a  fine  silver  shield. — Mr. 
Hulme  (vice  chairman  of  the  Council)  seconded,  and  the  Vicar  of  Middlewich  sup¬ 
ported  the  motion,  which  was  cordially  adopted. 


ROYAL  TECHNICAL  INSTITUTE,  SALFORD,  ENGLAND.  951 


Sir  John  Brunner,  in  reply,  said  he  trusted  that  the  work  which  would  be  carried 
on  in  the  school  would  redound  to  the  credit  of  those  who  had  begun  it. — 
(Applause.)  The  reign  of  Queen  Victoria  had  been  distinguished  beyond  all  other 
reigns  by  the  fact  that  the  public  conscience  had  been  awakened,  and  that  rich 
men  had  been  stirred  to  bestow  of  their  wealth  for  the  public  good.  The  example 
was  set  somewhat  late  in  the  Queen’s  reign  by  the  American,  George  Peabody;  but 
that  example  had  been  admirably  and  nobly  followed. — (Applause.)  They  had 
heard  that  they  ought  to  be  proud  and  happy  that  they  lived  in  such  an  age  as 
this.  They  did  not  remember  as  often  as  they  ought  that  within  the  last  25  years 
they  had  been  closing  prisons  all  over  the  country,  and  at  the  same  time  had  been 
erecting  schools.  He  hoped  the  school  would  have  an  effect  upon  the  people  of 
Middlewich  far  above  the  level  of  keeping  people  out  of  prison,  and  that  it  would 
raise  them  to  the  dignity  of  honourable  and  worthy  citizens. — (Applause.)  They 
all  knew  that  in  the  neighbourhood  there  was  diminished  opportunity  for  employ¬ 
ment,  and,  therefore,  they  would  do  well  if  they  looked  about  for  a  means  of  mak¬ 
ing  the  town  more  attractive.  In  this  direction,  he  believed  the  new  institution 
would  have  an  important  influence. — (Applause.)  Professor  Huxlev  had  said  that 
probably  excepting  the  Italian,  the  British  intellect  was  the  finest  raw  material  for 
the  teacher  in  the  whole  world.  He  (Sir  John)  had  seen  much  of  the  artistic  and 
technical  work  of  other  countries,  anti  he  was  satisfied  that,  given  the  same  oppor¬ 
tunities,  the  Englishman  would  be  at  the  head. — (Applause.) 

Mr.  W.  Boosey,  (chairman  of  the  Technical  Instruction  Committee)  presented  to 
Mr.  E.  H.  Moss,  as  a  recognition  from  the  inhabitants,  a  silver  flower-bowl,  and  at 
the  same  time  proposed  a  vote  of  thanks  to  him  for  Ins  gift  to  the  schools. — Mr.  T. 
Haddon  seconded,  and  the  motion  was  carried. — Mr.  Moss,  in  response,  said  he 
trusted  that  Middlewich  would  not  be  content  with  having  an  ornamental  building, 
but  that  the  people  would  make  the  fullest  use  of  the  opportunities  provided  for 
them. — (Applause.) 

Subsequently  some  200  guests  attended  a  reception  by  Mrs.  H.  Seddon  in  the 
Middlewich  Town  Hall. 


DESCRIPTION  OF  THE  ROYAL  TECHNICAL  INSTITUTE  OF  SALFORD. 

This  admirably  equipped  Engineering  Institution  was  opened  for 
pupil§  a  year  ago,  although,  at  that  time,  only  partially  equipped 
with  the  requisite  mechanical  appliances;  nevertheless  it  soon  had 
an  attendance  of  thirteen  hundred  day  and  evening  students. 

The  opening  for  the  session  of  1897-98  was  announced  for  the 
22nd  of  September,  when  the  Inaugural  Address  was  to  be  delivered 
by  Mr.  William  Mather,  the  gentleman  who  visited  the  United 
States  and  made  the  Special  Report  on  Technical  Education  in 
America,  included  in  the  great  Report  in  five  volumes  on  Technical 
Instruction  issued  by  the  English  Royal  Commission  1884.  (See 
reference  in  Part  I.  of  the  present  Report,  pages  ccliv-v.) 

After  stating  that  the  building  was  opened  for  inspection  by  the 
public  for  three  days,  the  Manchester  Guardian,  of  September  3rd, 
remarks  that  visitors  may  have  been  surprised  at  the  extent  of  the 
provisions  made  for  instruction  in  Electrical  Engineering  and  says: 

The  explanation  is  simple.  Salford  contains  some  of  the  largest  electrical 
engineering  works  in  the  country,  and  the  Committee  hold  that  they  have  in  the 
Institute  a  sort  of  natural  centre,  for  technical  instruction  in  this  growing  branch  of 
industry.  Of  the  six  laboratories  in  the  physical  department,  four  are  especially 
arranged  for  the  study  of  theoretical  and  practical  electricity. 

The  dynamo-room  contains  a  thirty-horse  power  nominal  high-speed  vertical 
steam  engine,  which  drives  two  sets  of  speed  cones,  and  from  these  the  experi¬ 
mental  dynamos,  four  in  number,  are  driven.  Two  are  for  direct  and  two  for 
alternating  current  work,  and  each  dynamo  is  provided  with  its  own  set  of  instru¬ 
ments  and  artificial  load.  The  dynamos,  it  should  be  understood,  are  used  exclu¬ 
sively  for  experimental  work.  They  have  nothing  to  do  with  the  lighting  of  the 
building.  The  electric  light  with  which  the  whole  of  the  Institute  is  provided 
comes  from  the  Corporation  supply.  In  the  testroom  adjacent  to  the  dynamo-room 
there  are  two  of  Lord  Kelvin’s  standard  balances,  a  large  variety  of  volt  meters 
and  ammeters,  as  well  as  two  transformers  and  two  motors.  The  electrical  circuits 


952  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


in  this  room  are  controlled  by  means  of  a  mercury  distributing  switchboard.  The 
storage-battery-room  contains  82  higli-discharge  chloride  cells  and  30  smaller  ones 
for  use  in  the  laboratories.  Two  of  these  laboratories  are  arranged  for  electrical 
engineering,  and  in  connection  with  this  department  there  is  a  photometric-room, 
in  which  provision  is  made  for  the  complete  testing  of  arc  and  incandescent  lamps. 
In  addition  to  the  usual  lecture-rooms  and  drawing  offices,  the  mechanical  engineer¬ 
ing  department  has  an  exceedingly  well-equipped  machine  shop,  which  contains 
three  large  self-acting  screw-cutting  lathes,  and  also  drilling,  shaping,  and  slotting 
machines.  One  of  the  new  features  of  the  department,  said  also  to  be  new  to  the 
district,  is  the  machinery  for  experimental  work  in  the  applied  mechanics  and  steam 
and  motive  power  laboratories.  In  the  applied  mechanics  laboratory,  for  instance, 
there  is  a  testing  machine  which,  although  specially  designed  for  tensile  stresses, 
can  also  be  used  to  test  pressure  and  vacuum  gauges  and  the  bursting  strain  of  thin 
boilers.  The  laboratory  also  contains  a  cement  tester,  an  oil  tester,  various  lifting 
machines,  a  differential  pulley  block,  a  screw  jack,  and  the  ordinary  standard 
measuring  instruments  used  in  engineering.  In  the  steam  and  motive  powrer  labora¬ 
tory  the  arrangements  are  such  that  students  can  test  for  themselves  the  action  and 
efficiency  of  steam,  gas,  and  oil  engines.  The  engines  are  fitted  with  all  necessary 
dynamometers,  meters,  and  pressure  gauges.  In  this  laboratory,  too,  determina¬ 
tions  of  the  mechanical  equivalent  of  heat  will  be  made.  The  dyeing  and  calico 
printing  department  has  a  remarkably  complete  equipment.  The  printing  school 
is  said  to  be  the  only  one  in  the  country  at  present  with  full-sized  printing  machinery. 
In  the  dyehouse  there  are  three  large  tables,  giving  accommodation  for  upwards  of 
thirty  students.  The  tables  are  provided  with  steam  and  all  the  other  appliances 
necessary  to  a  scientific  study  of  dyeing.  The  equipment  of  the  printing- rooms 
includes  a  full-sized  sample  printing  machine,  an  ageing  machine,  a  hot-air  drying 
and  padding  machine,  and  colour-mixing  pans;  together  with  one  or  two  small 
sample  printing  machines,  driven  in  all  cases  by  means  of  an  electric  motor. 
Attached  to  the  spacious  laboratory  in  the  chemistry  department  there  is  now  a 
large  balance-room,  and  a  room  specially  arranged  for  gas  analysis.  There  will  be 
a  course  of  study  in  the  latter  subject,  combined  with  practical  work  during  the 
winter.  Of  the  other  departments,  which  were  already  completely  equipped  at  the 
opening  of  the  Institute,  it  is  unnecessary  to  speak.  It  will  be  sufficient  to  add,  as 
an  indication  of  the  scope  and  diversity  of  the  instruction,  that  for  the  coming 
session  about  120  evening  classes  have  been  arranged  in  various  subjects  and  grades 
of  subjects. 

The  following  account  of  the  meeting  at  the  Institute,  and  the 
report  of  the  Inaugural  Address  by  Mr.  William  Mather,  appeared 
in  the  Manchester  Guardian,  of  September  23rd,  1897. 

TECHNICAL  EDUCATION  IN  SALFORD— ADDRESS  BY  MR.  WILLIAM  MATHER. 

There  was  a  large  gathering  of  the  people  of  Salford  last  night  at  the  Royal  Tech¬ 
nical  Institute,  Peel  Park,  to  witness  the  distribution  of  prizes  won  during  session 
1896-7,  the  first  session  of  the  Institute,  and  to  listen  to  the  inaugural  address  of 
session  1897-8.  Mr.  Alderman  B.  Robinson,  chairman  of  the  Technical  Instruction 
Committee  of  the  Corporation,  presided. 

The  Chairman,  after  speaking  of  the  gratifying  progress  recently 
made  in  Educational  matters  in  Salford,  briefly  referred  to  the  diffi¬ 
culties  anticipated  when  the  Institute  Avas  opened  a  year  ago,  OAving 
to  the  incomplete  equipment  of  the  Laboratories;  but  the  unlooked 
for  attendance  of  students,  the  groAving  generosity  shown  by  citizens 
in  contributing  the  means  to  furnish  the  Laboratories  Avitli  requisite 
engines  and  implements,  combined  Avitli  the  ability  and  zeal  of  Prin¬ 
cipal  Wilson,  and  the  energetic  corps  of  teachers,  had  made  of  their 
first  year  a  brilliant  success. 

In  the  Annual  Report  by  Principal  Wilson,  the  difficulties  thus  sur¬ 
mounted  Avere  described  somewhat  in  detail.  In  regard  to  the  matter 
of  attendance,  which  is  similarly  commented  on,  it  will  be  noticed, 
by  most  of  the  authorities  quoted  in  the  present  appendix,  he  spoke 
as  follows: 

The  great  difficulty  they  had  to  contend  with,  a  difficulty  which  was  not  peculiar 
to  that  district,  was  that  parents  did  not  realise  the  absolute  necessity  of  giving  their 
children  from  fourteen  to  sixteen  years  of  age  the  benefit  of  a  two  years’  training 


INAUGURAL  ADDRESS  BY  MR.  WILLIAM  MATHER  (1897).  9  53 


such  as  could  be  obtained  at  the  Institute.  He  hoped  the  time  was  not  far  distant 
when  it  would  be  essential  for  a  lad,  before  he  began  his  apprenticeship,  to  produce 
evidence  that  he  had  had  such  a  training.  It  was  a  very  lamentable  circumstance 
that  our  large  technical  schools,  which  were  being  raised  and  equipped  throughout 
the  country  at  so  great  a  cost,  had  comparatively  little  teaching  work  to  do  dur¬ 
ing  the  day.  Fortunately,  however,  most  of  the  institutions  were  crowded  in  the 
evenings,  and  although  nothing  could  equal  a  course  of  day  study,  yet  it  was  satis¬ 
factory  that  the  evening  classes  were  so  well  attended.  It  was  matter  for  congratu¬ 
lation  that  many  of  the  firms  in  the  borough  were  practically  compelling,  or  at  least 
bringing  great  pressure  to  bear  on,  their  apprentices  to  attend  the  Institute  for 
three  or  four  nights  per  week.  If  that  became  general,  the  result,  he  felt  sure, 
would  be  satisfactory  to  all  concerned. — (Hear,  hear.)  As  to  the  results  of  the  past 
year,  the  students  of  the  art  department  were  specially  to  be  congratulated  on  the 
very  high  standard  of  excellence  which  they  had  set  up  for  themselves  and  future 
art  students  of  the  Institute. 

With  a  statement  of  the  very  creditable  results  as  shown  in  the 
number  of  prizes  won  by  the  students  of  the  Institute  in  the  National 
Competition,  and  with  details  of  the  results  of  the  examinations  in 
Science,  Technology,  and  Art,  the  Principal  closed  his  Report. 

The  address  by  Mr.  Mather,  follows  as  reported. 

Mr.  William  Mather,  was  received  with  cheers  on  rising  to  deliver  the  inaugural 
address  for  the  coming  session.  He  said  that  since  the  Technical  Instruction  Act 
was  passed  in  1889,  about  one  million  sterling  had  been  spent  by  county  councils, 
county  boroughs,  and  municipal  bodies  on  institutions  for  technical  instruction. 
Salford  had  bestowed  on  its  institute  about  one-twelfth  of  the  total  expenditure  of 
the  country  for  this  purpose.  From  being  unenviably  distinguished  for  its  inade¬ 
quate  provision  to  secure  the  proper  training  of  the  youth  of  the  town  beyond  the 
elementary  school  stage,  it  had  suddenly  risen  to  a  distinguished  position  in  having 
provided  one  of  the  largest  institutions  for  secondary  and  technical  education  in 
the  whole  country. — (Cheers.)  In  order  to  accomplish  this,  the  Salford  Corporation 
had  done  some  bold  things  ;  perhaps  it  might  be  said  their  newborn  zeal  had  over¬ 
run  their  discretion.  They  had  spent  the  whole  of  the  annual  grant  received  from 
the  national  exchequer  under  the  Act  of  Parliament  of  1890,  which  bestows  on 
cities  and  towns,  in  proportion  to  the  population,  a  part  of  the  £780,000  derived  from 
a  tax  on  whisky  and  beer.  The  Corporation  had  the  right  to  use  the  money  accru¬ 
ing  to  them  from  this  source,  about  £4,000  a  year,  for  the  relief  of  rates,  but  they 
resolved  to  build  that  school,  borrowing  a  lump  sum  which  the  annual  grant  would 
repay,  with  interest,  in  thirty  or  forty  years.  Moreover,  they  had  levied  a  rate  of 
Id.  in  the  pound  on  the  ratepayers — permitted  by  the  Technical  Instruction  Act  of 
1889, — and  this  also  they  had  absorbed  for  the  purpose  of  maintaining  the  Institute, 
making  £80,000  in  all.  And  he  might  remind  the  Corporation  that,  having  put 
their  hands  to  the  plow,  they  could  not  turn  back.  They  would  have  to  find 
efficient  means  to  work  the  school  well. — (Hear,  hear.)  The  equipment  for  the 
various  branches  of  technical  training  undertaken  at  the  school  was  excellent,  prac¬ 
tical  in  design  and  construction,  and  sufficient  for  present  purposes.  The  curricu¬ 
lum  he  considered  in  all  respects  admirable.  It  reflected  great  credit  on  the 
principal,  Mr.  Wilson,  and  his  colleagues.  They  had  selected  most  wisely  a  few 
subjects  of  first  importance  in  the  district — namely,  mechanical  and  electrical  engi¬ 
neering  in  all  branches,  with  technological  instruction  of  a  very  practical  sort ; 
chemistry  and  chemical  processes  (especially  those  applicable  to  textile  trades), 
spinning  and  weaving,  building  construction  and  plumbing  work,  domestic  work, 
cooking,  and  millinery.  The  fine  art  subjects  were  drawing,  painting,  decoration, 
art  design,  and  modelling.  If  all  these  subjects  had  proper  attention,  they  were 
sufficient  in  number  for  any  high-class  technical  school. 


IMPORTANCE  TO  THE  STUDENT  OF  THOROUGHNESS 

The  professors  and  teachers,  judging  from  the  curricula  drawn  up  for  the  several 
courses  of  instruction,  meant  thoroughness,  not  moving  on  until  you  had  made  sure 
of  the  ground.  It  was  infinitely  more  important  for  a  student  to  take  two  or  three 
years  to  the  first  part  of  a  course  which  was  expected  to  take  only  one  year,  in  order 
to  get  that  well  into  his  brain,  than  to  hurry  through  the  whole  course  in  three 
years,  relying  only  on  memory  to  get  through  his  examinations,  if  he  did  not  pos¬ 
sess  the  natural  ability  to  assimilate  quickly  the  knowledge  presented  to  bis  under¬ 
standing.  The  main  object  in  teaching  the  young  must  be  to  make  sure  that 
knowledge  was  their  own ;  it  must  get  into  the  blood  and  bone,  so  to  speak,  and 


954  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


become  an  integral  part  of  their  being,  not  a  garment  put  on  that  would  wear  out. — 
(Hear,  hear.)  As  to  the  result  of  the  first  session’s  work,  the  first  fruits  of  the  seed 
of  technical  knowledge  sown  in  that  place,  it  would  be  unfair  to  make  comparisons, 
or  to  expect  from  a  first  session  in  a  new  school,  with  students  new  to  their  work, 
results  equal  to  those  achieved  by  other  schools  of  long  standing.  Suffice  it  to  say 
that  on  the  opening  of  the  Institute  last  September  there  appeared  to  have  been  a 
rush  of  evening  students  and  a  sprinkling  of  day  students.  In  all  1,240  enrolled,  of 
whom  1,119  were  evening  students.  Some  of  the  seed  of  scientific  knowledge 
seemed  to  have  fallen  on  minds  ill-prepared  for  it,  like  rocky  ground  with  no  sus¬ 
taining  quality,  and  under  temptation  the  students  fell  away;  some  fell  on  minds 
filled  with  love  of  pastimes  and  sports,  and  the  pleasures  of  this  life,  which  choked 
the  seed,  and  it  yielded  no  fruit ;  but  some  fell  on  good  and  honest  minds,  who  once 
having  received  the  seed  had  kept  it,  and  were  prepared  to  bring  forth  fruit  with 
patience.  The  latter  quality  characterised  the  majority. — (Cheers.)  He  was  glad 
to  see  a  strong  contingent  of  students  in  the  engineering  courses  and  in  chemistry  ; 
these  subjects  formed  the  basis  of  all  scientific  industry,  and  promoted  accurate 
thinking  and  working,  apart  from  the  direct  use  of  the  knowledge  in  trade. 

A  GREAT  OPPORTUNITY  OFFERED  TO  THE  YOUTH  OF  SALFORD. 

He  thought  that  this  being  a  special  occasion  he  might  venture  to  make  an  appeal 
to  the  youtli  of  Salford  and  their  parents  to  regard  the  opening  of  the  Salford  Techni¬ 
cal  School  as  one  of  the  greatest  opportunities  they  would  ever  have  bestowed  upon 
them  for  promoting  their  success  in  life.  He  asked  every  boy  and  girl  who  was 
about  to  pass  out  of  the  elementary  schools  what  were  they  going  to  do  with  the  pre¬ 
cious  years  between  school  age  and  manhood  or  womanhood  to  continue  the  educa¬ 
tion  only  begun  in  the  elementary  schools.  He  warned  them  that  in  the  Cuurse 
of  their  life  they  would  find  themselves  most  heavily  weighted  in  the  race  of  life  if 
they  did  not  now  take  the  trouble  to  make  the  best  of  the  opportunity  presented  by  that 
school  to  train  their  faculties  for  the  work  lying  before  them. — (Hear,  hear.)  Every 
boy  and  girl  in  Salford  in  good  health,  if  they  intended  or  desired  to  prepare  for 
their  future  well-being,  should  spend  at  least  three  evenings  each  week  during  the 
school  session  in  continuing  the  education  begun  in  the  elementary  schools,  either 
in  the  continuation  schools  or  in  that  Institute.  He  might  tell  them  that  the  boys 
and  girls  in  many  other  countries  were  trained  to  regard  the  cultivation  of  their 
faculties  as  the  only  means  of  success  in  life,  and  far  more  years  were  given  to 
education  before  beginning  work  than  was  customary  in  England. 

ENGLAND  ESSENTIALLY  A  MANUFACTURING  COUNTRY. 

We  must  not  forget  that  the  population  of  this  country  could  not  live  without 
exchanging  the  work  of  our  hands  and  the  thought  of  our  brains  with  those  of 
other  nations.  We  enriched  this  country  in  the  degree  in  which  our  knowledge 
and  work  were  equal  or  superior  to  that  of  other  countries.  If  we  remained  in 
ignorance,  or  they  surpassed  us  in  intelligence,  we  should  become  poor  and  incap¬ 
able  in  comparison  with  them.  It  was  this  great  fact  that  in  recent  years  had 
caused  the  education  of  our  working  classes,  and  the  better  education  of  all  classes, 
to  be  the  one  great  hope  upon  which  this  country  must  depend  for  the  continuance 
of  its  prosperous  existence.  In  that  Institute  they  would  be  shown  the  way  to 
acquire  and  use  scientific  truths  in  the  arts  and  crafts  in  wdiich  they  wrnuld  be 
engaged  as  producers,  distinguishing  their  labour  from  drudgery  and  rendering  it 
more  valuable,  for  the  skilful  hand  would  have  behind  it  the  cultured  mind.  Of 
all  dangers,  let  them  avoid  tlje  temptation  of  assuming  that,  with  a  technical  train¬ 
ing,  they  had  become  superior  to  practical  work,  and  were  straightway  fitted  to 
take  places  in  manufactories  or  workshops  to  direct  others  who  did  the  manual 
work. — (Hear,  hear.)  Such  an  idea  would  constitute  a  student  a  technical  prig,  and 
he  would  be  cast  on  the  scrap  heap  of  failures  in  the  real  work  of  life.  No ;  their 
training  there  must  prepare  them  to  enter  into  the  real  work  of  producing  by  their 
own  hands  with  greater  zest  than  an  ignorant  man  could  possibly  feel,  and  not 
put  them  above  it.  If  they  became  intelligent  workmen  by  reason  of  their  train¬ 
ing  there,  and  showed  superiority  to  other  intelligent  workmen  by  reason  of  more 
ability  or  qualities  of  character,  they  would  rise  in  the  ranks  of  industry  to  the 
places  they  could  most  profitably  fill  for  their  employers  and  themselves.  The 
man  whom  “  knowledge  pulfeth  up  ”  was  more  ignorant  than  the  man  who,  know¬ 
ing  little,  put  into  his  work  all  he  knew. 

Let  all  their  studies  and  work  in  that  school  be  thorough.  Never  advance  a  step 
until  they  had  thoroughly  made  their  own  for  ever  the  ground  on  which  they  stood. 
Let  them  discard  the  ambition  to  qualify  with  feverish  haste  for  an  examination. 


MR.  MATHER  ON  TECHNICAL  EDUCATION. 


955 


They  must  come  there  to  be  trained  in  the  art  of  doing  things  from  knowledge,  and 
that  would  enable  them  to  do  them  well.  When  they  left  that  place  and  faced  the 
duty  of  performing  industrial  work,  they  must  show  that  they  could  do  it  with 
greater  skill  and  aptitude  than  the  youth  or  man  who  had  not  taken  the  trouble  to 
train  himself  as  they  had  done. — -(Hear,  hear.)  In  conclusion  he  appealed  to  the 
parents  in  Salford  to  consider  very  seriously  how  they  could  manage  to  keep  their 
sons  at  least  a  year  longer  from  working  for  a  living,  in  order  to  pass  some  time  as 
day  students  in  that  school.  Even  those  parents  in  Salford  who  could  well  afford 
to  extend  the  time  of  education  for  their  children  might  fill  that  school  now  with 
400  or  500  day  students  (alas!  they  had  only  twenty). 

IMPORTANCE  OF  DAY  SCHOOLING. 

If  the  many  technical  schools  spreading  over  the  land  were  to  produce  an  effect 
soon  on  our  industrial  and  commercial  life  as  a  nation,  we  must  have  them  filled 
with  day  students. — (Hear,  hear.)  Had  that  splendid  school  been  erected  in  a  Swiss, 
German,  or  American  town  of  the  size  of  Salford,  it  would  be  filled  with  well- 
prepared  day  students  in  two  or  three  years.  He  hoped  parents,  teachers,  School 
Board,  and  employers  of  labour  would  do  their  duty  in  relation  to  that  Institute,  so 
that  we  might  see  such  a  result  in  Salford.  He  was  bound  to  say  that  the  municipal 
authorities,  of  whom  he  might  be  pardoned  for  mentioning  Mr.  Alderman  Robinson 
with  special  acknowledgment  of  his  great  services — (cheers), — had  given  full  meas¬ 
ure  of  opportunity,  pressed  down  and  running  over,  to  all  those  who  had  special 
responsibilities  in  regard  to  the  promotion  of  higher  education  in  that  town. — 
(Cheers. ) 

The  prizes  won  during  the  past  year  were  distributed  by  Miss  Mather. 

On  the  motion  of  the  Mayor  (Sir  Richard  Mottram),  seconded  by  Mr.  Platt-Hig- 
gins,  M.  P.,  a  hearty  vote  of  thanks  was  accorded  to  Mr.  Mather  and  Miss  Mather. 

The  proceedings  closed  with  a  vote  of  thanks  to  Mr.  Alderman  B.  Robinson  for 
presiding  and  for  his  work  for  the  Institute,  accorded  on  the  motion  of  Sir  William 
Bailey,  seconded  by  Mr.  Lees  Knowles,  M.  P. 

A  few  days  after  the  delivery  of  his  address  at  Salford  just  quoted 
The  Manchester  Guardian  (October  7th  1897)  reports  another  address 
by  Mr.  Mather  on  a  similar  occasion  at  the  anniversary  of  a  Tech¬ 
nical  School  at  Stockport.  As  this  address  is  largely  given  to  .a 
statement  of  the  educational  conditions  in  this  country  it  is  here 
inserted  in  full. 

MR.  WILLIAM  MATHER  ON  TECHNICAL  EDUCATION — THE  EXAMPLE  OF  AMERICA. 

The  annual  distribution  of  prizes  to  students  at  the  Stockport  Technical  School 
was  made  last  evening  by  Mr.  William  Mather,  in  presence  of  a  large  gathering  of 
friends  of  the  institution.  Mr.  F.  R.  Robinson  was  in  the  chair,  and  amongst  those 
by  whom  he  was  supported  were  Sir  Joseph  Leigh  and  Mr.  S.  Kay.  The  report  of 
the  Principal  of  the  School  (Mr.  It.  J.  Brown)  showed  that  during  the  past  year 
there  had  been  in  all  1,389  students,  compared  with  1,337  in  the  previous  session. 
Many  of  these,  it  was  stated,  came  from  beyond  the  boundaries  of  the  borough,  and 
regret  was  expressed  that  in  consequence  of  no  grant  being  received  from  the  Lan¬ 
cashire  County  Council  higher  fees  had  now  to  be  charged  to  students  who  came 
from  neighbouring  parts  of  Lancashire. — The  Chairman  in  the  course  of  his  address 
mentioned  that  the  school  was  doing  its  work  without  costing  the  ratepayers  a 
penny.  He  thought,  having  regard  to  the  expenditure  on  technical  education  on 
the  Continent,  they  did  not  spend  money  on  that  object  in  Stockport  in  the  propor¬ 
tion  they  ought  to  do.  He  considered  also  that  their  own  manufacturers  gave  too 
little  attention  to  the  school. — (Hear,  hear.) 

Mr.  Mather,  in  his  address  before  distributing  the  prizes,  said  with  regard  to  the 
complaint  that  no  contribution  was  received  from  the  Lancashire  County  Council, 
that  was  the  penalty  of  the  geographical  position  Stockport  occupied.  He  could 
not  follow  the  chairman  in  regarding  it  as  a  matter  of  congratulation  that  they  had 
not  levied  a  penny  rate.  He  regarded  that  as  one  of  the  honours  they  still  had  to 
achieve.  He  could  assure  them  that  they  would  not  be  level  with  the  towns  that 
went  heart  and  soul  into  the  matter  of  technical  education  till  they  had  levied  the 
penny  rate  and  expended  it  in  the  furtherance  of  that  object.— (Hear,  hear.)  Par¬ 
liament  had  made  up  for  lost  time  in  affording  facilities  to  the  whole  nation  for 
giving  technical  instruction  and  maintaining  it.  But  the  country  unfortunately 


956  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


could  not  profit  from  it  for  some  years  in  the  sense  in  which  America,  Germany, 
Switzerland,  and  even  France  were  benefiting  from  their  technical  schools.  One 
reason  for  this  difference  was  that  contained  in  their  report,  where  they  said  they 
had  to  provide  a  preparatory  course  of  instruction  for  many  students  owing  to 
inadequate  education  in  the  elementary  schools,  or  the  neglect  of  parents  to  keep 
their  children  at  school  to  acquire  the  necessary  education  in  the  higher  standards. 
This  illustrated  the  baneful  conditions  prevailing  throughout  the  country,  and  until 
these  were  radically  changed,  technical  school  teachers  and  managers  would  be 
working  in  a  wilderness.  The  Manchester  Technical  Instruction  Committee  re¬ 
ported  to  the  City  Council  a  year  or  two  ago  that  only  9  per  cent  of  the  pupils 
enrolled  in  the  public  elementary  schools  were  over  13  years  of  age.  We  were 
competing  with  Continental  towns,  where  the  whole  of  the  children  continued  at 
school  beyond  the  age  of  12,  and  a  large  proportion  up  to  15  and  16.  There  was 
no  blame  attached  to  the  Manchester  school  system.  So  far  as  the  education  went, 
taking  into  account  the  age  at  which  the  pupils  were  taken  from  school,  it  com¬ 
pared  favourably  with  that  given  on  the  Continent.  Our  technical  schools  differed 
from  those  of  other  nations  from  their  adaptation  to  evening  students,  who  went 
to  them  in  order  to  make  up  for  lost  time  or  imperfect  education  at  the  ordinary 
schools.  For  the  sake  of  the  future,  it  must  be  asked  whether  the  character  of  our 
technical  instruction  was  to  remain  as  it  is,  and  wdiether  the  schools  are  to  be  chiefly 
utilised  for  evening  students.  Could  our  industrial  classes  retain  their  pre-emi¬ 
nence,  or  even  their  share  of  the  world’s  custom,  by  depending  on  our  present  sys¬ 
tem — the  short  life  in  elementary  schools;  evening  schools  not  compulsory,  and  as 
yet  few;  organised  science  anil  art  and  technical  schools,  which  were  almost  all 
employed  for  evening  students?  His  answer  to  all  these  questions  was  most  de¬ 
cidedly  in  the  negative. — (Hear,  hear.) 

Let  "them  look  for  a  moment  at  other  nations.  America,  Switzerland,  Germany, 
and  France  had  virtually  all  their  children  of  the  industrial  classes  in  school  at  14 
years  of  age,  whereas  in  that  centre  of  trade  and  commerce,  the  city  of  Manchester, 
we  had  not  more  than  10  per  cent  of  the  whole  school  children  beyond  the  age 
of  12. 

ADVANTAGE  OF  THE  LONGER  ELEMENTARY  TRAINING  OF  AMERICAN  YOUTH. 

In  America — a  country  he  dreaded  more  than  all  the  countries  of  Europe  put 
together  as  our  future  rivals — the  school  age  of  the  children  was  from  5  to  16,  17, 
and  18  years,  varying  in  the  different  States.  There  was  a  carefully  organised  system 
of  continued  education  throughout  those  States.  Using  the  emblematic  stars  of  the 
American  flag,  as  representing  the  States,  he  might  say  that  one  star  differed  from 
another  in  glory  as  regarded  education,  for  the  States  did  not  shine  all  alike,  in  the 
brightness  and  intelligence  of  the  population,  but  the  widespread  provision  for  the 
free  education  of  the  masses,  from  the  primary  schools,  corresponding  to  our  ele¬ 
mentally,  on  to  the  grammar  schools,  and  up  to  the  high  schools  corresponding  to 
our  best  grammar  schools.  In  addition,  there  was  a  State  College  in  every  State, 
and  it  was  said  that  not  less  than  100  colleges  and  universities  in  the  United  States 
were  offering  technical  instruction  to  day  students  throughout  the  year.  Some 
were  institutions  of  long  standing  and  high  repute,  which  were  rapi  .ly  transform¬ 
ing  themselves  to  meet  the  needs  of  the  age,  without  necessarily  abandoning  their 
functions  as  classical  schools.  Apart  from  these,  schools  of  technology  were  pro¬ 
vided  by  the  liberality  of  citizens  in  the  great  cities  of  the  longer-settled  States. 
Throughout  the  States  plenty  of  opportunity  was  afforded  for  the  technical  educa¬ 
tion  of  the  young  population  before  they  entered  on  commercial  life.  All  these 
institutions  were  filled  with  day  students.  He  wanted  to  make  clear  the  distinction 
as  to  the  results  between  day  and  evening  students.  In  America  a  vast  army  was 
being  created,  and  continually  recruited,  of  young  men— and  women  too— who  pos¬ 
sessed  a  store  of  knowledge,  and  were  made  practical  by  the  acquired  art  of  apply¬ 
ing  their  knowledge  owing  to  the  technical  training  received  side  by  side  with 
scientific  instruction  in  schools  filled  regularly  with  day  students.  The  great  tech¬ 
nical  school  of  Boston,  with  1,200  day  students,  passing  through  a  two  or  three 
years’  course,  afforded  them  an  example  and  a  warning.  Many  of  the  railway 
companies’  works  and  great  manufacturing  establishments  eagerly  sought  young 
men  from  this  school.  He  was  told  by  the  manager  of  one  of  the  greatest  of  the 
railway  workshops  in  the  United  States  that  they  would  not  employ  a  young  man 
under  21  as  a  learner  or  improver  unless  he  had  gone  through  the  Boston  or  a  similar 
school.  Could  they  wonder  that  in  engineering  or  mechanical  pursuits  the  Ameri¬ 
cans  were  showing  signs  of  successful  competition  with  ourselves,  even  in  our  own 
country?  They  had  manifold  disadvantages.  They  had  not  the  same  experience 
in  the  development  of  natural  resources  as  ourselves;  they  had  much  greater  diffi¬ 
culties  in  connection  with  the  cost  of  labour:  but,  notwithstanding  this,  they  had 
achieved  results  which  were  threatening  us  with  very  serious  rivalry. 


SIR  JOHN  LUBBOCK  ON  TECHNICAL  EDUCATION. 


957 


EDUCATION  OF  THE  PEOPLE  IN  SWITZERLAND  AND  GERMANY. 

What  had  tiie  little  State  of  Switzerland  done?  There  a  perfect  system  of  day 
schools  culminated  in  technical  schools  and  universities,  provided  for  every  Swiss 
youth  practically  free,  and  heavy  taxation  was  cheerfully  submitted  to  by  the  whole 
people  to  maintain  them.  Taking  Germany  as  perhaps  the  best  example  of  system¬ 
atical  training,  Mr.  Mather  pointed  out  the  sacrifices  the  people  had  made  there  in 
the  way  of  heavy  taxation  and  of  withholding  their  children  from  work  at  an  early 
age  in  order  that  they  might  be  well  instructed.  He  was  sent  in  his  youth  to  Ger¬ 
many  to  profit  by  the  technical  education  offered  there,  and  he  sat  with  scholars  who 
were  the  children  of  working  tailors  and  mechanics,  whom  he  liked  for  their  man¬ 
ners  and  attainments,  and  visited  at  their  homes,  and  in  many  of  these  cases  the 
parents  did  not  earn  on  an  average  more  than  £1  per  week,  but  made  sacrifices  that 
their  sons  might  rise  in  life,  very  often  to  their  advantage  by  their  sons’  success  in 
afterlife. 


DEFICIENCIES  IN  ENGLISH  EDUCATION. 

In  this  country  the  State  and  private  liberality  had  provided  the  means  of 
technical  instruction,  and  school  authorities  were  devoted  to  their  work,  but  two 
things  were  wanting.  One  was  about  to  be  supplied  by  a  scheme  of  secondary 
education,  but  they  would  still  lack  that  which  alone  could  give  life  and  spirit  to 
the  system.  Upon  whom  rested  tbe  responsibility  of  infusing  the  life  and  spirit 
required?  He  answered,  upon  the  parents,  and  in  some  degree  upon  the  employers 
of  the  young.  Parents  must  be  determined  to  keep  their  children  to  the  full  age  at 
the  elementary  schools,  pursuing  their  education  through  all  the  standards.  After 
that  stage  was  passed,  all  who  could  afford  by  making  a  sacrifice — a  great  boon  to 
their  children — should  send  them  for  two  or  three  years  to  one  of  the  higher  grade, 
the  secondary,  or  the  technical  schools  which  were  now  so  widespread  and  con¬ 
venient  in  all  our  towns,  and  which,  under  the  promised  system  of  secondary  edu¬ 
cation,  would  be  thoroughly  co-ordinated.  (Applause.) 

Mr.  Mather  afterwards  distributed  the  prizes,  and  received  a  cordial  vote  of 
thanks. 

The  following  summary  of  an  interesting  address  on  Technical 
Education  by  Sir  John  Lubbock,  is  from  the  Manchester  Guardian 
of  October  23rd,  1897.  The  distinctions  drawn  between  Manual 
Training  and  Technical  Instruction  are  worthy  of  note. 

SIR  JOHN  LUBBOCK,  M.  P. ,  AT  STALYBRIDGE — ADDRESS  ON  TECHNICAL  EDUCATION. 

The  Right  Hon.  Sir  John  Lubbock,  Bart.,  M.  P.,  last  night  distributed  the  prizes 
and  certificates  to  the  students  at  the  Stalybridge  Technical  School.  Mr.  J.  F. 
Cheetliam  presided,  and  amongst  other  on  the  platform  were  Mr.  F.  Platt-Higgins, 
M.  P. ,  and  Professor  Boyd  Dawkins.  A  report  on  the  work  of  the  school  for  the 
past  year  was  read  by  the  secretary,  Mr.  J.  H.  Hyde. 

Sir  John  Lubbock,  who  was  received  with  cheers,  said  it  was  one  of  the  pleasant 
privileges  of  a  member  of  Parliament,  and  especially  of  a  University  member,  to 
attend  on  such  occasions  to  distribute  the  prizes  and  congratulate  the  successful 
candidates.  Indeed  lie  might  congratulate  them  all,  so  long  as  they  had  done  their 
best.  It  is  not  always  those  who  were  the  ablest  who  won  the  prizes  at  school. 
The  Duke  of  Wellington,  Napoleon  Bonaparte,  Sir  Walter  Scott,  and  many  other 
great  men  were  said  to  have  been  dull  boys,  Strong  trees  grew  slowly.  He  trusted 
that  the  students  at  that  school,  whether  successful  or  unsuccessful,  had  received 
what  might  be  called  an  all-round  education,  for  a  merely  literary  education  was  a 
one-sided  education. 

There  were  no  greater  mistakes  as  regards  education  than  to  suppose  that  it  was 
a  mere  matter  of  books,  and  that  it  was  to  be  confined  to  childhood,  or,  at  least,  to 
youth.  On  the  contrary,  what  we  learned  from  books  was  by  no  means,  or  at  any 
rate  ought  to  be  by  no  means,  the  most  valuable  part  of  what  we  learnt  at  school ; 
education,  for  good  or  for  evil,  went  on  through  life. — (Hear,  hear.)  “I  know  no 
wiser  or  more  felicitous  description  of  the  true  aim  of  a  school,  ’  said  Sir  Joshua 
Fitch,  “than  is  contained  in  the  words  of  President  Adams,  of  Cornell  University, 
when  he  says,  ‘  the  main  object  of  education  is  not  merely  the  acquisition  of  informa¬ 
tion  ;  it  is  not  even  the  development  of  the  faculties ;  it  is,  or  ought  to  be,  the 
awakening  of  certain  desires  that  will  serve  to  the  pupil  as  a  sort  of  perpetual 
inspiration  through  life.’”  Nor  should  education  be  limited  to  mental  training. 
The  soul  was  of  couse  the  noblest  part  of  man,  but  no  doubt,  in  the  present  condi- 


958  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


tions  of  our  existence  at  any  rate,  it  could  net  act  except  through  and  by  the  body. 
There  were  many  questions  which  books  could  not  solve.  The  Greeks  tried  to  set¬ 
tle  many  questions  by  verbal  arguments,  which  could  in  reality  be  determined  by 
observation  only.  There  was  an  essay  in  Plutarch’s  works  on  the  question  “Which 
was  first,  the  bird  or  the  egg,”  and  one  reason  given  for  deciding  that  the  hen  pre¬ 
ceded  the  egg  was  that  everybody  called  it  a  “hen’s  egg,”  and  no  one  spoke  of  an 
“egg’s  hen.” — (Laughter.)  We  were  not  ourselves  by  any  means  free  from  the  same 
error.  Such  schools  as  that  were  a  practical  protest  against  any  such  error.  But, 
besides  the  advantage  to  the  individual  students,  we  hoped  and  believed  that  these 
technical  schools  would  tend  to  develop  and  promote  the  commerce,  and  especially 
the  manufactures  of  the  country.  He  feared  that  at  the  present  time  the  staple 
industries  of  the  country  were  by  no  means  in  the  condition  we  could  wish,  although 
he  was  not  disposed  to  take  a  gloomy  view  of  the  country  in  that  respect.  We  heard 
a  great  deal  about  things  being  “made  in  Germany,”  but, after  all,  our  share  of  the 
commerce  of  the  world  was  far  larger  per  head  than  that  of  any  other  country. 

GREAT  BRITAIN’S  SHARE  IN  THE  TRADE  AND  COMMERCE  OF  THE  WORLD. 

In  the  last  report  of  the  United  States  Government  it  was  shown  that  the  trade 
and  commerce  of  Great  Britain  was  £700,000,000  a  year,  out  of  a  total  of  £3,300,- 
000,000,  so  that,  while  our  population  was  less  than  one-fiftieth  of  that  of  the  whole 
world,  our  trade  and  commerce  was  more  than  one-fiftli  of  that  of  the  whole  world. 
But,  while  not  disposed  to  take  a  gloomy  view  of  the  future,  it  would  be  necessary 
for  us  to  be  careful.  We  could  not  afford  to  throw  away  any  of  our  opportunities, 
and  he  was  firmly  persuaded  that  technical  schools  would  be  very  useful  in  enabling 
us  to  maintain  the  proud  position  we  at  present  occupied. 

“To  their  technical  schools,”  said  Sir  Philip  Magnus,  “the  Germans  rightly 
ascribe,  to  a  great  extent,  their  industrial  success,  and  they  point  with  pride  and 
satisfaction  to  the  fact  that  they  have  weighed  their  knowledge  and  their  technical 
training  against  our  material  advantages  in  mineral  wealth,  and  have  not  found 
them  wanting.”  At  the  same  time  we  must  not  undervalue  what  had  been  done. 
The  Technical  Instruction  Commissioners  told  us  that  the  classes  in  connection  with 
South  Kensington  “  cover  a  wider  area  of  elementary,  and  what  may  be  distin¬ 
guished  as  lower  secondary  scientific  and  technical  instruction  in  this  than  in  any 
other  country;”  and  they  added  what,  as  a  Londoner,  he  read  with  pride: — “No 
organisation  like  that  of  the  City  and  Guilds  of  London  Technical  Institute  exists 
in  any  continental  country,  and  the  absence  of  such  organisation  has  been  lamented 
by  many  competent  persons  with  whom  we  came  in  contact. 

EDUCATIONAL  IMPORTANCE  OF  MANUAL  TRAINING. 

He  (Sir  John)  was  not  one  of  those  who  thought  that  the  training  to  be  acquired  in 
a  technical  school  could  be  any  substitute  for  that  of  the  workshop.  It  could  not 
replace,  but  it  might  supplement. — (Hear,  hear.)  There  were  some  things  indeed 
which  could  be  learnt  better  and  morequicklvin  the  technical  school.  High  authori¬ 
ties  had  expressed  the  opinion  that  in  a  fortnight  of  systematic  school  instruction  a 
man  would  learn  in  some  things  as  much  as  he  could  from  two  years  in  a  workshop. 
But  we  would  not  derive  from  it  half  the  advantage  which  was  possible,  unless  the 
Code  was  modified  so  as  to  permit  and  encourage  the  manual  instruction  in  our 
elementary  schools.  At  present  they  might  have,  and  he  doubted  not  they  had, 
object-lessons  and  Kindergarten,  or  some  similar  exercises  in  their  infant  schools, 
and  they  had  now  established  these  technical  schools  for  young  men.  But  for  the 
boys  between  these  two  ages  there  were  no  corresponding  opportunities;  we  pro¬ 
vided  for  them  no  training  in  the  use  of  the  hand,  in  the  command  of  the  hand  and 
eye.  With  girls  we  carried  on  training  by  means  of  needlework.  But  while  we  all 
saw  the  necessity  of  needlework  for  girls,  we  entirely  overlooked  the  equal  or  even 
greater  necessity  for  hand  training  in  the  case  of  hoys.  Manual  training  should,  in 
fact,  begin  in  the  infant  school,  and  continue  through  the  school  career.  He  would 
not,  indeed,  except  perhaps  in  some  exceptional  cases,  advocate  the  introduction  of 
technical  instruction  into  boys’  schools.  We  must  always  remember  that  manual 
instruction  and  technical  instruction  were  two  very  different  things.  In  manual 
instruction  the  workshop  was  part  of  the  school,  and  the  object  was  not  to  make  a 
workman,  but  to  train  a  man;  in  technical  instruction  the  school  was  subordinate 
to  the  workshop,  and  the  primary  object  was  to  fit  the  student  for  some  definite 
trade  or  career.  But  if  technical  instruction  would  be  out  of  place  in  schools  for 
boys,  manual  instruction,  on  the  contrary,  even  for  boys  who  might  not  be 
designed  for  artisans  or  for  manufacturers  but  might  be  intended  for  sedentary 
pursuits,  was  a  most' valuable  training. — (Hear,  hear.) 


SIR  WILLIAM  H.  BAILEY  ON  FOREIGN  COMPETITION.  959 


“The  boy,”  said  Mr.  Ham,  “who  begins  to  construct  tilings  is  compelled  at  once 
to  begin  to  think,  deliberate,  reason,  and  conclude.  As  he  proceeds  he  is  brought 
into  contact  with  powerful  natural  forces.  If  he  would  control,  direct,  and  apply 
these  forces,  he  must  first  master  the  la  ws  by  which  they  are  governed  ;  he  must 
investigate  the  causes  of  the  phenomena  of  matter ;  and  it  will  be  strange  if  from 
this  he  is  not  led  also  to  a  study  of  the  phenomena  of  mind.” — (Applause.)  More¬ 
over.  the  introduction  of  manual  training  into  our  schools  would  be  most  important, 
not  merely  from  the  advantage  to  health,  not  merely  from  the  greater  command  over 
the  hand  and  eye  which  it  would  bestow,  but  also  from  its  effect  on  the  mind  itself. 
The  disastrous  result  of  the  neglect  of  manual  instruction  in  our  schools  was  that 
it  tended  to  unfit  boys  and  give  them  a  distaste  for  manual  labour.  Manual  instruc¬ 
tion  was  valuable  in  all  schools.  It  was  good  for  the  bookish  boy  to  draw  him  away 
from  his  books;  but,  most  of  all,  it  was  good  for  the  lion-bookish  boy,  in  showing 
him  that  there  was  something  that  he  could  do  well.  The  boy  utterly  unable,  even 
if  he  wTere  studying,  to  keep  up  in  knowledge  and  percentage  with  the  brighter  boys 
became  discouraged,  dull,  and  moody.  Let  him  go  to  the  workroom  for  an  hour  and 
find  that  he  can  make  a  box  or  plane  a  rough  piece  of  board  as  well  as  the  brighter 
scholar — nay,  very  likely  better  than  his  brighter  neighbour, — and  you  had  given  him 
an  impulse  of  self-respect  that  was  of  untold  benefit  to  him  when  he  went  back  to 
his  studies.  He  would  be  a  brighter  and  a  better  boy  for  finding  out  something  that 
he  could  do  well. — (Applause.)  In  his  further  remarks  Sir  John  Lubbock  spoke  of 
the  wonderful  fascination  of  machinery,  and  pointed  out  that  the  mechanical 
improvements  of  the  century  had  been  brought  about  in  no  small  degree  by  men  of 
poor  and  lowdy  origin.  Even  now,  he  said,  there  was  no  single  substance  in  nature 
the  properties  of  which  were  fully  known  to  us.  What  we  had  discovered  was  but 
an  infinitesimal  fraction  of  the  revelations  that  remained  for  the  patient  student. 
No  one  could  doubt  that  discoveries  as  great  as  any  of  the  past  still  awaited  us  in 
the  future.  Perhaps  within  those  very  walls,  by  some  of  their  own  students,  new 
steps  would  be  taken  in  the  triumphal  progress  of  science,  new  discoveries  made, 
which  would  contribute  to  the  advance  and  welfare  of  mankind. — (Applause.) 

On  the  motion  of  Mr.  F.  Platt-Higgins,  M.P. ,  seconded  by  Mr.  Alderman  Ridyard, 
thanks  were  accorded  to  Sir  John  Lubbock  for  his  address. 

The  following  address  by  Sir.  William  H.  Bailey,  given  at  the  prize 
distribution  of  the  Hindley  Technical  Schools,  gives  a  striking  pic¬ 
ture  of  the  wonderful  industrial  development  of  England  during  the 
reign  of  Queen  Victoria — due,  largely,  to  the  inventive  genius  of  a 
few  humble  natives  of  Lancashire. 

[Manchester  Guardian,  October  21st,  1897.] 

SIR.  WILLIAM  H.  BAILEY,  ON  TECHNICAL  EDUCATION  AND  FOREIGN  COMPETITION. 

At  the  Hindley  Technical  Schools  last  night,  Sir.  William  H.  Bailey,  in  presenting 
prizes  to  the  successful  students,  spoke  of  this  Diamond  Jubilee  year  of  the  Queen 
as  a  season  of  contrasts  and  measurements  of  national  progress.  The  pious  Scotch 
elder,  who  did  not  dare  to  practise  self-examination  as  the  first  of  Christian  duties, 
because  it  made  him  too  proud,  must  only  be  imitated  by  those  who  cared  not  for 
our  future  commercial  prosperity,  for  those  who  knew,  as  he  did,  anything  of  the 
work  done  in  other  countries — those  who  have  studied  the  progress  and  skill  in  the 
first  principles  of  the  arts  of  industry  and  in  the  scientific  use  of  force  by  our  com¬ 
petitors  abroad — knew  very  much  that  should  discount  our  pride  and  vanity,  and 
make  us  feel  anxious  about  our  future  commercial  prosperity. 

Until  recently  technical  education  lias  been  much  ignored,  if  not  entirely  neg¬ 
lected,  in  England.  If.  since  the  days  of  Elizabeth,  half  as  much  of  the  goodness  and 
public  piety  and  thought  and  work  that  has  been  given  to  the  care  of  the  poor,  and  in 
the  distribution  of  parish  doles,  had  been  devoted  to  the  prevention  of  ignorance, 
those  monuments  of  woe  and  past  neglect,  which  are  often  the  largest  buildings  in 
our  towns — the  workhouses — would  have  long  since  ceased  to  exist. — (Applause). 
Friends  of  education  felt  that  now,  amongst  the  great  triumphs  of  the  age  of  Vic¬ 
toria,  we  might  count  free  libraries,  Board  schools,  and  the  technical  colleges  and 
institutions  of  this  country.  Might  he  ask  technical  students  to  remember  this — 
that,  having  mastered  the  first  principles  of  their  work,  having  in  their  memories  the 
rigid  logic  of  the  multiplication  table  and  the  two-foot  rule,  and  having  by  practice 
in  drawing  made  the  fingers  the  willing  and  obedient  servants  of  the  eyes  and  the 
brain,  they  should  then  let  the  recreations  of  their  leisure  be  the  historical  develop¬ 
ment  of  the  subject  of  their  studies. — (Hear,  hear.)  What  was  this  history  but  the 
fascinating  dramatic  record  of  methods  of  work,  of  the  successes  and  the  fighting, 


960  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


struggling,  and  often  failures  of  the  friends  and  benefactors  of  the  human  race? 
Sir  William  went  on  to  speak  of  the  remarkable  scientific  and  industrial  develop¬ 
ments  of  the  Victorian  era,  and  said  technical  education  and  foreign  competition 
were  receiving  serious  attention  by  all  thoughtful  men,  and  it  might  not  be  out  of 
place  to  trace  some  of  the  causes  which  had  greatly  created  the  commercial  suprem¬ 
acy  of  Lancashire. 

DEBT  OWED  BY  MODERN  CIVILIZATION  TO  A  FEW  HUMBLE  INVENTORS. 

We  owed  all  to  the  inventive  skill  and  natural  ability  of  the  men  within  a  few 
miles  of  this  immediate  district.  Kay,  of  Bury,  invented  the  fly-shuttle;  Tom 
Hayes,  of  Leigh,  invented  the  art  of  spinning  by  rollers;  Hargreaves,  of  Black¬ 
burn,  invented  the  spinning- jenny;  and  Crompton,  of  Bolton,  the  mule;  Radcliffe, 
of  Stockport,  improved  the  steam  loom;  and  Richard  Roberts,  of  Manchester, 
invented  the  self-acting  mule.  Their  improved  methods  of  spinning  and  weaving 
increased  the  producing  power  of  the  works  in  this  district  far  more  than  50  times, 
and  it  was  useful  for  us  to  remember  that,  before  the  year  1733,  when  Kay’s 
invention  was  introduced,  we  were  not  superior  to  the  natives  of  the  Pacific 
Islands  nor  the  pigmies  of  Central  Africa  in  our  methods  of  spinning  and  weaving. 
The  robes  of  the  Queen  of  Sheba,  the  vestments  of  the  Cavaliers,  and,  indeed,  the 
garments  of  George  II. ,  were  produced  by  methods  of  spinning  and  weaving  as 
primitive  and  differing  little  from  each  other,  and  our  great  superiority  commenced 
only  when  Kay  introduced  his  fly-shuttle,  two  pickers  and  a  bit  of  string.  He 
found  that  even  up  to  1803  we  bought  yarn  from  India,  and  it  was  only  about  75 
years  before  this  that  we  began  to  cast  our  own  iron  hollow-ware,  most  of  it  having 
come  from  Holland  and  Germany.  We  imported  Dutchmen  at  the  beginning  of 
the  last  century  to  teach  us  how  to  make  pumps,  bleachers  to  show  us  how  to 
bleach,  and  for  a  thousand  years  before  the  end  of  last  century  the  Cottonopolis 
of  Europe  was  Barcelona.  If  it  had  not  been  for  our  cheaper  production,  because 
of  our  mechanical  inventions,  it  might  still  be  Cottonopolis. 

VALUE  OF  DEFINITE  INDUSTRIAL  TRAINING  STATED  TWO  CENTURIES  AGO,  BY  AN 

ENGLISH  AUTHOR. 

He  bought  a  note-book  the  other  day,  published  in  1676;  it  was  the  first  cry  for 
technical  education  in  this  country.  Its  title  was  “  How  to  outdo  the  Dutch  with¬ 
out  fighting,”  and  it  was  written  by  Andrew  Yarranton.  The  old  author  said  that 
“  inasmuch  as  we  cannot  fight  on  the  seas,  as  our  boats  are  inferior  to  those  of  the 
Dutch,  if  we  are  to  exist  at  all,  we  must  sharpen  the  wits  of  our  people,”  and  he 
pointed  out  that  mechanics’  universities  had  existed  for  many  years  in  Germany 
and  Holland,  and  we  should  send  there  for  teachers.  He  proceeded: — “Get  a  man 
from  Freiburg  to  put  us  in  the  way  of  making  tapes,  and  to  bring  over  two  engines, 
one  for  narrow  and  one  for  broad  tapes,  with  wheels  to  spin.  Send  for  one  man  to 
Dort,  in  Holland,  to  put  us  into  the  way  of  treating  the  fine  threads,  and  for  a 
spinning  mistress  from  Germany  to  govern  the  little  maids,  and  instruct  them  in 
the  art  of  spinning;  for  a  man  from  Haarlem,  in  Holland,  to  whiten  your  tapes  and 
threads;”  and — here  comes  a  compliment  to  Manchester — “if  you  do  this  you  will 
become  masters  of  it,  as  Manchester  is  in  all  things  it  trades  in.”  He  stated  these 
facts  to  show  how  comparatively  recent  had  been  British  commercial  success  in 
manufacturing.  Up  to  the  beginning  of  last  century  nearly  all  our  cast-iron  pans 
came  from  Holland,  but  since  then  nearly  all  iron  manufacture  in  this  country, 
and  the  improvements  generally  up  to  a  recent  period  had  been  English.  Let 
them  not  forget  that  the  first  iron  boat  was  made  near  Ulverston,  in  this  county, 
by  Wilkinson.  We  owed  our  great  success  chiefly  to  the  singular  natural  ability  of 
our  inventors,  most  of  whom  had  scanty  education,  but  great  imagination.  But 
the  inventors  of  the  present  day  must  be  scholars  and  educated  men.  Our  mechan¬ 
ical  appliances  and  improved  processes  invented  by  Englishmen  in  the  middle  of  the 
last  century  caused  us  to  be  superior  to  our  trade  rivals  abroad,  and  we  must  not  be 
astonished  when  we  were  told — -what  he  knew  to  be  true — that  in  America,  in  Ger¬ 
many,  and  in  France  many  improved  methods  were  being  discovered,  which,  in 
some  cases,  were  very  superior  to  ours.  The  factory  system  that  had  been  so  suc¬ 
cessful  in  textile  manufactures  was  being  introduced  into  the  production  of  machin¬ 
ery,  and  the  hand  lathe  and  the  common  drilling  machine  would  shortly  be  ancient 
tools,  only  fit  for  the  jobbing  smith.  It  was  for  our  manufacturers  and  captains  of 
industry  carefully  to  study  the  new  movement,  in  order  that  we  might  retain  and 
strengthen  those  manufactures  which  were  being  assailed.  He  had  great  confidence 
in  th"  future  if  the  technical  schools  were  managed  with  the  energy  displayed  at 
Hindley,  and  other  technical  schools  in  the  manufacturing  districts  of  Lancashire. 


THE  DUKE  OP  DEVONSHIRE  ON  EDUCATION  IN  SCIENCE.  961 


Students  must  not  forget  that  education  was  merely  the  accumulations  of  stores. 
Education  was  only  the  bricks  and  mortar.  Ideas  depend  upon  the  initiative  skill 
of  the  scholar,  on  his  imagination  and  constructive  power,  and  his  ability  to  utilise 
the  materials  accumulated. — (Applause.) 

The  following  suggestive  address  by  the  Duke  of  Devonshire,  was 
delivered  on  the  occasion  of  the  opening  of  a  new  Technical  College 
in  Darlington. 

The  problem  of  the  education  of  a  whole  people  is  the  theme  of 
his  discourse.  Some  of  the  obstacles  met  with,  in  the  endeavour  to 
promote  this  education,  under  a  popular  Representative  Govern¬ 
ment,  relying  largely  on  local  effort,  are  contrasted  with  the  facili¬ 
ties  incident  to  such  efforts  under  a  despotic  Bureaucratic  form  of 
Government. 

In  common  with  many  of  the  speakers  previously  quoted,  the 
Duke,  deplores  the  absence  of  sufficient  schooling  between  the  ele¬ 
mentary  schools  and  the  Technical  Training  Classes  and  Institutions. 


[Reported  in  Manchester  Guardian  October  nth,  1897.] 

THE  DUKE  OF  DEVONSHIRE  ON  EDUCATIONAL  QUESTIONS. — OPENING  OF  DARLINGTON 

TECHNICAL  COLLEGE. 


I  [From  our  own  reporter.] 

Darlington,  Friday  Night. 

A  fine  new  Technical  College  was  opened  here  this  afternoon  by  his  Grace  the 
Duke  of  Devonshire.  Tbe  new  building,  which  stands  in  Northgate,  one  of  the 
leading  thoroughfares  of  the  town — not  far  from  the  historic  house  associated  with 
the  names  of  George  Stephenson  and  the  late  Edward  Pease, — has  been  erected  at  a 
cost  of  about  £13,000,  the  bulk  of  which  sum  has  been  already  obtained  from  pub¬ 
lic  and  private  sources.  The  classes  which  have  been  started  have  attracted  some 
five  hundred  students,  who  have  hitherto  had  to  content  themselves  with  such 
educational  facilities  as  were  to  be  found  in  various  classrooms  in  the  town;  and 
as  the  college  is  the  only  one  of  its  kind  within  a  considerable  radius,  it  is  expected 
that  it  will  receive  large  numbers  of  students  from  Middlesbrough,  Stockton,  the 
Hartlepools,  and  South  Durham  and  North  Yorkshire  generally. 

Crowds  of  people  gathered  in  the  streets  to  witness  the  arrival  of  the  Duke  of 
Devonshire,  who  was  received  by  the  Mayor  of  Darlington  (Mr.  George  Marshall), 
and  who  formally  opened  the  college  gates  with  a  silver  key.  The  invited  guests, 
to  the  number  of  some  hundreds,  proceeded  to  the  Art  Room  of  the  College,  where 
an  inaugural  meeting  was  held,  under  the  presidency  of  the  Mayor,  who  was  sup¬ 
ported  on  the  platform  by  the  leading  men  of  Darlington  and  other  neighbouring 
towns.  The  Mayor,  in  his  opening  observations,  spoke  of  the  importance  of  the 
event  to  the  town  and  district,  and  gave  a  cordial  welcome  to  the  Duke  of  Devon¬ 
shire,  who,  he  said,  had  from  the  first  closely  identified  himself  with  the  technical 
education  movement  in  this  country,  and  at  the  present  time  occupied  the  high 
position  of  Lord  President  of  the  Council  of  Education. 

ADDRESS  ON  IMPORTANCE  OF  EDUCATION  IN  SCIENCE. 

The  Duke  of  Devonshire,  who  was  cheered  on  rising,  said  he  had  had  very  great 
pleasure  in  accepting  the  invitation  to  come  and  open  the  building  in  which  they 
were  assembled,  because  he  believed  that  the  work  of  which  it  formed  a  part  was 
not  only  of  local  but  of  the  greatest  national  importance. — [Hear,  hear.)  Such  pro¬ 
vision  as  they  had  now  made  for  technical  education  was  much  needed,  and  he 
believed  that ‘in  erecting  that  building  they  had  not  only  acted  wisely  in  their  own 
interest  and  in  that  of  the  generations  which  were  to  succeed  them,  but  that  they 
had  done  little  more  than  fulfil  what  under  present  circumstances  had  become 
almost  an  imperative  duty.— (Hear,  hear.)  He  was  aware  that  they  were  assembled 
in  a  part  of  the  building  which  was  mainly  devoted  to  the  purposes  of  art  instruc¬ 
tion,  and  he  did  not  deny  that  art  instruction  was  at  least  as  essential  to  a.  very 
large  proportion  of  our  manufacturing  and  industrial  interests  as  science  itself. 
But  he  had  always  believed — whether  accurately  or  not — that  in  the  industries 
with  which  Darlington  was  specially  identified,  the  mining,  the  iron,  and  the  steel 
industries,  science  perhaps  held  a  larger  part  than  art,  and  for  that  reason  he 

ART — VOL  4 - 61 


962 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


would  coniine  liis  remarks  almost  exclusively  to  the  question  of  improved  scientific 
education. 

A  few  days  ago  there  was  reported  in  the  newspapers  a  speech  delivered  by  a  very 
distinguished  professor,  and  teacher  of  the  Dublin  University,  Dr.  Mahaffy,  who, 
departing  from  the  usual  custom  in  connection  with  prize  distributions,  instead  of 
taking  an  optimist  view  of  his  surroundings,  thought  fit  to  take  a  very  despondent 
view  of  the  education  question.  He  said  he  doubted  whether  as  a  result  of  the 
education  movement  of  the  last  thirty  years  the  people  of  this  country  were  either 
happier  or  better.  He  admitted  that  there  might  be  less  misery  and  squalor  among 
the  people,  hut  the  people  were  more  discontented.  And  as  to  the  morality  which 
had  been  produced  by  the  education  of  thirty  years,  Dr.  Mahaffy  said  he  had  him¬ 
self  been  acquainted  in  his  professional  labours  in  Trinity  College,  Dublin,  with  a 
considerable  number  of  men  who  had  since  turned  out  to  be  remarkable  criminals 
who  had  invariably  been  distinguished  by  their  proliciency  in  intellectual  attain¬ 
ments.— (Laughter .)  He  had  very  little  doubt  that  the  report  of  the  speech  to  which 
he  was  referring  was  so  abbreviated  as  to  convey  a  very  imperfect  account  of  Dr. 
Mahaffy’s  views.  As  it  was  reported  the  speech  was  certainly  calculated  to  convey 
the  idea  that  education  altogether  was  a  mistake,  and  that  we  were  better  when, 
thirty  years  ago,  we  paid  very  little  attention  indeed  to  the  education  of  the  people. 
He  did  not  think  that  that  could  have  been  Dr.  Mahaffy’s  intention;  probably  he 
only  desired  to  express  in  somewhat  strong  terms  his  conviction  that  much  of  the 
educational  effort  of  the  last  thirty  years  had  been  carried  on  upon  wrong  princi¬ 
ples  and  been  devoted  to  wrong  objects.  If  that  was  so,  he  did  not  know  whether 
they  need  altogether  differ  from  Dr.  Mahaffy,  for  those  of  them  who  had  been 
prominent  in  the  cause  of  technical  education  had  been  not  only  seeking  to  extend 
the  area  of  education  but  in  many  respects  to  alter  its  direction  and  to  give  to  it  a 
more  practical  character  and  one  which  they  thought  might  be  of  more  advantage 
to  the  people  of  this  country. — (Hear,  hear.)  But  if  there  were  any  who  desired,  as 
Dr.  Mahaffy  might  have  been  supposed  to  desire,  to  check  the  progress  of  education 
of  some  sort  in  this  country,  their  hopes  and  anticipations  were  doomed  to  disap¬ 
pointment. — (Applause.)  The  people  of  this  country  had  now  discovered  that  they 
possessed  intellects — intellects  which  were  capable  of  cultivation  to  the  highest 
extent,  even  by  those  who  were  engaged  in  daily  manual  labour.  And  the  people, 
having  the  power  to  decide,  were  not  likely  to  relapse  or  allow  their  descendants  to 
relapse  into  that  condition  of  ignorance,  whether  contented  or  otherwise,  which 
existed  thirty  years  ago. — (Hear,  hear.)  It  was  not  at  present  neces  ary  to  discuss 
with  Dr.  Mahaffy  the  abstract  question  of  whether  education  had  led  to  the  happi¬ 
ness  or  the  greater  morality  of  the  people.  There  was  something  which  was  to  be 
considered  even  before  the  attempt  to  make  the  people  happier  or  better,  and  that 
was  the  question  of  the  continued  existence  of  the  people. — (Hear,  hear.)  And  the 
case  for  technical  education  and  the  improvement  of  technical  education  was  that, 
in  the  judgment  of  its  advocates,  it  was  essential  to  the  continued  efficiency  of  our 
manufacturing  and  commercial  industries,  but  for  the  prosperity  of  which  the 
people  of  this  country  could  not  continue  to  prosper  or  even  to  exist. 

WORLD  COMPETITION  IN  INDUSTRIAL  PRODUCTION. 

This  was  not  a  matter  of  mere  theoretical  speculation,  but  a  matter  of  practical 
importance.  It  would  be  remembered  that  last  year,  or  the  year  before  that,  there 
was  a  great  deal  of  discussion  on  the  subject  of  the  intense  competition  to  which 
some  of  our  principal  industries  were  at  present  exposed;  a  great  deal  was  said 
about  the  decline  and  probable  fall  of  British  industry.  Statistics  were  produced 
showing  the  extent  to  which,  in  certain  industries,  British  manufactures  had  been 
supplanted  by  those  of  Germany  and  of  the  United  States.  In  all  those  discussions 
Germany  was  the  chief  object  of  terror  that  was  held  up.  “Made  in  Germany” 
became  a  sort  of  watchword  and  battle-cry,  with  which  it  was  sought  to  lead  us  to 
the  abandonment  of  old  policies  and  to  the  adoption  of  new  financial  and  commercial 
systems.  Much  discussion  naturally  followed  the  publication  of  those  statements, 
and  he  thought  the  discussion  had  shown  that  the  alarm  which  was  created  was  in 
a  great  degree  exaggerated,  and  certainly  premature.  The  discussion  showed  that 
although  comparisons  between  certain  years  and  between  certain  branches  of 
industry  might  show  depressing  results,  much  of  the  apparent  depression  was  due 
rather  to  a  change  in  the  direction  of  our  industries  and  in  the  course  of  trade.  It 
was  shown  that  the  volume  of  our  pi-oduction  had  not  diminished,  that,  on  the  con¬ 
trary,  it  had  continued  to  increase,  although  it  might  be  true  that  some  of  our  com¬ 
petitors  had  increased  their  trade  in  a  larger  proportion.  But  although  the  scare 
was,  to  a  great  extent,  exaggerated,  he  did  not  think  anyone  would  suggest  that  it 


ENGLAND  HEARTILY  SUPPORTS  TECHNICAL  EDUCATION.  963 


was  altogether  without  foundation,  or  that  the  condition  of  some  of  our  industries 
was  not  such  as  to  require  close  examination,  probably  some  caution,  and  certainly 
considerable  energy,  if  such  industries  were  to  be  retained  in  their  present  positions. 

GREAT  BRITAIN  STILL  IN  THE  LEAD. 

This,  of  course,  was  a  great  subject  which  it  was  impossible  for  him  to  discuss 
fully  on  such  an  occasion,  but  he  would  like  to  quote  one  of  the  conclusions  set 
out  in  an  official  document  published  by  the  Board  of  Trade  after  the  discussions  of 
which  he  had  spoken: — “  We  are  still  greatly  ahead  of  either  country  (Germany  or 
the  United  States)  in  our  power  of  manufacture  for  export,  so  much  so  that  up  to 
the  present  the  gains  of  either  in  this  respect  have  had  no  serious  effect  upon  our 
trade;  but,  beginning  from  a  lower  level,  each  country  is  for  the  moment  travelling 
upwards  more  rapidly  than  we  are,  who  occupy  a  much  higher  eminence.  If 
peace  is  maintained  both  Germany  and  the  United  States,  and  to  some  extent 
France  also,  are  certain  to  increase  their  rate  of  upward  movement.  Their  compe¬ 
tition  with  us  in  neutral  markets,  and  even  in  our  home  markets,  will  probably, 
unless  we  ourselves  are  active,  become  increasingly  serious.  Every  year  will  add 
to  their  acquired  capital,  and  they  will  have  larger  and  larger  additions  to  their 
population  to  draw  upon.  It  is  necessary,  therefore,  more  than  ever  that  attention 
should  be  given  in  the  United  Kingdom  to  the  business  of  manufacturing  for 
export.  It  is  a  mistake  to  suppose  that  the  increase  of  wealth  in  foreign  countries 
is,  on  the  whole,  unfavourable  to  us.  The  richer  neighbouring  Dations  are  the  bet¬ 
ter  for  us  and  for  the  rest  of  the  world  in  the  long  run.  But  the  change  of  condi¬ 
tions  must  be  recognised,  and  we  can  scarcely  expect  to  maintain  our  past  undoubted 
pre-eminence,  at  any  rate  without  strenuous  effort  and  careful  and  energetic  im¬ 
provement  in  method.” — (Applause.) 

That  was  from  a  document  prepared,  no  doubt,  with  the  honest  intention  of  allay¬ 
ing  rather  than  of  exciting  panic,  but  it  contained  statements  which,  at  all  events, 
suggested  subjects  for  reflection. — (Hear,  hear.)  In  face  of  such  warnings  as  those, 
he  did  not  think  it  could  be  said  that  the  scare  to  which  he  had  referred  had  been 
altogether  hurtful,  or  that  it  was  desirable  we  should  relapse  into  that  state  of  con¬ 
tented  optimism  from  which  it  somewhat  rudely  awakened  us.  Even  those  who 
were  the  foremost  in  combating  anything  in  the  nature  of  alarm  or  panic  had  been 
forced  to  admit  that  there  were  certain  of  our  industries  on  which  serious  inroads  had 
been  made  by  foreign  competition;  and  almost  all  agreed  that  in  cases  in  which  such 
successful  inroads  had  been  made  the  cause  was  in  a  very  great  degree  the  superior 
excellence  of  the  technical  preparation  of  the  workers  of  foreign  countries. — (Hear, 
hear.)  Other  things,  involving  questions  of  a  controversial  character,  into  which 
he  could  not  now  enter,  might  help  to  hamper  us  in  the  industrial  race,  but  what¬ 
ever  our  opinions  as  to  those  matters  might  be,  there  was  no  reason  why  we  should 
not  all,  whether  employers  or  workmen,  address  ourselves  at  once  and  with  energy 
to  a  cause  which  was  obvious,  which  was  patent,  and  as  to  which  there  was  no 
controversy. — (Hear,  hear.) 

ENGLAND  HEARTILY  SUPPORTS  TECHNICAL  EDUCATION. 

It  was  very  satisfactory  to  know  that  before  the  scare  he  had  referred  to  had 
terrified  us  into  it  we  had  taken  up  the  question  of  technical  education  in  earnest, 
and  that  we  had  done  a  good  deal  of  late  years  to  remove  any  inferiority  under 
which  we  might  labour  in  respect  of  the  technical  training  of  our  people.  In  the 
county  of  Durham,  as  in  other  counties,  when  we  compared  the  position  of  tech¬ 
nical  instruction  in  the  present  day  with  what  it  was  ten  or  even  live  years  ago, 
there  was  ample  ground  for  congratulation.  The  officers  of  the  committees  of 
county  councils,  many  of  them  men  of  great  ability,  had  accumulated  large  stores 
of  experience,  and  the  nation  now  commanded  the  services  of  a  body  of  teachers 
whose  efficiency  increased  day  by  day,  and  year  by  year. — (Hear,  hear.)  Public 
opinion  was  never  at  any  time  so  favourable  to  institutions  adapted  to  the  local 
needs  of  every  district,  even  though  those  institutions  might  involve  the  com¬ 
munity  in  considerable  expense.  The  nation  realised  as  it  never  had  at  any  pre¬ 
vious  period  that  the  welfare  of  its  industries  depended  upon  the  training  of  its 
workers,  and  still  more  upon  the  training  of  the  directors  of  its  industries. 

It  was  recognised  now  as  it  had  not  been  until  a  short  time  ago  that  the  profes¬ 
sional  preparation  for  commerce  was  a  science  in  itself — that  it  needed  experts  to 
plan  it,  experts  to  carry  it  out  and  experts  to  maintain  it. — (Hear,  hear.)  But,  of 
course,  in  this  matter  of  technical  education  we  had  special  difficulties  of  our  own 
to  contend  with.  Our  Government  could  not,  by  bureaucratic  action,  impose  plans 
upon  localities,  however  wisely  those  plans  might  be  formed.  The  Government 


964  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


were  compelled  to  take  the  longer  and,  let  us  hope,  in  the  end  more  fruitful  course 
of  stimulating  localities  to  think  and  to  act  for  themselves. — (Hear,  hear.)  There 
was,  as  he  believed,  urgent  necessity  for  action  swift  and  prudent,  and  it  rested  with 
the  present  generation  to  show  whether  under  our  present  democratic  form  of  gov¬ 
ernment,  the  people  could  address  themselves  with  the  necessary  sureness  of  aim 
and  persistency  of  purpose  to  frame  and  carry  out  plans  of  education  upon  which 
the  future  welfare  of  the  nation  might  depend.  Democracy  was  in  this  respect,  as 
in  many  others,  on  its  trial.  Side  by  side  with  us,  another  country  which  was  not 
democratic  had  built  up  a  system  of  industrial  and  commercial  education  that  was 
highly  efficient  and  eminently  adapted  to  the  development  of  the  industrial  capacities 
of  the  nation.  It  remained  to  be  seen  whether  we,  to  whom  the  idea  of  bureaucratic 
interference  in  any  respect  was  distasteful,  we  who  believed  in  local  effort  and  local 
self-government,  we  who  clung  almost  with  a  passionate  devotion  to  our  liberty  to 
manage  our  own  affairs,  were  capable  of  building  up  an  equally  efficient  system. 
He  believed  that  this  might  be  done,  but  he  did  not  believe  that  it  could  be  done 
without  much  effort  and  self-sacrifice  on  the  part  of  all  of  us — on  the  part  of  parents, 
on  the  part  of  local  administrators,  on  the  part  of  teachers.  While  much  must 
depend  on  local  effort,  he  admitted  that  something  yet  remained  to  be  done  by  the 
Government,  with  the  assistance  of  Parliament. — (Hear,  hear.) 

NEED  OP  BETTER  ELEMENTARY  EDUCATION. 

The  progress  already  made,  the  tentative  struggles  in  which  we  had  been  engaged 
for  the  last  few  years,  had  revealed  the  existence  in  our  educational  system  of  a 
considerable  gap  which  required  to  be  filled.  All  the  experts  were  agreed  that  in 
order  that  people  might  take  full  advantage  of  the  special  scientific  courses  prepared 
for  them  in  such  buildings  as  that  in  which  they  were  assembled  they  must  come 
better  prepared  than  they  did  now.  The  county  of  Durham’s  own  expert,  Mr. 
Robson,  the  secretary  to  the  County  Education  Committee,  declared  in  a  recent 
report  that  “there  must  be  an  organised  system  of  secondary  education  provided 
beyond  and  above  our  most  admirable  elementary  school  course  instead  of  the 
present  chaotic  jumble  existing  between  the  elementary  school  ami  the  University.” 

He  was  glad  to  say  that  the  County  Education  Committee  had  devoted  a  consid¬ 
erable  amount  of  attention  to  the  improvement  of  the  secondaiy  schools  of  the 
county,  but  their  powers  needed  to  be  extended  by  such  a  measure  as  was  brought 
before  Parliament  last  session — a  measure  which  he  noticed  Mr.  Robson,  in  the  same 
report,  in  language  that  he  could  not  help  thinking  was  somewhat  exaggerated, 
described  as  “  the  most  revolutionary  measure  of  modern  times.”  Although  revo¬ 
lutionary,  he  did  not  think  from  the  tenour  of  his  report  that  Mr.  Robson  disap¬ 
proved  of  it.  Well,  revolutionary  or  not,  he  hoped  that  that  measure,  or  at  all 
events  that  part  of  it  which  referred  to  secondary  education,  would  very  speedily 
reappear,  and  not  only  reappear  but,  now  that  some  of  the  controverted  questions 
connected  with  elementary  education  had  been  for  the  time  at  all  events  disposed 
of,  would  reappear  with  some  of  its  revolutionary  provisions  extended. — (Hear, 
hear.)  As  he  had  occasion  to  say  yesterday  in  a  neighbouring  county,  we  had  in 
this  country  some  of  the  best  and  some  of  the  worst  secondary  schools  that  were  to 
be  found  in  Europe. — (Hear,  hear.)  Some  in  each  class  were  under  public  and  some 
under  private  management.  He  did  not  think  it  was  too  much  to  hope  that  by  con¬ 
ferring  upon  the  State  or  upon  some  local  authorities  delegated  by  the  State  some 
powers  of  inspection  and  examination  it  might  be  possible  to  stimulate  and  improve 
those  which  were  good,  and  by  giving  adequate  warning  to  parents  it  might  be  pos¬ 
sible  either  to  extinguish  those  which  were  bad  or  to  compel  them  under  pain  of 
extinction  to  render  themselves  efficient. — (Hear,  hear.)  It  seemed  to  him  an  urgent 
duty  on  the  part  of  the  Government,  assisted  by  Parliament,  to  make  some  such 
effort  to  protect  parents  and  to  protect  the  nation  from  tile  calamitous  results  which 
followed,  and  which  must  follow,  educational  imposture.— (Hear,  hear.)  Secondary 
schools  in  the  condition  they  would  be  in  when  reformed  would  furnish  to  the 
technical  schools  an  increasing  number  of  students  qualified  to  take  advantage  to 
an  extent  they  could  not  do  at  present  of  the  courses  there  provided  for  them. — . 
(Applause.)  He  hoped  that  although  he  had  devoted  his  remarks  almost  exclusively 
to  the  one  topic  of  the  necessity  for  improving  the  scientific  and  commercial  educa¬ 
tion  of  our  people,  they  would  not  imagine  for  a  moment  that  he  was  indifferent  to 
the  higher  aspect  of  education  which  concerned  the  training  of  the  character  of  the 
student.  He  quite  recognised  that  the  highest  province  of  education  was  to  raise 
the  character  of  the  student  and  not  only  to  make  him  an  accomplished  workman,  but 
a  good  citizen,  but  it  was  because  of  the  urgent  necessity  that  he  felt  existed  at  the 
present  time  for  cultivating  the  study  of  certain  sciences  and  certain  arts  which 
were  intimately  connected  with  the  industrial  training  and  prosperity  of  the  people 


OPENING  OF  TECHNICAL  AND  ART  SCHOOLS  IN  LEICESTER.  965 


that  he  had  on  this,  as  on  other  occasions,. ventured  to  urge  the  subject  most  strongly 
upon  them. — (Applause.) 

A  vote  of  thanks  to  the  Duke  of  Devonshire  for  his  presence  and  his  a>  Idress  was  pro¬ 
posed  by  Dr.  Manson  (chairman  of  the  Technical  Instruction  Committee),  seconded 
by  Mr.  Arthur  Pease,  M.  P.,  supported  by  Lord  Barnard,  the  Dean  of  Durham,  Mr. 
Gurney  (principal  of  the  Newcastle  College  of  Science),  Mr.  Alderman  Hugh  Bell 
(chairman  of  the  Middlesbrough  School  Board),  and  Sir  Joseph  Pease,  and  car¬ 
ried. — The  Duke  of  Devonshire  briefly  replied,  and  after  a  number  of  other  votes  of 
thanks  had  been  passed  the  proceedings  closed. 

The  Manchaster  Guardian,  of  October  (3th,  1897,  contains  the  fol¬ 
lowing  concise  report  of  the  address  spoken  by  the  Bishop  of  London, 
at  the  opening  of  new  Technical  and  Art  Schools  in  Leicester. 

THE  BISHOP  OF  LONDON  ON  TECHNICAL  EDUCATION. 

The  Bishop  of  London  visited  Leicester  yesterday  in  order  to  open  the  new  Tech¬ 
nical  and  Art  Schools  which  have  been  built  and  furnished  by  the  Corporation  at  a 
cost  of  about  £40,000.  The  Mayor  opened  the  proceedings,  after  which  Sir  Thomas 
Wright  gave  an  interesting  sketch  of  the  development  of  technical  education  in 
Leicester  and  the  erection  of  the  new  school.  The  Bishop  of  London  expressed  his 
gratification  at  returning  to  Leicester  in  order  to  open  the  schools,  which  he 
regarded  as  a  signal  proof  of  the  life,  energy,  and  vigour  of  the  municipality.  A 
procession  was  then  formed,  and  proceeded  from  the  Drill  Hall  to  the  schools,  where 
the  Bishop  of  London,  having  been  presented  by  the  architect  with  a  gold  key, 
unlocked  the  gate  and  declared  the  schools  open.  Sir  Thomas  Wright  afterwards 
presided  at  a  luncheon  in  the  Assembly  Room,  and  was  supported  by  the  Bishops  of 
of  London,  Peterborough,  and  Leicester. 

The  Bishop  of  London  proposed  “Success  to  the  Municipal  Technical  and  Art 
Schools.”  He  remarked  that  the  centre  of  England’s  greatness  and  the  whole 
source  of  England’s  life  consisted  in  the  persistent  and  regular  development  of  her 
self-government.  No  increase  of  municipal  government,  accordingly,  ought  to  be 
the  source  of  other  than  unmitigated  rejoicing.  The  progress  of  England  in  the 
future,  as  in  the  past,  depended  largely  on  its  technical  education.  With  respect 
to  his  own  personal  knowledge  of  science,  he  must  quote  the  phrase  of  a  friend  who 
confessed  that  he  knew  nothing  whatever  about  it  and  had  never  even  taught  it.— 
(Laughter.)  As  regarded  his  knowledge  of  art,  he  must  confess  that  he  had  never 
drawn  anything— not  even  a  handcart. — (Renewed  laughter.)  The  Bishop  pro¬ 
ceeded  to  point  out  the  break  which  occured  in  a  boy’s  education  when  he  left 
school  and  became  an  apprentice,  and  said  the  missing  link  was  supplied  by  the 
technical  schools,  which  developed  the  physical  alertness  in  the  mechanic  and 
made  him  in  every  respect  an  intelligent  man.  With  respect  to  the  pressure  of 
international  competition,  it  was  for  the  manufacturer  to  exhibit  greater  readiness 
to  follow  the  development  of  the  markets  and  look  out  for  new  openings.  It  was  for 
them  to  do  the  touting  for  the  markets  of  the  world,  and  follow  the  example  of 
Germany,  which  covered  Italy  and  other  countries  with  travellers.  The  capacity 
of-  Germany  lay  in  making  colourable  imitations  of  English  goods,  but  which  were 
entirely  bad.  They  looked  like  the  proper  thing,  however,  and  were  bought  up  at 
once.  He  believed  that  the  English  mechanic  could  do  a  better  day's  work  than  any¬ 
body  else,  but  it  was  because  he  was  English,  and  not  because  of  his  education. 
Technical  education  would  give  him  a  prospect  of  a  happier  and  more  contented 
life.  The  teaching  of  art,  again,  would  endow  him  with  a  sense  of  beauty,  and  base 
his  knowledge  on  the  finest  feelings  which  they  could  posses. — (Applause.) 

On  the  16th.  of  October,  1897,  the  Earl  of  Crewe  opened  the  New 
Technical  Institute  at  Crewe.  In  a  brief  address  Lord  Crewe  re¬ 
ferred  with  commendation  to  the  recent  talk  by  the  Duke  of  Devon¬ 
shire — on  the  occasion  of  the  opening  of  the  Darlington  Technical 
*  College — (see  preceding  page)  in  reference  to  the  danger  of  foreign 
competition  which  however  he,  (Lord  Crewe,)  thought  had  some¬ 
times  been  greatly  exaggerated,  for,  he  said,  “where  the  foreign 
competition  depended  upon  the  greater  technical  aptitude  and  finer 
technical  training  of  the  workmen,  it  could  be  combatted  by  the 
improved  methods  of  our  own  workmen.  He  was  glad  that  the 
Technical  Institution  they  had  opened  that  day  was  intended  also,  to 


966  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


advance  those  industries  and  employments  which  particularly  con¬ 
cerned  women — such  as  cookery — laundry  work,  etc. — (Hear  Hear)  ” 
The  Manchester  Guardian  of  September  17th  1897  gives  the  fol¬ 
lowing  account  of  the  opening  of  a  new  Technical  School  at  Preston. 

PRESTON  TECHNICAL  SCHOOL, — OPENING  CEREMONY. — SPEECH  BY  LORD  DERBY. 

The  new  Technical  School  in  Corporation-street,  Preston,  which  has  been  built 
out  of  funds  provided  by  the  trustees  of  the  late  Mr.  E.  R.  Harris,  on  a  site  given 
by  the  Corporation,  was  opened  by  the  Countess  of  Derby  yesterday.  The  Council 
of  the  Institute  ten  years  ago  came  to  the  conclusion  that  a  technical  school  would 
form  a  fitting  memorial  of  Her  Majesty’s  Jubilee,  and  the  present  substantial,  and 
at  the  same  time  ornamental,  edifice  is  the  result.  It  has  been  built  from  the 
designs  of  Messrs.  Cheers,  Aspinwall,  and  Smith,  and  will  cost,  exclusive  of  furnish¬ 
ing,  probably  about  £15,000.  It  comprises  a  weaving  shed — one  of  the  largest  in 
the  county, — a  large  spinning  shed,  a  textile  museum,  a  lecture  hall,  classrooms, 
and  every  provision  for  teaching  the  staple  trades  of  the  district.  Special  rooms 
are  set  apart  for  classes  in  mechanics  and  engineering,  machine  and  building  con¬ 
struction,  carpentry  and  joinery,  plumbing,  &c.  Active  steps  are  at  present  being 
taken  to  equip  the  building  with  machinery  and  all  the  most  modern  appliances  for 
teaching  the  various  industrial  processes.  Some  valuable  gifts  of  machinery  have 
already  been  made  by  large  firms  in  the  district,  and  it  is  expected  that  similar 
contributions  will  be  received  from  other  sources. 

There  were  about  750  persons  at  the  opening  ceremony  in  the  Weaving  School. 
Mr.  W.  Ascroft  presided,  and  among  those  present  were  the  Earl  and  Countess  of 
Derby,  Sir  J.  T.  Hibbert,  Sir  Thomas  Storey,  Sir  James  De  Hoghton,  the  Mayor 
of  Preston  (Mr.  Alderman  Davies),  Mr.  W.  E.  M.  Tomlinson,  M.  P.,  and  the  Rev. 
G.  Steele  (vice  president  of  the  Institute). 

The  President,  in  the  course  of  a  brief  speech,  explained  the  objects  of  the  Harris 
Institute,  and  claimed  that  those  associated  with  it  endeavoured  worthily  to  take 
their  part  in  maintaining  the  industrial  supremacy  of  the  country. 

The  Technical  School,  which  they  had  been  able  to  provide  by  means  of  the  wise 
generosity  of  the  first  Harris  trustees  (of  whom  there  were  now  but  two  survivors, 
the  Rev.  C.  H.  Wood  and  Mr.  David  Irvin),  would  enable  them  to  do  that  more  effect¬ 
ually.  The  variety  of  their  work  had  so  much  increased,  and  the  number  of  their 
students  had  become  so  greatly  extended,  that  that  new  building  had  become  a 
necessity.  In  speaking  of  the  art  and  science  teaching  at  the  Harris  Institute,  he 
was  glad  to  be  able  to  acknowledge  the  very  handsome  gift  of  £2,600  to  the  funds 
of  the  Institute  by  the  Rev.  C.  H.  Wood  and  Dr.  Hodgson,  the  trustees  of  the  will  of 
the  late  Miss  Tuson.  This  gift  had  set  free  other  funds,  and  thus  enabled  them  to 
provide  for  the  purchase  and  equipment  of  the  Glover-street  school,  where  domestic 
science  was  taught.  (Applause.) 

The  Countess  of  Derby  then  declared  the  school  open,  and  expressed  a  cordial 
wish  for  its  future  success.  The  Chairman  then  called  upon  Lord  Derby  to  speak. 

ADDRESS  BY  LORD  DERBY. 

The  Earl  of  Derby,  in  the  course  of  an  interesting  address,  said  lie  was  sure  Lady 
Derby’s  wish  was  echoed  in  the  hearts  of  all  who  had  come  together  on  that  occa¬ 
sion,  an  occasion  which  they  hoped  would  prove  to  be  one  of  great  advantage  to 
Preston  in  the  future. — (Applause.)  He  referred  to  the  great  growth  of  interest  in 
technical  education  during  the  reign  of  the  Queen,  and  especially  during  the  last 
decade  of  that  reign.  He  thought  no  other  movement  would  so  distinctly  impress 
itself  upon  the  future  of  the  country.  Not  very  long  before  the  first  Jubilee  of  the 
Queen  the  movement  for  technical  education  was  only  in  its  infancy,  although  there 
were  some,  the  pioneers  of  the  movement,  who  realised  the  importance  of  the  ques¬ 
tion,  but  still  they  were  a  minority,  and  anyone  who  had  expected  to  find  technical 
instruction  going  on  through  the  country  would  have  been  woefully  disappointed. 
There  had  always  been  a  glimmering  in  the  northern  counties  that  there  was  some-  * 
thing  to  be  learned  between  the  ordinary  education  of  a  child  at  school  and  the 
later  education  gained  in  technical,  artistic,  or  scientific  subjects,  according  to  their 
position  in  life.  The  evening  schools  had  always  been  a  marked  feature  of  the 
educational  work  carried  on  in  the  northern  and  especially  in  the  manufacturing 
districts,  and  at  the  present  moment  there  existed  the  Union  of  Institutes  for  Lan¬ 
cashire  and  Cheshire,  comprising,  he  believed,  over  100,000  persons,  who  were  con¬ 
nected,  some  practically,  some  in  theory  and  good  will  only,  with  the  work  of 
advancing  education  out  of  the  ordinary  working  hours;  but  the  technical  instruc- 


PRESTON  TECHNICAL  SCHOOL - ADDRESS  BY  LORD  DERBY.  967 


tion  movement  had  come  in  to  supply  much  that  was  lacking.  Those  who  now 
supported  technical  education  had  at  their  command  a  supply  of  funds  which  was 
sadly  lacking  to  those  who  were  only  advocating  the  evening  schools,  hut  the  object 
was  much  the  same.  Technical  education  showed  them  how  to  do  on  recognised 
principles  that  which  was  to  a  great  extent  formerly  done  by  rule  of  thumb.  There 
was  one  fear  only  with  regard  to  technical  education,  and  that  was  the  danger  of 
the  various  educational  means  giving  in  some  matters  the  same  instruction.  He 
had  been  at  a  meeting  in  Manchester  the  previous  evening,  at  which  the  School 
Board,  the  Technical  Instruction  Committee  of  the  City  Council,  and  the  represent¬ 
atives  of  Owens  College  had  met  with  a  view  of  obviating  that,  and  arranging  that 
that  which  was  elementary  should  be  taught  in  the  elementary  schools,  that  which 
was  technical  in  the  technical  schools,  and  that  appertaining  to  the  highest  knowl¬ 
edge  in  the  College.  Thus  children  could  be  taken  gradually  from  the  lowest  to 
the  highest  educational  point. — (Applause.)  He  did  not  say  that  that  could  be  done 
anywhere.  As  yet  they  had  not  in  Preston  anything  like  the  Owens  College,  but 
it  might  come  in  time,  and,  at  all  events,  they  had  the  various  gradations  by  which 
children  might  be  taken  from  one  class  or  another,  thoroughly  grounded  in  elemen¬ 
tary  knowledge,  and  then  drafted  on  to  technical,  scientific,  or  artistic  work.  He 
did  not  wish  to  speak  disparagingly  of  art.  but  still  in  such  a  land  as  ours  the  future 
depended  more  on  technical  work  than  upon  art.  He  asked  where  was  the  sane 
man  or  woman  who  would  say  that  our  efforts  should  be  relaxed  in  regard  to  this 
movement.  Whatever  they  might  be  doing,  they  could  depend  upon  it  that  foreign 
countries  also  were  very  much  alive  to  the  value  of  education.  He  instanced  espe¬ 
cially  the  great  work  which  was  being  done  in  Germany,  and  the  thorough  train¬ 
ing  which  was  there  supplied  to  the  people.  There,  he  said,  they  would  have  in  a 
technical  school  not  one  or  two  looms,  but  every  variety  of  loom,  and  the  student 
was  taught  how  to  obtain  the  best  result  from  each  one.  Englishmen  were  apt 
to  speak  rather  disparagingly  of  anything  produced  in  Germany,  but  he  was  not 
sure  that  there  was  not  sometimes  a  note  of  envy  to  be  detected.  Was  not  Ger¬ 
many  advancing  at  a  great  rate,  whilst  England,  perhaps,  was  content  to  go  a  little 
slower?  He  was  afraid  that  it  would  be  found  that,  whilst  this  land  had  advanced 
much  during  the  last  15  years,  other  countries  had  done  still  more,  and  it  was 
essential  that  this  work  should  be  taken  up  throughout  the  length  and  breadth  of 
the  kingdom;  that  education  should  be  valued  not  only  as  an  abstract  possession, 
but  should  be  applied  to  the  better  conduct  of  that  trade  in  which  the  people  were 
engaged.  — ( Applause. ) 

He  hoped  the  managers  of  the  school  would  see  their  way  to  co-operate  with 
other  public  bodies.  Preston  had  always  been  proud  of  the  position  it  had  occupied 
in  regard  to  its  school  teaching,  and  whilst  it  had  its  own  peculiar  way  the  inspect¬ 
ors  reported  favourably  upon  it.  They  hoped  that  the  same  cordiality  would  be 
extended  towards  this  new  institution,  and  that  the  building  might  prove  to  be  an 
earnest  of  that  spirit  which  would  hereafter  inspire  a  still  larger  Preston  to  carry 
on  the  work,  and  give  operatives  and  others  an  opportunity  of  acquiring  that  tech¬ 
nical  and  scientific  knowledge  which  could  only  be  learned  when  the  two  were 
properly  combined.  If  Lancashire  was  to  continue  to  hold  the  position  they  proudly 
believed  she  now  held  as  a  leader  in  technical  work,  there  were  those  present  who 
by  word  and  deed  could  assist  her. — (Applause.) 

The  Mayor  of  Preston  moved  a  vote  of  thanks  to  Lord  and  Lady  Derby,  which  was 
seconded  by  the  Rev.  G.  Steele  (vice  president  of  the  Institute),  supported  by  Sir 
John  T.  Hibbert,  and  canned  unanimously.  A  vote  of  thanks  was  afterwards 
awarded  the  president,  on  the  motion  of  Sir  Thomas  Storey,  seconded  by  the  Rev. 
S.  A.  Steinthal,  chairman  of  the  Union  of  Lancashire  and  Cheshire  Institutes. 

The  foregoing  instances  of  the  active  personal  interest  taken  in 
the  development  of  Technical  Industrial  Education  by  the  leaders  of 
English  thought  and  society  during  the  autumn  of  1897,  show  con¬ 
clusively  that  no  loss  of  interest  has  taken  place  during  the  decade 
that  has  passed  since  the  addresses  and  papers  here  collected  in 
Appendices  AA,  and  BB,  were  published. 

Judging  from  these  varied  addresses,  it  would  appear  that  the 
interest  taken  in  these  educational  efforts  to  develope  the  technical 
superiority  of  the  English  artizan,  is  far  more  general  on  the  part  of 
leading  English  statesmen  than  similar  efforts  by  American  Educa¬ 
tors  have  awakened  among  American  Legislators  and  leaders  in  the 
States  and  Nation. 


968  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


It  would  hardly  seem  necessary  to  point  out  that,  in  the  rapidly 
growing  competition  for  the  world’s  commerce  in  the  products  of 
Industry,  this  country  can  hardly  hope  to  continue  to  hold  its  rela¬ 
tive  share,  unless  the  Technical  and  Artistic  training  of  its  industrial 
workers  keep  pace,  “  pari  passu,”  with  that  provided  for  the  workers 
of  rival  nations. 

IY. 

TWO  INTERESTING  PAPERS  FROM  THE  FILES  OF  THE  NEW  YORK 

TRIBUNE;  ILLUSTRATING  THE  ENGLISH  AND  GERMAN  ESTIMATE 

OF  THE  VALUE  AND  IMPORTANCE  OF  DEFINITE  TECHNICAL 

TRAINING  IN  INDUSTRIES. 

What  definite  technical  training  in  a  particular  industry  can 
effect  is  forcibly  shown  in  a  letter  from  I.  N.  F.,  the  regular  corre¬ 
spondent  of  the  New  York  Tribune  in  England. 

This  letter,  published  two  years  ago,  (September  8th,  1895,)  was 
largely  given  to  a  showing  of  the  advantage  accruing  to  the  town 
of  Bradford,  from  the  effect  of  the  lowering  of  duties  on  woolen 
manufa  tures  by  the  Wilson-Gorman  Tariff  Act;  in  greatly  stimu¬ 
lating  the  trade  of  that  English  manufacturing  centre  with  the 
United  States. 

That  portion  of  this  letter  of  most  interest  in  this  connection,  and 
which  is  the  only  part  here  quoted,  shows  how  the  workers  of  Brad¬ 
ford  had  been  so  thoroughly  trained  as  to  enable  the  manufacturers 
to  take  every  advantage  of  this  to  them  fortunate  opportunity;  and 
illustrates  how  the  resulting  prosperity  of  the  town  had  been  largely 
due  to  the  careful  training  given  to  the  youth  of  Bradford,  twenty 
years  before.  This  is  a  striking  object  lesson,  showing  the  close 
relations  that  exist  between  the  thorough  technical  training  of  its 
Youth,  and  the  subsequent  prosperity  of  an  industrial  manufactur¬ 
ing  community. 

THE  BRADFORD  TRADE. — IMMEDIATE  EFFECTS  OF  THE  NEW  WOOLLEN  SCHEDULE  IN 
ENGLAND — VALUE  OF  TECHNICAL  EDUCATION. 

Bradford,  August  27. 

Bradford  was  once  the  dirtiest  and  worst  regulated  town  in  England,  but  it  is  now 
described  Jby  Frederick  Dolman  as  the  model  municipality  of  its  size,  which  has  the 
honorable  record  of  reducing  the  death  rate  in  twenty  years  from  twenty-seven  to 
seventeen  per  thousand.  Its  pre-eminence  as  a  woollen  town  is  acknowledged  all 
over  the  world.  Huddersfield  rivals  it  in  the  production  of  the  finest  and  most 
expensive  qualities  of  woollen  and  worsted  goods,  but  Bradford  clothes  the  masses 
at  home  and  abroad.  It  is  the  great  emporium  from  which  the  clothiers  draw  their 
material  for  ready-made  custom,  and  from  which,  also,  fancy  dress  fabrics,  coat¬ 
ings  and  every  kind  of  woven  texture  are  supplied  for  the  drygoods  trade. 

******* 

WHAT  TECHNICAL  TRAINING  HAS  DONE. 

The  improvement  in  the  quality  and  design  of  Bradford  goods  is  attributed  by 
manufacturers  and  merchants  in  large  measure  to  technical  education.  Twenty 
years  ago  the  woollen  and  worsted  in  'ustries  of  the  town  suffered  severely  from 
foreign  competition  and  commercial  depression.  Thoughtful  men  were  convinced 
that  a  higher  class  of  labor  was  needed  for  the  production  of  textile  fabrics,  and 
that  the  prosperity  of  the  great  industries  of  Bradford  was  dependent  upon  techni¬ 
cal  education.  The  experiment  was  tried  in  a  small  way.  The  Mechanics’  Institute 
provided  looms  for  elementary  classes  in  weaving  and  instruction  in  designing  and 
harmony  of  colors  for  advanced  pupils.  The  Chamber  of  Commerce  supported  the 


VALUE  OF  TECHNICAL  EDUCATION  IN  BRADFORD.  969 


project  and  in  a  short  time  there  were  400  students  in  attendance  upon  day  and 
night  classes.  A  larger  building  at  once  became  necessary.  The  manufacturers 
subscribed  generously  toward  the  erection  of  a  technical  school  designed  to  develop 
the  principal  industries  of  the  town. 

The  new  building  was  opened  in  1882,  and  subsequently  enlarged  in  order  to  meet 
the  requirements  of  classrooms  and  laboratories  for  additional  departments.  It  is 
one  of  the  best  schools  of  the  kind  in  England,  and  has  ministered  directly  to  the 
prosperity  of  the  town  by  raising  the  standards  of  workmanship  in  the  factories. 
About  1,300  students  now  receive  systematic  instruction  from  a  corps  of  twenty- 
eight  masters  and  teachers.  The  Municipal  Council  makes  liberal  grants  for  the 
support  and  maintenance  of  the  school,  and  enables  the  managers  to  provide  annu¬ 
ally  for  150  free  scholarships  for  two-year  courses.  In  this  way  the  doors  are  thrown 
open  to  the  sons  and  daughters  of  poor  artisans. 

Professor  Huxley  explained  with  characteristic  lucidity  that  the  object  of  tech¬ 
nical  instruction  was  “  to  assist  in  the  diffusion,  among  the  artisans  and  others  occu¬ 
pied  in  trades  and  manufactures,  of  sound  instruction  in  those  kinds  of  theoretical 
and  practical  knowledge  which  bear  upon  the  different  branches  of  industry,  whether 
manufactures  or  art.”  In  the  Bradford  Technical  School  there  are  dyeing,  textile, 
art  and  engineering  departments,  with  day  and  evening  classes,  in  addition  to  gen¬ 
eral  courses  in  English  studies,  mathematics,  chemistry,  physics  and  mechanics, 
and  special  courses  for  the  civil  service  or  commercial  pursuits.  The  dyeing  depart¬ 
ment  has  a  chemical  laboratory  with  a  dyehouse  supplied  with  steam  boilers  and 
large  vats.  To  the  theoretical  study  of  organic  and  inorganic  chemistry  is  added 
in  the  course  of  two  years  practical  work  in  wool  and  cotton  dyeing.  Largely  in 
consequence  of  the  training  supplied  by  this  school  Bradford  dyers  have  improved 
their  processes  of  coloring  all-wool  and  cotton-warp  goods,  until  they  now  produce 
manufactures  which  rank  with  the  most  artistic  French  patterns.  The  art  depart¬ 
ment  has  made  a  special  feature  of  pattern  designing,  which  has  had  the  effect  of 
diversifying  and  imparting  artistic  qualities  to  Bradford  goods.  The  textile  depart¬ 
ment  has  expanded  in  many  directions  the  work  of  the  weaving  school,  which  was 
organized  by  the  manufacturers  in  1877.  In  the  lecture-rooms  the  costand  proper¬ 
ties  of  raw  materials  are  explained,  with  the  principles  of  structural  ornamentation, 
artistic  design  and  combinations  of  colors  ;  and  the  students  learn  by  practice  with 
hand-loom  and  twisting-frame  how  to  produce  every  form  of  woven  texture.  The 
workshops  of  the  engineering  department  are  also  well  equipped  and  the  classes  are 
largely  attended. 

A  PROOF  OF  ITS  UTILITY. 

The  most  practical  recognition  of  the  utility  of  this  technical  school  in  promoting 
the  interests  of  textile  manufacturing  is  the  employment  of  its  graduates  as  heads 
of  departments  in  the  factories  of  Bradford  and  other  towns.  The  manufacturers 
no  longer  shrug  their  shoulders  and  smile  contemptuously  over  the  vagaries  of  “  book 
learning.”  They  understand  fully  not  only  the  advantage,  but  even  the  necessity  of 
having  scientifically  trained  foremen  and  expert  workers  in  their  factories.  In  the 
modern  battle  for  a  market,  knowledge  is  power.  The  tremendous  force  of  compe¬ 
tition  among  nations  and  communities  shuts  out  inferior  workmanship  and  less 
artistic  products.  The  survival  of  the  fittest  is  the  victoi-y  of  the  most  highly  trained 
industries. 

The  Bradford  manufacturers  are  convinced  that  technical  education  has  enabled 
them  to  hold  their  market  against  France  and  Germany.  They  consider  it  necessary 
to  employ  in  their  factories  foremen  who  have  had  the  advantage  of  scientific  edu¬ 
cation.  They  even  send  their  own  sons  to  the  technical  school  to  learn  in  the  dyeing 
and  textile  departments  the  art  of  producing  fabrics  of  the  best  workmanship  and 
design. 

The  woollen  schedule  of  the  Gorman- Wilson  tariff  will  work  out  its  own  results, 
whether  for  good  or  for  ill,  in  the  United  States;  but  whether  it  succeeds  or  fails, 
there  is  an  English  system  of  protecting  manufactures  and  elevating  the  standards 
of  labor  which  deserves  to  be  carefully  studied  and  closely  imitated  in  the  United 
States.  Every  English  and  Scotch  manufacturing  town  of  .progressive  tendencies 
now  has  its  technical  schools,  which  are  either  conducted  or  largely  maintained  by 
the  municipal  government.  Those  schools  are  doing  a  great  work  for  all  the 
important  industries  in  England.  It  is  the  German  system.  Whatever  may  be 
the  final  judgment  in  America  respecting  free  wool  and  so-called  free  raw  mate¬ 
rials,  the  value  of  technical  education  will  have  to  be  appreciated  more  highly  than 
it  is  at  present  if  manufacturing  industries  are  to  be  kept  on  the  highest  level  of 
efficiency.  There  is  something  that  is  more  important  in  the  long  run  than  the 
most  ingeniously  devised  machinery.  It  is  the  highly  trained  expert  workman. 

I.  N.  F. 


970  EDUCATION  IN  THE  INDUSTRIAL  AND  PINE  ARTS. 


The  following  editorial  from  The  New  York  Tribune,  of  September 
3rd,  1807,  is  here  inserted,  because  it  contains  a  concise  statement  of 
the  number  of  Technical  Industrial  Schools  in  Germany,  compiled 
from  an  Official  Report.  As  contrasted  with  similar  educational 
facilities  provided  in  these  United  States,  these  statistics  furnish 
food  for  thought. 


GERMAN  TECHNICAL  SCHOOLS. 

That  the  practical  benefits  and  advantages  of  technical  education  and  training 
are  to-day  better  and  more  generally  appreciated  than  ever  before  is  a  fact  the 
importance  and  significance  of  which  almost  everybody  recognizes.  Even  the 
more  staid  and  old-fashioned  English  merchants  and  manufacturers  have  been  con¬ 
strained  to  tear  aside  the  veil  of  prejudice  and  “conservatism”  which  had  so  long 
enveloped  them,  and  begin  to  study  the  nature  and  causes  of  the  changes  wrought 
by  modern  commercial  and  industrial  competition.  They  had  not  far  to  seek  or 
long  to  study  before  they  made  some  discoveries  which  were  important  as  well  as 
disagreeable  to  them.  They  had  already  learned  that  the  source  of  their  most 
formidable  competition  was  Germany,  which  for  some  time  had  been  pushing  them 
hard  in  foreign  markets,  and,  more  recently,  had  actually  invaded  their  home 
market  and  begun  to  threaten  their  supremacy  there  as  well  as  elsewhere.  They 
had  paid  little  heed  to  the  growth  and  spread  of  technical  education  in  Germany, 
and  had,  for  the  most  part,  ignored  it  as  one  of  the  factors  of  competition,  either 
commercial  or  industrial.  It  is  not  putting  it  too  strong  to  say  that  the  discoveries 
of  the  last  two  years  have  been  as  startling  as  disagreeable  to  them. 

But  these  discoveries  were  not  new  ones,  by  any  means.  For  more  than  forty 
years  the  States  of  Germany  have  been  seeking  to  prepare  and  equip  their  people  for 
the  industrial  and  commercial  struggles  of  the  future,  and  chief  among  the  advan¬ 
tages  which  Germany  as  an  industrial  nation  now  enjoys  over  Great  Britain  and 
every  other  country  in  Europe  are  the  wide  diffusion  and  high  standard  of  industrial 
and  technical  education  and  the  liberal  and  intelligent  support  given  by  the  impe¬ 
rial  and  various  State  and  municipal  governments  for  that  purpose.  Germany  is 
simply  reaping  what  it  has  sown,  and  all  the  work  of  preparation  and  cultivation 
has  been  done  before  the  eyes  of  the  world. 

Some  interesting  and  important  facts  concerning  the  present  condition  of  tech¬ 
nical  education  in  Germany  are  contained  in  the  report  of  an  investigation  made  by 
direction  of  the  Minister  of  Labor  of  Belgium.  Prussia  expends  $600,000  for  the 
support  of  technical  schools,  and,  besides  what  has  been  done  by  municipalities,  it 
has  established  six  special  schools  for  the  construction  of  machines,  a  school  for  the 
bronze  industry,  one  for  steel  and  iron  mongery,  another  for  navigation,  and  schools 
for  the  study  of  pottery,  porcelain  and  painting  on  glass.  But  these  form  only  a 
part  of  the  system  of  technical  instruction,  there  being  248  other  schools  in  which 
such  instruction  is  imparted  to  more  than  eleven  thousand  pupils.  The  greater 
number  of  these  schools  are  the  outcome  of  the  joint  efforts  of  associations  mainly 
composed  of  large  industrial  concerns.  Of  the  schools  thus  maintained,  with  some 
aid  from  the  State,  32  are  for  painters  and  decorators,  9  for  shoemakers,  16  for  tai¬ 
lors,  20  for  bakers,  6  for  butchers,  26  for  smiths,  and  so  on.  In  Berlin  the  provision 
for  technical  instruction  is  very  complete,  and  costs  the  municipality  $70,000  a  year. 
In  Saxony,  which  is  at  the  head  of  all  the  German  States  in  technical  instruction, 
there  are  111  schools  in  which  such  instruction  is  given.  Of  these,  10  are  schools 
of  agriculture  and  40  are  schools  of  commerce.  Bavaria,  besides  its  higher  schools 
of  architecture,  commerce  and  art,  has  45  technical  schools,  with  2,682  pupils,  and 
each  school  is  divided  into  sections,  each  of  which  is  devoted  to  particular  features 
of  the  industry  with  which  it  deals.  The  Kingdom  of  Wurtemberg  has  several 
schools  in  which  weavimr  and  kindred  arts  are  taught,  and  at  the  same  time  new 
industries  are  being  introduced.  For  example,  teachers  are  employed  for  peripa¬ 
tetic  courses,  and  thus  the  women  and  girls  of  one  hundred  and  twenty  communes 
have  been  induced  to  devote  their  time  to  white  embroidery.  The  Grand-duchy  of 
Baden,  with  1,600,000  inhabitants,  spends  $280,000  a  year  on  technical  education. 
In  addition  to  its  schools  of  architecture,  clockmaking  and  commerce,  it  has  founded 
schools  of  cabinet-work  and  music.  In  the  Grand-duchy  of  Hesse,  which  has  about 
1,000,000  inhabitants,  there  are  schools  of  architecture  and  sculpture,  9  schools  for 
artisans,  43  for  various  industries,  and  82  schools  of  design. 

In  some  thoughtful  comments  on  the  report  from  which  the  foregoing  facts  were 
gleaned,  the  editor  of  an  English  newspaper  writes: 

“The  attempts  made  to  increase  the  military  strength  of  Germany  need  not  be  a 
source  of  disquiet  or  alarm.  Militarism  is  a  disease  which  in  the  end  will  cure  itself. 


GERMAN  TECHNICAL  SCHOOLS. 


971 


What  other  nations  have  to  fear  is  not  the  military  strength  of  Germany,  but  its 
industrial  development,  and  the  advance  it  has  made  during  the  last  quarter  of  a 
century  is  such  as  to  justify  a  lively  anxiety.  Its  soldiers  and  its  armaments  are  of  far 
less  importance  than  the  number  of  its  factories,  the  extent  of  its  exports,  and  the 
success  of  its  commerce.  Its  technical  schools  are  turning  out  a  magnificent  indus¬ 
trial  army,  and  in  this  sphere  of  knowledge  the  countries  that  compete  with  it  must 
quickly  improve  their  skill,  if  they  are  not  to  see  the  decline  of  their  prosperity.” 

The  example  of  Germany  in  establishing  and  maintaining  a  system  of  technical 
education  and  constantly  broadening  its  scope  is  not  only  claiming  the  attention  but 
exciting  the  emulation  of  other  countries  in  Europe,  as  the  reports  of  United  States 
Consuls  for  several  years  past  have  repeatedly  indicated.  One  of  the  more  recent 
of  these  reports  notes  the  establishment  of  a  textile  high  school  at  Brunn,  Austria, 
through  the  intelligent  and  energetic  efforts  of  the  Chamber  of  Commerce  of  that 
city.  There  has  been  a  weaving  school,  but  it  was  found  inadequate  to  meet  exist¬ 
ing  demands,  and  the  merchants  and  manufacturers  voted  to  transform  it  into  a 
textile  high  school,  which  will  also  give  “a  good  general  education,  including  com¬ 
merce.”  The  site  and  building  are  to  be  furnished  and  paid  for  by  the  commune, 
the  Chamber  of  Commerce  and  the  manufacturers,  while  the  Empire  is  to  put 
$75,000  into  teaching  material,  apparatus,  etc.  The  local  industries  to  be  benefited 
have  subscribed  $14,000  to  the  enterprise,  and  are  to  pay  the  interest  and  prin¬ 
cipal  of  a  mortgage  of  $64,800  which  rests  on  it.  The  Consul  adds:  “It  is  interest- 
“ing  to  note  that  continued  efforts  in  the  direction  of  better  technical  schools  mark 
“  every  new  movement  in  the  development  of  all  kinds  of  industries.  Austria  is 
“  emulating  Germany,  and  Germany  is  making  renewed  efforts  to  keep  the  lead.” 

Y. 

Summary  of  Contents  of  the  Forty-Fourth  Report  of  the 
Department  of  Science  and  Art,  (London,  1897.) 

This  official  Report  “Presented  to  both  Houses  of  Parliament  by 
command  of  her  Majesty  ”  is  arranged  under  eight  titles;  of  these, 
only  the  first  two — “Instruction  in  Science,”  and  “Instruction  in 
Art,”  are  here  enumerated.  The  remaining  topics  are  comprised 
under  the  following  Heads. 

The  Government  Museums  :  The  Geological  Survey  :  Expenditures 
for  Technical  Education, — to  be  stated  in  “  Return  ”  to  be  made  here¬ 
after  to  Parliament, — Various  Special  Reports;  of  which  that  on 
Technical  Education  in  Germany  is  here  quoted  in  full  with  copious 
extracts  from  the  accompanying  notes  on  individual  institutions. 

science  division— aid  given  towards  the  promotion  of 

INSTRUCTION  IN  SCIENCE. 

The  Science  Division  opens  with  a  tabular  statement  of  the  number 
of  schools,  classes,  and  pupils  under  instruction  in  Science  from 
1887-1896  inclusive.  In  1887,  there  were  1684  schools,  6,300  classes, 
103, 0'8  students.  In  1896,  there  were  2583  schools, — 10,500  classes, 
and  196,185  students. 

Of  the  2,583  schools  in  1896,  144  were  organized  science  schools, 
with  16,654  students.  This  is  a  considerable  increase  on  the  preced¬ 
ing  year,  when  the  number  of  organized  science  schools  was  112,  with 
14,850  students.  Of  the  schools  in  1896,  132  were  in  England  and  12 
in  Scotland.  175,990  of  the  179,531  pupils  under  instruction  in  1896 
in  schools  other  than  organized  science  schools  come  within  the  cat¬ 
egory  of  these  on  account  of  whose  instruction  payments  on  the 
results  of  examinations  are  made  by  the  Department.  2,106  of  the 
schools  examined  in  1896  were  in  England  and  Wales,  337  in  Scot¬ 
land,  and  140  in  Ireland.  This  is  a  decrease  on  the  previous  year  of 
33  in  England  and  Wales,  of  29  in  Scotland,  and  of  28  in  Ireland. 
The  number  of  students  who  came  up  for  examination  from  these 


972  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


schools  was  91,300,  a  decrease  of  16,863  on  the  previous  year.  Besides 
these,  8,518  self-taught  students  and  pupils  from  classes  not  entitled 
to  claim  payments  on  l’esults,  presented  themelves  for  examination. 

A  table  follows  showing  the  results  of  the  examinations  for  ten 
years — 1887-1896.  Of  those  examined  in  1896,  the  following  particu¬ 
lars  are  then  given: 

Out  of  the  99,818  students  who  were  examined,  30,066  were  successful  in  passing 
in  one  or  more  subjects,  and  of  these  16,551  were  successful  for  the  first  time.  In 
the  previous  year  52,079  were  successful,  and  22,542  for  the  first  time.  The  figures, 
however,  are  not  comparable  in  all  respects.  After  1889  “geometrical  drawing” 
took  the  place  of  second-grade  art  geometry,  and  was,  until  1895,  included  among 
the  science  subjects.  In  1896,  it  was  again  included  among  the  art  subjects.  Again, 
the  abolition,  partially  in  1893,  and  wholly  in  1894,  of  the  second  class  in  the  ele¬ 
mentary  stage  of  science  subjects  affects  not  only  the  number  of  papers  passed,  but 
also  of  papers  worked  at  the  examination,  one  of  the  objects  of  the  change  being  to 
discourage  the  presentation  of  pupils  for  examination  who  possessed  only  a  very 
elementary  knowledge  of  the  subject.  The  present  “  pass  ”  in  the  elementary  stage 
is  counted,  though  the  standard  is  not  quite  so  high  as  that  required  previously  for 
a  first  class.  Again,  in  tire  returns  for  the  last  year  a  large  part  of  the  students  in 
organized  science  schools  are  not  included,  as  those  in  their  first  year,  and  some  of 
those  in  their  second  year,  are  not  presented  for  examination  in  May,  their  progress 
being  judged  by  inspection,  according  to  the  new  scheme.  Had  they  been  pre¬ 
sented  for  examination,  the  papers  worked  would  have  had  to  be  augmented  by 
nearly  80,000,  and  the  papers  passed  and  first  classes  proportionately  increased. 
The  examinations  in  1896  were  held  at  1,996  centres  in  the  provinces,  and  at  160  in 
London.  Of  the  papers  worked,  108,097  were  in  the  elementary  stage  and  41,273  in 
(lie  advanced  stage,  the  number  of  first  classes  in  each  stage  being  respectively 
36,557  and  4,862  ;  while  the  number  of  papers  in  the  honours  division  of  the  examina¬ 
tion  was  3,260,  of  which  172  passed  in  the  first  class  and  397  in  the  second  class. 
Examinations  were  also  held  in  various  subjects  of  science  by  the  Department  in 
the  Isle  of  Man,  Jersey,  Guernsey,  Tasmania,  Natal.  New  Zealand,  and  South  Aus¬ 
tralia,  the  total  number  of  papers  worked  being "520.  “  The  cost  of  these  examina¬ 

tions  and  any  payments  on  their  results  are  borne  by  the  respective  Colonies  and 
Dependencies.”  For  the  year  1896  the  payments  to  science  schools,  exclusive  of 
those  made  to  training  colleges,  on  the  results  of  examinations  and  on  attendances, 
&c.,  amounted  to  £157.916.  The  corresponding  amount  for  1895  was  £142,542. 

ART  DIVISION — AID  GIVEN  TOWARDS  THE  PROMOTION  OF  INSTRUC¬ 
TION  IN  ART. 

(a)  Drawing  in  Elementary  Schools  and  in  Training  Colleges  for  Elementary  School 
Teachers and  Manual  Instruction  in  Elementary  Day  Schools. 

In  the  art  division  during  the  year  ending  31st  August,  1896,  20,161  elementary  day 
schools,  with  2,250,070  scholars,  were  taught  drawing,  and  examined  under  the 
regulations  of  the  Department.  This  was  an  increase  of  263  schools,  and  of  57,820 
scholars,  as  compared  with  the  numbers  in  1894-5,  when  19,898  day  schools  were 
examined,  in  which  2,192,250  scholars  were  taught  drawing.  Besides  the  scholars 
who  were  taught  in  the  drawing  standards,  18,209  pupil-teachers  and  ex-standard 
scholars  were  examined  in  drawing,  of  whom  8,859  were  successful.  Of  the  20,161 
schools  examined  in  1895-6,  18,976  in  England  and  Wales,  together  with  47  in  the 
Isle  of  Man  and  17  in  Jersey,  are  under  inspection  by  the  Education  Department; 
and  939  schools  examined  in  Scotland  are  under  inspection  by  the  Scotch  Education 
Department;  the  remaining  182  schools,  including  77  in  Ireland,  are  not  inspected 
by  either  Department.  The  grants  for  drawing  in  1896  to  elementary  day  schools 
amounted  to  £176,224;  in  1895  to  £164,494. 

In  1896,  848  schools  were  “  Fair,”  12,850  “Good”  and  6,391  “  Excellent.” 

In  1895,  1,484  schools  were  “ Fair,”  13,223  “  Good”  and  5,051  “  Excellent.”  Pay¬ 
ments  per  scholar  in  average  attendance  in  1895  and  1896  were: 


1«9.? 

1896.  ' 

s.  d. 

1  8.1 

1  7.4 

1  5. 2 

s.  d. 

1  9.0 
1  8.2 
1  6.1 

Ireland . 

973 


ENGLISH  SCIENCE  AND  ART  REPORT,  1897. 

Eight  hundred  and  seventy-three  evening  continuation  schools  were  also  exam¬ 
ined,  in  which  40,459  scholars  were  taught  drawing,  the  grants  earned  by  them 
amounting  to  £2,105.  In  the  previous  year  the  number  of  evening  continuation 
schools  taking  drawing  was  698,  with  37,460  scholars,  the  grants  amounting  to 
£1,664.  Classes  for  manual  instruction  in  connection  with  1,069  elementary  day 
schools  were  examined,  and  earned  grants  amounting  to  £19,530  on  account  of 
83,220  scholars.  In  the  previous  year  the  number  of  manual  instruction  classes 
examined  was  910,  and  the  grants  earned  amounted  to  £16,307  on  account  of  67,470 
scholars. 

It  is  further  stated  that  full  statistics  in  detail  of  Drawing  and 
Manual  Instruction  in  these  classes  and  schools  are  given  in  a  supple¬ 
mentary  volume  of  this  Report,  and  a  summary  of  totals  for  several 
years,  in  an  appendix  to  this  volume. 

Training  Colleges  and  Elementary  School  Teachers. 

The  annual  art  examination  for  the  students  in  residential  and  day  training 
colleges  was  held  in  1896  at  62  colleges.  At  this  examination  2,366  students  took 
freehand  drawing,  of  whom  492  obtained  first  class;  2,720  took  model  drawing,  and 
936  obtained  first  class;  2,709  were  examined  in  drawing  from  models  with  chalk 
on  the  blackboard,  and  527  obtained  first  class;  2,378  took  drawing  in  light  and 
shade,  and  289  obtained  first  class.  The  total  number  of  individual  students  exam¬ 
ined  was  4,759;  in  1895  the  number  was  4,738.  The  grants  for  drawing  earned  by 
these  colleges  amounted  to  £2,431,  as  against  £2,570  7s.  6d.  in  1895. 

(b)  Art  Instruction  in  Local  Schools  of  Art  and  Art  Classes. 

The  number  of  art  schools  and  classes  (including  80  science  schools  which  take 
art  subjects)  examined  in  art  in  1896  was  1,851,  as  against  1,853  (which  included  91 
science  schools)  in  1895,  showing  a  decrease  of  2.  The  number  of  students  under 
instruction  was  136,768  in  1895,  as  compared  with  146,193  in  1896.  Of  these, 
142,546  were  of  the  industrial  class,  as  defined  in  the  “  Science  and  Art  Directory.” 
Of  the  284  art  schools  and  branch  classes  and  1,487  art  classes  examined  last  year, 
245  schools  and  1,284  classes  were  in  England  and  Wales,  24  schools  and  153  classes 
in  Scotland,  and  15  schools  and  50  classes  in  Ireland.  The  number  of  students  who 
sat  for  examination  was  78,139  in  1896,  or  2  less  than  in  1895,  when  the  number  was 
78,141.  In  1896  148,872  exercises  were  worked  by  students  of  schools  and  classes. 
Of  these  exercises,  118,705  were  in  elementary  stages  (including  12,429  exercises  in 
geometrical  drawing),  and  29,881  in  advanced  stages,  or  in  subjects  not  divided  into 
stages,  the  number  successful  in  each  stage  being  respectively  69,009  (including  7,873 
in  geometrical  drawing),  or  58. 14  per  cent,  for  elementary  stage  (including  geometrical 
drawing),  and  21,478,  or  71.88  per  cent,  for  advanced  stage,  while  in  the  honours 
division  286  exercises  were  worked,  of  which  87,  or  30.42  per  cent,  were  successful. 
But,  in  addition  to  the  papers  worked  by  these  students,  9,786  papers  were  worked 
by  external  candidates,  and  candidates  from  classes  not  receiving  payments  on 
results,  of  which  5,452,  or  55.71  per  cent,  were  successful. 

The  following  special  Report  made  by  the  distinguished  members 
of  the  “Technical  Instruction  Commission”  of  Great  Britain,  is 
commended  to  the  careful  consideration  of  educators,  and  statesmen 
in  the  United  States,  as  being  as  important  to  the  American  People 
as  to  those  of  Great  Britain.  It  shows,  in  a  striking  manner,  how 
closely  the  material  prosperity  of  a  people  is  linked  to,  and  depend¬ 
ent  upon,  the  educational  training  given  to  the  youth  of  a  nation. 
In  facilities  for  Technical  Training,  and  schools  for  Special  Indus¬ 
tries,  the  United  States  are  still  far  behind  the  leading  industrial 
nations  of  Europe. 

VI. 

Report  on  the  Recent  Progress  of  Technical  Education  in  Germany. 

To  His  Grace  the  Duke  of  Devonshire,  K.  G. 

My  Lord  Duke,  A  cordial  invitation  having  been  extended  to  a  number  of  our 
partv  to  visit  the  Electrical  and  Industrial  Exhibition  at  Stuttgart,  ami  to  proceed 
thence  to  Nuremberg,  where  a  national  exhibition  of  arts  and  industries  was  also 
taking  place,  we  arranged  for  a  short  stay  in  Germany,  hi  the  course  of  which  we 


974  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


had  several  opportunities  of  inspecting  schools  and  factories,  and  of  comparing  the 
existing  state  of  arts  and  industries  with  the  conditions  which  prevailed  14  years 
ago,  when  as  members  of  the  Royal  Commission  on  Technical  Instruction,  we  made 
an  exhaustive  inquiry  into  these  subjects.  As  the  time  at  our  disposal  was  limited, 
we  were  forced  to  confine  ourselves  to  the  inspection  of  a  few  representative  schools 
and  factories,  as  furnishing  examples  of  the  character  of  the  changes  which  have 
taken  place  since  our  more  thorough  examination  of  these  countries  at  an  earlier 
date.  We  were  able,  however,  to  supplement  our  observations  by  an  inspection  of 
the  contents  of  two  important  exhibitions,  as  typical  of  the  existing  state  of  the 
manufactures  of  Wiirtemberg  and  Bavaria.  We  had  from  time  to  time  also  the 
opportunity  of  discussing  some  of  the  questions  which  interested  us  with  influential 
educational  authorities,  manufacturers,  and  merchants.  During  our  stay,  we  had, 
moreover,  the  advantage  of  the  guidance  of  Chief  Councillor  von  Diefenbach, 
whose  knowledge  and  experience  of  the  schools  and  manufactures  of  these  two 
countries  was  of  the  utmost  value  to  us.  Mr.  von  Diefenbach,  it  will  be  remem¬ 
bered,  had  an  important  share  in  the  continuation  of  the  great  educational  move¬ 
ment,  inaugurated  by  the  late  Dr.  von  Steinbers,  a  movement  that  has  resulted  in 
the  creation  of  numerous  thriving  industries  throughout  Wiirtemberg,  which,  until 
the  middle  of  the  present  century,  was  largely  an  agricultural  country. 

At  a  time  like  the  present,  when  the  effects  of  German  competition  have  recently 
been  prominently  brought  into  notice  and  have  attracted  so  much  attention  in  this 
country,  it  was  natural  that  this  question  should  occupy  our  minds ;  but  as  in  the 
case  of  the  Royal  Commission  on  which  we  had  the  honour  to  serve,  it  was  our 
present  task  rather  to  compare  the  means  of  education  available  for  the  industrial 
classes,  and  the  influence  of  such  instruction  on  manufacturing  and  other  industries, 
than  to  endeavour  to  ascertain  the  general  causes  or  the  actual  results  of  commercial 
enterprise.  We  are  aware  that  any  systematic  investigation  into  these  causes  would 
necessitate  the  consideration  of  such  questions  as  hours  of  labour,  rates  of  wages, 
and  the  economic  conditions  under  which  different  trades  are  carried  on ;  and, 
although  in  the  course  of  our  inquiries  we  were  able  to  gather  information  on  these 
subjects,  to  which  reference  is  made  in  this  report,  we  have  no  desire  to  convey  the 
impression  that  the  accuracy  of  such  information  has  been  scientifically  sifted,  or 
that  the  extent  of  our  inquiries  would  justify  any  final  conclusions.  We  may, 
however,  at  the  outset,  state  that  we  were  greatly  impressed  by  the  progress  which 
has  taken  place  in  many  of  the  leading  branches  of  manufactures  since  we  passed 
through  these  countries  in  1882. 

It  is  satisfactory  to  be  assured  that  our  exports  of  manufactured  goods  to  Ger¬ 
many  compare  so  favourably  with  our  imports,  and  that,  moreover,  the  German 
empire  is  our  largest  customer.  And  while  it  is  possible  that  the  aggregate  value 
of  the  foreign  commerce  of  Germany  in  comparison  with  that  of  Great  Britain  has 
been  overestimated,  there  can  be  no  doubt  that  in  certain  industries  our  supremacy 
is  seriously  challenged.  Germany  is  making  enormous  strides,  and  notably  in 
those  manufactures  in  which  superior  knowledge,  technical  skill,  and  the  agency 
of  the  expert  in  chemistry  or  other  sciences  can  be  brought  to  bear.  This  holds 
good  to  a  remarkable  degree  in  certain  industries  concerning  which  we  had  special 
means  of  forming  an  opinion,  namely,  in  the  electrical  trades  and  in  the  cognate 
branches  of  electrical  engineering,  as  als*>  in  various  applications  of  printing  involv¬ 
ing  artistic  and  scientific  skill. 

We  were  also  struck  by  the  marked  improvement  in  the  standard  of  living  of  the 
wage-earning  classes,  and  by  the  growing  tendency  to  the  shortening  of  the  hours 
of  labour.  There  would  seem  to  be  a  more  prevalent  opinion  among  manufacturers 
and  factory  inspectors  that  there  is  a  maximum  “  labour  day/’  and  that  any 
increase  in  the  number  of  hours  of  labour  beyond  that  maximum  is  bad  in  its  effect 
on  the  quantity  as  well  as  on  the  quality  of  the  output. 

GROWTH  OF  INDUSTRIAL  DEVELOPMENT  IN  BAVARIA. 

In  the  year  1882,  we  were  present  at  the  opening  of  the  Fine  Arts  and  Industrial 
Exposition  at  Nuremberg,  and  the  exhibition  buildings  again  this  year  occupied 
the  same  site  in  the  beautiful  park  to  the  north  of  the  city. 

In  certain  of  her  industries,  on  the  occasion  of  our  first  visit,  Bavaria  was  still, 
so  to  speak,  in  her  infancy;  now  we  found  large  and  populous  factories,  employing 
thousands  of  work-people,  where  formerly  there  were  workshops  with  but  a 
sprinkling  of  artisans.  Where  once  she  relied  upon  machinery  imported  from 
England,  now  she  produces  a  steadily  increasing  quantity  of  that  required  for  the 
home  trade,  and  finds  new  markets  in  other  lands.  Her  railway  system  has  been 
greatly  developed  and  extended,  and  the  disadvantage  of  her  inland  position  and 
her  comparative  remoteness  from  colonial  and  other  markets  is  to  some  extent  com¬ 
pensated  for  by  very  low  railway  rates  for  raw  materials. 


REPORT  ON  TECHNICAL  EDUCATION  IN  GERMANY.  975 


We  may  mention,  as  typical  examples  of  progress,  two  industries  which  have 
practically  been  created  since  1882.  In  that  year  there  was  not  a  single  Portland 
cement  factory  in  Bavaria,  but  now  at  one  of  the  works  alone  300  hands  are 
employed,  and  about  50,000  tons  of  cement  are  produced  annually.  This  business 
was  founded  only  in  1885.  The  electrical  works  of  Messrs.  Schnekert  &  Co.  (now 
the  Elektrizitats-Aktringesellschaft)  were  only  just  beginning  on  a  small  scale  in 
1882,  and  now  they  employ  3,500  workpeople,  and  export  optical  and  electrical 
machinery  to  all  parts  of  the  world. 

The  development  of  lithographic  colour  printing  works,  such  as  those  of  Mr.  E. 
Nister,  of  Nuremberg,  affords  another  illustration  of  German  enterprise  resulting 
from  the  readiness  of  Germans  to  at  once  apply  new  inventions  to  productive  indus¬ 
try.  In  these  works,  which  are  typical  of  others  in  Germany,  numbers  of  illus¬ 
trated  books,  besides  large  quantities  of  almanacs  and  Christmas  cards,  intended  for 
the  English-speaking  markets,  are  printed,  and  the  success  of  this  industry  is  no  doubt 
largely  due  to  the  scientific  skill  displayed  in  the  processes  of  colour  printing,  as  also 
to  the  ready  supply  of  well-trained  artistic  operatives,  of  whom  140  were  engaged 
in  this  factory  at  the  time  of  our  visit;  the  entire  staff  comprising  750  workpeople. 
It  is  worth  noting,  however,  as  indicative  of  the  progress  of  art  education  in  our 
own  country,  that  nearly  all  the  designs  reproduced  for  the  English  market  were 
the  work  of  English  artists.  This  very  fact,  however,  only  affords  an  illustration 
of  another  cause  of  German  material  progress,  viz.,  the  intelligent  care  displayed, 
and  the  efforts  made  to  adjust  the  wares  exported,  to  the  tastes  and  requirements 
of  the  market  in  which  they  are  to  be  sold. 

RELATION  OF  EDUCATIONAL  CONDITIONS  TO  INDUSTRIAL  DEVELOPMENT  IN  GERMANY. 

Among  the  many  causes  that  have  contributed  to  the  advancement  of  German 
industry,  we  would  particularly  refer  to  the  educational  conditions  upon  which 
Germany  has  relied  so  largely  in  the  past  for  maintenance  and  development  of  her 
industrial  progress. 

The  Commissioners  set  forth  in  their  Second  Report  in  1884  the  conclusions  at 
which  they  had  arrived  with  respect  to  the  educational  activity  of  Germany  and 
the  Continent,  and  it  is  important  to  record  that  since  that  time  there  has  been  no 
disposition  to  remain  satisfied  with  past  achievements.  On  the  contrary,  in  nearly 
every  case  we  found  evidences  of  a  determination  on  the  part  of  the  municipalities 
and  of  the  State  to  increase  and  extend  their  schools,  and  to  equip  them  with  the 
most  modern  and  improved  apparatus.  In  these  days  of  rapid  intellectual  progress 
the  school  becomes  antiquated  and  obsolete  almost  as  quickly  as  the  factory  or  the 
workshop,  and  again  and  again  we  found  that  schools  which  had  awakened  our 
envy  in  1882  and  1883  were  being  entirely  rebuilt  and  replaced  by  larger  and  more 
serviceable  edifices.  We  shall  have  to  mention,  even  in  the  few  towns  we  visited, 
several  instances  where  we  found  this  to  be  the  case,  and  the  manufacturers  who 
assured  us  of  the  importance  of  these  institutions  during  our  previous  visit,  were 
not  a  whit  less  convinced  now  of  the  urgency  of  the  need  of  the  additions  and 
extensions  which  had  since  been  made. 

IMPORTANT  NEW  ART  BUILDINGS  IN  NUREMBERG  AND  STUTTGART. 

The  great  industrial  art  schools  of  Munich  and  Nuremberg  vied  with  one  another 
at  the  exhibition  in  the  variety  and  extent  of  the  works  of  their  students,  and  we 
found  that  for  the  school  at  Nuremberg  an  entirely  new  building  is  in  course  of 
erection  at  an  estimated  cost  of  45,000  l.  Separate  departments  are  being  provided 
for  the  day  and  the  evening  students,  and  special  well-lighted  class-rooms  have  been 
designed  for  all  the  different  branches  of  art  instruction,  as  well  as  for  art  in  its 
varied  applications  to  wood-carving,  metal  work,  and  general  decoration.  This 
school,  when  it  is  finished,  will  be  one  of  the  finest  and  most  complete  of  its  kind 
in  Germany. 

The  Gewerbe  Museum  of  Nuremberg  has  likewise  outgrown  its  former  habitation, 
and  a  handsome  new  edifice^  conveniently  situated,  is  even  now  partly  occupied  by 
the  libraries  and  collections.  In  addition  to  the  new  buildings  already  finished,  it  is 
proposed  to  erect  a  separate  range  of  laboratories  and  class-rooms  for  the  section 
devoted  to  chemical  technology,  which  since  our  former  stay  in  Nuremberg  has 
increased  greatly  in  importance.  These  buildings  when  complete  will  cost  .>0,000 1. 
In  connexion  with  the  Gewerbe  Museum  there  are  courses  of  popular  lectures,  similar 
in  character  to  those  given  at  the  Conservatoire  des  Arts  et  Metiers  at  Paris,  on  all 
new  inventions  likely  to  prove  useful  for  trade  purposes,  and  on  other  develop¬ 
ments  of  science  and  art  processes,  which  lectures  are  attended  by  large  numbers 
of  the  working  classes.  In  the  laboratories  a  staff  of  professors  and  their  assistants 
are  employed  on  chemical  research,  and  students  desirous  of  conducting  experi- 


976  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


ments  under  the  direction  of  the  professors  in  any  special  applications  of  chemical 
science  to  trade  purposes  receive  gratuitous  instruction.  A  special  feature  of  this 
trade  museum  is  the  collection  of  specifications  of  patents  carefully  tabulated  and 
open  to  all  inquirers.  This  collection  forms  part  of  the  statistical  department  of 
the  museum,  which  also  contains  a  history  of  all  the  factories  of  Bavaria,  arranged 
in  classes,  giving  a  full  account  of  the  processes  of  manufacture,  the  number  of 
machines  used,  the  trade  marks  and  patents  owned,  the  horse-power  employed, 
supplemented  by  any  details  which  the  owner  may  care  to  furnish  respecting  the 
number  of  the  work-people  and  the  annual  output. 

At  Stuttgart  a  somewhat  similar  museum,  only  opened  in  May  last,  has  cost  close 
upon  200,000  Z. ,  and  contains  specimens  of  the  art  products  of  different  countries, 
arranged  after  the  manner  of  the  South  Kensington  Museum.  We  have  given  a 
more  detailed  account  of  this  museum  in  connexion  with  our  description  of  the 
exhibition. 

ACTIVITY  IN  DEVELOPMENT  OF  SCIENTIFIC  EDUCATION  IN  GERMANY. 

If  we  turn  from  art  to  science  we  find  similar  evidence,  in  the  various  towns 
visited,  of  the  remarkable  development  of  educational  institutions  and  of  such  aids 
to  industry  as  education  is  able  to  provide.  We  are  led  to  believe  that  much  more 
is  being  done  for  the  training  of  those  destined  for  the  higher  ranks  of  industry  in 
many  parts  of  Germany  than  in  England,  and  this,  too,  notwithstanding  the  large 
sums  entrusted  to  county  councils  and  borough  authorities  under  the  provisions  of 
the  Local  Taxation  (Customs  and  Excise)  Act  of  1890.  At  Stuttgart  we  found  that 
an  entirely  new  group  of  buildings  had  been  added  to  the  Technical  High  School, 
one  side,  the  chemical  institute,  reserved  for  the  practical  study  of  pure  chemistry 
and  the  other  for  practical  training  in  electro-technology.  The  Commissioners 
reported  in  1884  that  this  Polytechnic  had  recently  been  enlarged  at  a  cost  of 
75,000  Z.  The  erection  and  equipment  of  these  new  buildings  has  cost  about  100,000  Z. 
Every  new  appliance  that  can  aid  the  student  in  his  scientific  work  is  found  in  the 
series  of  laboratories  of  which  this  range  of  buildings  consist.  It  is  noteworthy 
that  the  instruction  given  in  the  Chemical  Institute  is  exactly  of  the  same  kind  as 
that  given  in  the  universities,  and  although  a  special  feature  of  the  teaching  and  of 
the  equipment  is  the  prominence  given  to  electrolysis  and  to  electro-chemistry  gen¬ 
erally,  no  attempt  is  made  in  these  new  laboratories  to  teach  chemistry  in  its  appli¬ 
cation  to  special  industries,  that  part  of  the  instruction  being  provided  for  in  the 
main  Polytechnic  building.  The  electro- technical  laboratories,  housed  in  a  separate 
part  of  the  building,  are  perhaps  only  inferior  to  those  still  more  recently  erected 
in  Darmstadt,  and  are  splendidly  equipped  with  every  appliance  for  advanced 
practical  instruction  hi  all  branches  of  physics. 

At  Darmstadt,  a  city  of  57,000  inhabitants,  the  Polytechnic  or  Technical  High 
School  has  been  entirely  reconstructed  at  an  expenditure  of  about  120,000  Z.  It 
consists  of  a  main  building  for  the  study  of  mathematics,  drawing,  natural  sciences, 
and  engineering,  and  of  two  separate  detached  buildings,  similar  to,  but  larger 
than,  those  at  Stuttgart,  for  the  study  of  chemistry,  pure  and  applied,  and  of 
physics  and  electro-technology.  No  thought  nor  money  appears  to  have  been 
spared  in  the  erection  and  equipment  of  these  buildings,  which  are  the  most  com¬ 
plete  of  those  we  have  yet  seen.  It  must  be  remembered,  in  connexion  with  the 
expenditure  on  the  above-mentioned  institutions,  that  the  cost  of  building  in  Ger¬ 
many  is  undoubtedly  very  much  less  than  in  this  country. 

Since  this  was  written  we  learn  that  a  new  Electro-technical  Institute  has  been 
added  to  the  Royal  Technical  High  School  in  Hanover,  opened  by  the  Minister 
of  Education  in  October  1895,  which  ranks  side  by  side  with  these  splendid 
establishments. 

To  the  instances  already  quoted  may  be  added  the  Technical  High  School  of 
Charlottenburg,  at  Berlin,  which  was  in  process  of  erection  in  1884,  and  which  lias 
since  then  been  completed  and  extended  (at  an  estimated  expenditure  of  over 
450,000  Z.),  and  the  unique  laboratories  for  scientific  measurements  and  research  in 
the  immediate  neighborhood  of  the  Berlin  School;  these  when  visited  by  one  of  our 
party  last  year  were  still  unfinished,  but  they  now  constitute  probably  the  most 
complete  institute  in  Europe  for  physical  research. 

These  instances  must  be  taken  as  examples  only  of  the  steady  advance  made  by 
Germany  in  the  last  few  years  in  the  further  provision  of  facilities  for  the  higher 
scientific  training  as  a  means  of  developing  her  industries. 

POLYTECHNIC  SCHOOLS  IN  GERMANY. 

In  our  report  already  mentioned,  we  stated  that  the  number  of  polytechnic 
schools  was  in  excess  of  the  requirements  of  the  people,  and  we  attempted  to 
explain  the  fact  by  showing  that  when  these  schools  were  originally  erected,  *'Ger- 


GERMAN  ACTIVITY  IN  TRADE  SCHOOLS. 


977 


many  consisted  of  several  independent  States,  which  have  since  been  united  in  the 
German  Empire,  and  which  endeavoured  to  rival  one  another  in  the  extent  and 
excellence  of  their  educational  institutions.”  Since  then,  Germany  has  had  time 
and  opportunity  to  reconsider  her  position,  with  the  result  that  whilst  none  of 
these  institutions  have  been  closed,  others  have  been  erected  more  modern  in  con¬ 
struction,  more  completely  equipped,  and  better  adapted  to  the  now  generally 
recognized  need  for  practical  instruction. 

To  mention  one  instance  only  of  the  efforts  made  on  behalf  of  trade  teaching,  we 
may  refer  to  the  Weaving  and  Dyeing  School  at  Crefeld,  which  was  only  completed 
in  1883  at  an  estimated  cost  of  42,500 1.  This  has  been  almost  doubled  in  size  by 
the  erection  of  a  new  detached  building,  costing  upwards  of  15,000/.,  for  the 
departmen  s  of  dyeing  and  finishing;  and  this  school  which  we  then  described  as 
the  finest  of  its  kind  in  Europe,  and  far  surpassing  anything  of  a  similar  character 
in  this  country,  has  not  remained  satisfied  with  the  position  assigned  to  it  fourteen 
years  ago.  The  cost  of  this  extension  has  been  defrayed  by  the  State. 

In  fact  our  recent  visit  has  brought  it  clearly  home  to  us  that  the  Germans  have 
not  ceased  to  believe  in  the  value  of  the  higher  scientific  education.  On  the  con¬ 
trary,  they  appear  now  to  attach  greater  importance  than  ever  to  the  connexion 
between  such  higher  scientific  training  and  the  development  of  manufacturing 
industry.  N  o  nation  not  overburdened  with  capital  would  continue  to  erect  and 
equip  institutions  for  advanced  instruction  and  scientific  research  without  a  firm 
conviction  of  their  industrial  value.  The  demand,  too,  for  such  higher  teaching 
seems  to  increase  as  the  facilities  for  providing  it  are  enlarged.  For,  whereas  in 
1884,  we  stated  that  the  total  attendance  at  the  Charlottenburg  alone,  irrespective 
of  the  Berlin  University,  is  now  3,000,  while  the  number  of  students  in  the  physical 
and  electro-technical  laboratories  at  Darmstadt  is  already  in  excess  of  the  accom¬ 
modation,  and  the  buildings,  which  were  only  completed  in  October  1895,  are  now 
undergoing  extension. 

Indeed,  it  is  worthy  of  remark  that  the  same  object  which  called  into  existence 
some  40  or  50  years  ago  the  technical  high  schools  has  recently  led  to  their  exten- 
cion  and  development  in  a  new  direction.  As  far  back  as  that  period  Germany 
began  to  prepare  herself  for  becoming  a  manufacturing  people.  It  was  her  belief 
in  the  future  applications  of  chemistry  to  industrial  purposes  that  led  to  the  erec- 
i  ion  and  equipment  at  a  great  cost  of  chemical  laboratories,  and  to  the  encourage¬ 
ment  held  out  to  students  to  pursue  their  studies  in  those  laboratories  for  a  period 
of  five,  six,  or  even  seven  years.  The  success  that  has  attended  the  efforts  of  the 
Germans  to  appropriate  many  important  branches  of  chemical  manufacturing 
industry  is  well  known,  and  the  dependence  of  those  industries  on  the  researches  of 
chemical  experts  employed  in  the  works  is  generally  recognized.  At  the  Badische 
Anilin-und  Soda  Fabrili  alone,  100  scientifically  trained  chemists  and  30  engineers 
are  employed. 

GERMAN  ACTIVITY  IN  DEVELOPMENT  OF  ELECTRICAL  SCIENCE. 

Her  brilliant  achievements  in  the  field  of  chemical  industries  have  encouraged 
her  to  establish  well-equipped  electrical  laboratories  and  to  develop  the  practical 
teaching  of  physics  with  the  view  of  assisting  the  electrical  trades,  which  are  com¬ 
paratively  of  recent  growth.  Twelve  years  ago  the  Commissioners  had  to  report 
that  the  facilities  for  practical  laboratory  instruction  in  electrical  technology  scarcely 
existed,  or  were  of  the  most  meagre  kind.  At  that  time  nowhere  in  Germany  was 
to  be  found  so  well-equipped  a  laboratory  for  electrical  engineers  as  at  the  Finsbury 
Technical  College.  Now  there  are  no  laboratories  in  England  which  can  compare 
in  the  detail  and  completeness  of  their  equipment  with  those  we  visited  at  Darm¬ 
stadt  and  Stuttgart;  and  no  facilities  exist  for  original  and  independent  research  in 
physical  subjects  to  be  compared  with  those  afforded  at  the  Imperial  Institute  at 
Charlottenburg . 


SECONDARY  EDUCATION  IN  GERMANY. 

Our  recent  visit  to  Germany  has  also  impressed  us  with  a  sense  of  the  advantages 
which  the  nation  derives  from  having  an  organized  system  of  secondary  education. 
To  this  matter  reference  was  made  in  the  Report  of  1884,  and  we  de  are  to  empha¬ 
size  it.  The  education  of  a  secondary  school  is  in  every  way  more  accessible  in 
Germany  than  here.  The  grades  and  differences  of  schools  are  better  defined  and 
more  clearly  understood;  the  instruction  is  more  disciplinary  and  exercises  a  deep 
influence  in  the  formation  of  habits  and  in  the  training  of  character;  the  teaching 
of  modern  languages  is  insisted  upon  to  a  far  greater  extent  than  in  any  ot  our  own 
schools,  with  results  of  the  greatest  possible  benefit  to  the  German  clerk  and  com- 

ART — VOL  4 - 62 


978  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


mercial  agent;  the  absence  of  frequent  and  conflicting  external  examinations  gives 
more  time  for  careful  study;  the  remission  of  two  years’  military  service  to  those 
who  reach  a  certain  standard  in  a  secondary  school  is  a  powerful  encouragement  to 
steady  application ;  and  the  fees  are  much  lower  than  in  schools  of  corresponding 
grade  in  this  country.  There  are  advantages  which  count  for  much  in  enabling 
the  German  youth  to  obtain  a  good  secondary  education  and  in  fitting  him  for  the 
subsequent  period  of  apprenticeship  in  the  counting  house,  the  merchant’s  office,  or 
the  factory.  The  German  boy  acquires  at  school  a  stock  of  knowledge  which  is  at 
once  useful  to  him,  and  he  aiso  acquires  habits  of  accuracy  and  learns  the  signifi¬ 
cance  of  attention  to  detail  and  the  importance  of  discipline  and  obedience.  Our 
consular  reports  are  full  of  references  to  the  differences  between  the  methods  of 
training  and  aptitudes  for  commerce  in  Germany  and  in  England,  which  in  many 
ways  are  traceable  to  the  fundamental  differences  in  the  secondary  education  of  the 
two  countries. 


TRADE  SCHOOLS. 

As  regards  trade  schools,  we  found  that  these  are  more  common  in  South  Ger¬ 
many,  as,  for  instance,  in  Austria,  than  in  Prussia,  and  we  were  struck  with  the 
recognition  of  their  importance,  as  shown  by  the  fact  that,  in  the  exhibition  at 
Nuremberg  of  the  products  of  the  different  provinces  in  Bavaria,  specimens  of  the 
work  of  the  pupils  of  trade  schools  were  in  many  cases  displayed  in  connexion  with 
the  exhibits  of  the  factory  or  workshop,  indicating  the  close  relation  that  appeared 
to  exist  between  the  school  exercises  and  the  work  of  the  manufacturer.  The 
instruction  in  these  trade  schools  is  essentially  practical,  and  has  been  very  helpful 
in  the  development  of  several  of  the  smaller  industries. 

The  lesson  to  he  derived  from  all  this  activity  in  matters  pertaining  to  education 
is  clearly  this,  that  our  foreign  rivals  are  determined  to  keep  well  ahead  in  the 
matter  of  facilities  for  instruction,  and  not  only  so  in  those  institutions  wherein  the 
highest  branches  of  scientific  instruction  are  pursued.  They  are  convinced  that 
the  nation  which  has  the  best  schools  is  the  best  prepared  for  the  great  industrial 
warfare  which  lies  before  us,  and  no  money  appears  to  be  grudged  for  the  erection, 
equipment,  and  maintenance  of  educational  institutions  of  all  grades,  and  especially 
of  the  science  laboratories  which,  as  we  have  seen,  are  being  multiplied  in  Germany. 
The  great  industries  of  to-day  depend  more  and  more  upon  the  successful  applica¬ 
tion  of  recent  discoveries  to  ordinary  manufacturing  processes  and  less  and  less 
upon  the  presence  of  coal;  iron,  and  raw  materials.  Cheaper  and  more  speedy 
means  of  transit  are  placing  all  countries  more  nearly  on  a  level  as  regards  natural 
resources.  Improved  tools  and  labour-saving  machinery  are  rapidly  rendering  the 
manual  skill  and  dexterity  of  the  individual  workman  (upon  which  we  once  so 
greatly  relied)  of  minor  significance,  and  in  the  industrial  race  in  which  we  are 
engaged  nearly  all  the  advantages  upon  which  we  prided  ourselves  in  the  past  are 
possessed  in  a  greater  or  less  degree  by  our  rivals,  and  count  for  little  as  compared 
with  scientific  knowledge  and  its  ready  application  to  the  needs  of  the  manufacturer. 

As  regards  the  facilities  for  instruction  to  artisans,  we  did  not  discover  that, 
except  perhaps  in  certain  branches  of  the  textile  industries,  the  special  technical 
education  of  the  German  workman  is  superior  to  that  of  the  artisans  of  this  coun¬ 
try,  and  notwithstanding  the  existence  of  evening  continuation  schools  and  Sunday 
schools  in  many  parts  of  Germany,  we  have  no  reason  to  think  that  better  facilities 
for  technical  and  scientific  teaching  are  offered  to  foreign  workmen  than  those 
within  the  reach  of  our  own  industrial  population.  Indeed  in  some  respects  the 
recent  development  of  evening  technical  instruction  under  our  country  councils 
gives  an  advantage  to  our  own  work-people.  At  the  same  time  there  is  growing 
recognition  in  Germany  of  the  desirability  of  making  further  provision  for  the 
instruction  of  workmen  and  foremen  in  trade  subjects.  We  are  especially  impressed 
with  the  fact  that  employers  in  Germany  largely  encourage  their  apprentices  to 
attend  evening  schools,  and,  whilst  regulations  obtain  in  different  trades,  we  found 
that  in  some  industries  the  apprentices  have  two  afternoons  free  each  week  for 
attendance  at  technical  classes. 

In  the  evening  schools  which  we  have  recently  visited  the  instruction  is  not  so 
much  the  teaching  of  handicrafts,  as  is  the  case  in  some  of  our  own  technical  classes, 
but  is  more  distinctly  supplementary  to  the  workshop  practice.  The  methods  of 
teaching  vary  with  the  subject,  and  more  care  is  shown  in  specializing  the  instruc¬ 
tion  in  drawing  according  to  the  trade  of  the  various  classes  of  students  than  is 
common  in  our  own  schools.  In  the  weaving  schools,  which  are  much  attended  by 
evening  students,  the  instruction  is  essentially  practical.  These  schools  form  a  very 
distinct  class,  and  some,  of  them  have  been  largely  developed  since  the  publication 
of  the  Report  of  the  Technical  Instruction  Commission. 


MR.  MONAGHAN,  AMERICAN  CONSUL,  QUOTED. 


979 


ADVANTAGE  OF  BETTER  ELEMENTARY  TRAINING  OF  GERMAN  YOUTH. 

It  is  to  be  noted  that  the  pupils  enter  the  evening  classes  with  a  better  prepara¬ 
tion  for  technical  instruction  than  our  own  students,  owing  to  their  elementary 
education  having  been  continued  to  the  age  of  14,  and  to  the  system  of  instruction, 
which  in  many  ways  is  more  formative  of  sound  habits  of  thought.  Moreover, 
many  of  those  employed  in  engineering  and  other  works  have  had  the  advantage  of 
attending  a  good  secondary  school  before  entering  the  evening  classes,  and  the  kind 
of  instruction  which  these  need  is  very  different  from  that  which  can  only  be  assimi¬ 
lated  by  pupils  whose  education  has  been  interrupted  at  an  earlier  age. 

Although,  therefore,  we  are  prepared  to  repeat  as  regards  Germany  what  we 
stated  in  1884,  that  there  is  no  organization  for  evening  instruction  in  science  and 
art  comparable  to  that  afforded  under  the  Science  and  Art  Department  and  for  the 
examinations  in  technology  under  the  City  and  Guilds  of  London  Institute,  we  feel 
that  no  conclusion  can  be  drawn  from  a  comparison  of  the  systems  of  evening  tech¬ 
nical  teaching  without  taking  note  of  the  differences  that  exist  in  the  elementary 
and  secondary  education  of  the  two  countries. 

In  making  even  these  superficial  comparisons  between  the  industrial  development 
of  Germany  and  that  of  England,  we  economized  our  time  by  selecting  certain 
specimen  districts  in  which  some  of  the  most  important  industries  of  the  country 
are  centred,  and  choosing  those  the  products  of  which  are  largely  exported.  In  the 
inquiry  of  t  he  Commissioners  in  1882,  the  worsted  industry  of  Saxony  was  carefully 
inspected  and  examined,  and  it  was  shown,  at  that  time,  that  the  conspicuous  prog¬ 
ress  of  the  manufacturers  had  been  materially  aided  by  the  schools  of  art  and  sci¬ 
ence,  by  general  artistic,  scientific,  and  chemical  training,  and  especially  by  the 
weaving  schools,  in  which  the  fullest  opportunities  were  provided  for  the  applica¬ 
tion  of  science  and  art  to  the  manufacture  of  textiles.  Undoubtedly  the  progress  in 
these  centres  has  not  only  been  sustained,  but  has  been  relatively  increased,  as  is  borne 
out  by  the  rapid  growth  of  their  manufactures  and  by  the  increase  of  their  exports. 

MR.  MONAGHAN,  AMERICAN  CONSUL  AT  CHEMNITZ,  QUOTED. 

In  a  very  interesting  interview  with  Mr.  Monaghan,  the  American  Consul  at 
Chemnitz,  who  for  some  time  has  given  attention  to  questions  relating  to  educa¬ 
tion  and  industry  for  the  benefit  of  the  United  States  Government,  we  received  full 
confirmation  of  the  opinions  we  had  formed  in  the  course  of  our  previous  inquiry 
as  to  the  thoroughness  and  utility  of  the  training  for  the  work  of  life  which  the 
German  students  receive.  “They  begin,”  he  said,  “by  learning  the  language, 
manners,  and  customs  of  the  people  with  whom  they  trade,  and  by  mastering  the 
anatomy  of  every  machine  they  have  to  work.”  This  gentleman  accompanied 
us  to  the  weaving  school,  with  all  the  arrangements  of  which  he  was  familiar;  and 
not  content  with  verbally  describing  the  influence  of  the  school  upon  numerous 
leading  designers  and  manufacturing  experts  with  whom  he  was  acquainted,  he 
conducted  us  to  the  business  office  of  a  practical  designer  who  had  gained  his 
knowledge  at  the  school,  and  who  by  his  faculty  of  making  patterns  that  had 
caught  the  public  taste  had  lifted  the  concern  in  which  he  had  been  employed  into 
a  prosperous  condition.  Mr.  Monaghan  had  no  hesitation  in  saying  that  if  his 
country  and  ours  did  not  meet  Germany  more  thoroughly  and  more  practically  in 
the  school,  each  would,  in  the  course  of  a  few  years,  be  compelled  to  yield  to  Ger¬ 
many  the  first  place  in  all  the  higher  and  more  profitable  fields  of  manufacture  and 
commerce. 

HAND  AND  MACHINE  INDUSTRIES  IN  COMPETITION. 

As  regards  worsteds,  both  in  Germany  and  in  England,  spinning  and  weaving 
had  been  carried  on  for  centuries  as  hand  industries.  The  spinning  trade  in 
Germany  was  practically  crushed  out  by  England,  but  the  hand  looms  remained 
and  are  still  extensively  worked  as  supplementary  aids  to  the  family  income  in  the 
rural  districts.  With  the  advent  of  British  machinery  the  competition  with  this 
countrv  began,  although  it  was  practically  unfelt  so  long  as  British  manufactureis 
were  busy.  Hitherto  it  has  been  mainly  confined  to  weaving.  The  industry  has 
always  been  much  less  centralized  than  in  England,  and  circumstances  necessitated 
that  in  most  of  the  factories  the  weaving,  dyeing,  finishing,  and  making-up  should 
be  done  on  the  premises,  an  arrangement  which  is  usually  in  force  to-day.  The 
manufacturer  by  his  travellers  sells  direct  to  the  retailer.  The  conditions  prevail¬ 
ing  in  the  same  industry  tend  in  the  case  of  England  to  economy  of  production, 
while  in  Germanv  they  tend  to  variety  and  originality. 

It  may  be  noted  also  that,  as  in  England,  certain  power  looms  were  employed  in 
the  making  of  common  goods  for  Germany,  so  the  German  manufacturers,  aided 


980  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


by  protective  duties,  first  used  their  English  looms  for  the  manufacture  of  these 
common  goods  for  themselves  from  yarns  imported  from  England.  The  competi¬ 
tion  at  the  outset  was  met  by  efforts  on  the  part  of  our  English  manufacturers  to 
overcome  the  tariffs  by  still  further  cheapening  this  class  of  goods,  a  competition 
which  in  most  instances  they  were  compelled  to  relinquish.  The  Germans,  how¬ 
ever,  no  longer  confine  themselves  to  the  manufacture,  for  export  purposes,  of  one 
class  of  goods;  and  it  is  now  in  the  better  kind  of  fabrics  that,  helped  by  their 
schools  of  design,  and  by  weaving  and  dyeing  schools,  and  by  their  intimate  study 
of  the  methods  of  commerce,  they  are  destined  to  become  our  most  serious 
competitors . 


PRACTICAL  CHARACTER  OF  THE  GERMANS  ILLUSTRATED. 

The  methods  pursued  by  German  firms  in  buying  yarn  in  England  for  the  mak¬ 
ing  of  German  fabrics  furnish  an  apt  illustration  of  the  practical  character  of  their 
enterprise  and  education.  Within  the  business  experience  of  many  still  living,  a 
firm  of  English  merchants  in  Bradford  started  a  department  for  the  export  of 
yarns  to  Germany.  They  did  not  send  an  English  traveller  to  Germany,  for  the 
simple  reason  that  few  English  travellers  could  speak  German.  They  accordingly 
engaged  a  German  to  manage  the  new  department.  Very  soon  Germans  found  it 
advantageous  to  settle  in  Bradford,  where,  owing  to  their  knowledge  of  English, 
which  they  had  learnt  at  school,  and  their  ability  to  keep  foreign  commercial 
accounts,  they  found  no  difficulty  in  conducting  their  business.  As  a  matter  of 
fact,  at  the  present  time,  the  export  yarn  trade  of  Bradford  is  practically  in  the 
hands  of  Germans,  concerning  whom  it  may  be  said  that  none  are  more  prompt  in 
meeting  their  engagements  or  more  honourable  in  their  business  transactions. 

The  yarn  is  distributed  by  the  merchants  to  German  manufacturers,  and  the 
German  worsted  textiles  which  are  imported  into  this  country  are  mainly  composed 
of  yarns  made  in  Bradford.  The  Bradford  trade  is  a  good  example,  not  of  the 
harmful,  but  of  the  profitable  effect  of  German  competition,  and  it  would  be  diffi¬ 
cult  to  say  which  country  has  benefited  the  more  by  it.  The  annual  amount  of 
woollen,  worsted,  and  alpaca  yarns  exported  from  England  to  other  countries, 
largely  to  Germany,  during  the  following  periods  of  years  has  averaged  as  follows: 


lbs. 

1880-85 .  37,800,000  per  year. 

1890-95 . 60,000,000 

1895  .  78,900,000 


RELATIONS  BETWEEN  BRADFORD,  ENGLAND,  AND  GERMANY,  MUTUALLY 

ADVANTAGEOUS. 

Bradford  has  been  the  greatest  contributor  to  German  success  in  the  weaving  of 
worsted,  and  alpaca  cloths,  and  Germany  has  been  the  greatest  contributor  to  the 
success  of  the  spinning  trade  of  Bradford  by  purchasing  the  yarns  manufactured  in 
the  district.  Even  for  this  gain  to  English  trade  we  are,  however,  indebted  to 
German  education ;  for  we  are  told  that  if  Bradford  had  depended  upon  English 
travellers  and  agents  in  Germany  to  push  the  sale  of  her  yarn,  the  Germans  by  this 
time  would  probably  have  been  spinning  the  yarn  for  themselves,  and  possibly 
exporting  some  of  it  to  England. 

At  the  present  time  the  worsted  spinning  industry  of  Saxony  is  mainly  confined 
to  what  is  known  as  the  French  (mule)  system,  and  most  of  the  machinery  is  made  in 
Germany.  Such  long  wool-spinning  machinery  as  is  being  employed  is  still  imported 
from  England.  In  weaving,  Germany  has  passed  beyond  this  point  and  is  largely 
engaged  in  the  manufacture  of  her  owu  machinery.  In  travelling  from  the  Bava¬ 
rian  border  northward  through  Saxony  to  Chemnitz,  we  were  much  impressed  by 
the  evidences  of  growth  and  prosperity  in  the  manufacturing  towns  through  which 
we  passed.  In  one  of  these  towns  which  is  largely  employed  in  weaving  Bradford 
yarns,  we  were  informed  by  the  agent  of  an  English  loom  maker,  who,  on  a  pre¬ 
vious  visit,  personally  conducted  us  through  some  factories,  that  nearly  all  the 
power  looms,  used  at  that  time,  were  supplied  by  Yorkshire  makers.  In  our  recent 
visit  we  ascertained  that  there  were  no  longer  any  resident  agents  of  English 
makers,  but  that  two  loom  factories  had  been  erected  in  the  town,  and  that  the 
import  of  English  looms  had  almost  ceased. 

The  experience  of  Saxony  in  her  competition  with  England  in  the  wool  and 
worsted  industries  is  practically  that  of  other  German  States  in  other  trades.  At 
first,  Germany  came  to  England  for  the  manufactured  product,  then  for  the 
machinery  for  making  the  product,  and  latterly  in  some  instances  Germany  is 


HOME  INDUSTRIES  IN  CERTAIN  COUNTRIES  OF  GERMANY.  981 


found  able  not  only  to  use  English  machinery  more  effectively  than  is  being  done 
at  home,  but  to  compete  with  us  in  the  production  of  it.  On  the  other  hand,  still 
taking  the  case  of  Saxony,  we  do  not  find  that  English  loom  makers  have  done  less 
business,  or  reduced  the  wages  of  their  workmen  since  the  Germans  began  to  manu¬ 
facture  power  looms  for  themselves  ;  as  a  matter  of  fact  the  home  trade  has,  so  far, 
increased,  and  the  competition  has  resulted  in  additional  improvements  in  the  con¬ 
struction  of  looms  and  in  the  machine  tools  which  are  so  largely  used  for  that 
purpose. 


PRIMITIVE  CONDITIONS  CONTINUE  IN  SAXONY  AND  BAVARIA. 

We  found  in  this  district  of  Saxony,  as  also  in  much  of  the  country  southward, 
stretching  into  Bavaria  a  primitive  condition  of  things  which  one  would  scarcely 
have  expected,  under  the  highly  developed  organization  of  commerce  in  Germany. 
We  were  informed  that  there  are  still  about  12,000  hand  looms  employed,  and  that 
in  the  sparsely  populated  villages,  stretching  in  every  direction  from  the  town  of 
Meerane,  nearly  every  cottage  has  its  loom.  The  present  proprie.or  and  his  family 
work  upon  their  little  patch  of  land,  getting  out  of  it  all  they  can,  and  fill  up 
their  vacant  time  in  turn  at  the  loom,  or  at  some  other  home  industry.  Our  atten¬ 
tion  was  called  to  a  group  of  women,  each  with  her  small  waggon  drawn  by  a  large 
dog,  bringing  her  a  piece  of  cloth  to  the  warehouse  of  the  factor  or  employer,  and 
taking  back  with  her  one  or  two  bundles  of  worsted  yarn,  besides  loaves,  sugar, 
coffee,  &c. ,  and  oil  for  the  lamp.  Some  of  these  hand  loom  weavers  are  wonder¬ 
fully  expert.  We  saw  a  pattern  weaver  who  cheerfully  boasted  that  he  could  make 
his  loom  do  everything  but  talk.  He  was  at  work  in  a  little  chamber,  in  which 
there  were  two  beds  besides  his  loom,  and  he  was  one  of  50  employed  by  the  same 
firm  exclusively  in  the  making  of  patterns.  We  were  frequently  informed  that 
orders  are  accepted  for  single  pieces  of  complicated  patterns  woven  by  hand.  The 
variety  and  excellence  of  many  German  fabrics  is  explained  by  the  fact  that  they 
are  made  in  hand  looms  ;  and  having  regard  to  the  diversity  and  beauty  of  the  pat¬ 
terns,  it  is  to  be  regretted  that  the  products  of  the  hand  loom  as  against  the  power 
loom  have  to  meet  a  hopeless  competition.  The  hand  loom  weavers,  and  equally 
those  employed  on  the  power  loom,  have  been  much  assisted  by  the  instruction 
gained  in  the  weaving  school  of  the  town  of  Meerane,  which,  established  on  a  small 
scale  45  years  ago,  is  now  installed  in  a  new  building,  and  is  attended  by  over  100 
students.  We  were  told  that  the  most  earnest  of  these  students  are  the  hand  loom 
weavers  from  the  country  districts,  and  that  all  the  employers  had  attended  the 
school ;  and  some  of  the  most  prosperous  of  them  stated  that  they  owed  their  suc¬ 
cess  entirely  to  its  infiuen'-e. 

HOME  INDUSTRIES  IN  BLACK  FOREST  AND  THURINGIA. 

Besides  weaving,  a  large  number  of  other  home  industries  are  carried  on  by  cot¬ 
tagers  in  their  spare  time.  In  some  districts,  as  is  the  case  in  Thuringia  and  in  the 
Black  Forest,  they  carve  wood,  make  clocks,  dolls,  toys,  lace,  artificial  fiowers,  &c., 
and  in  many  of  these  industries  the  art  instruction  they  receive  at  school  stands 
them  in  good  stead.  A  mercha-  t  in  Bavaria,  whose  warehouse  we  visited,  told  us 
that  he  had  30,000  separate  patterns  of  articles  for  sale  made  in  cottages,  and  that  he 
had  orders  for  all  kinds  of  toys,  including  120,0001.  worth  of  dressed  dolls.  Of  the 
toys  imported  into  this  country  in  1894,  the  value  of  which  was  nearly  1,000,0001. 
sterling,  nearly  all  came  from  Germany. 

The  question  of  longer  hours,  smaller  wages,  and  the  work  of  women  and  chil¬ 
dren  are  all  to  some  extent  involved,  as  we  have  said,  in  the  growing  competition 
which  the  manufacturers  of  this  country  have  to  face,  but  we  are  convinced  from 
our  inquiries  that  there  has  been  in  the  past,  and  that  there  still  is  in  progress,  a 
levelling  up  of  the  inequalities  between  the  physical  and  social  condition  of  the 
workers  here  and  those  in  similar  trades  abroad.  In  all  skilled  industries  the 
wages  in  Germany  are  rising,  and  the  hours  of  labour  tend  to  decrease.  Child 
labour  has  practically  disappeared  in  German  factories,  as  in  no  case  at  any  woiks 
visited  by  us  did  we  see  any  children  employed. 

In  certain  trades,  however,  the  inequalities  in  hours  and  wages  that  still  exist 
may  apparently  give  to  the  German  employer  some  advantage  over  the  manufac¬ 
turer  in  this  country,  but  we  think  that  this  is  a  factor  in  the  present  competition 
which  is  yearly  becoming  less  important.  ,  . 

In  the  attractive  appearance,  the  pattern,  and  the  finish  of  their  goods,  and  in 
the  excellence  of  the  packing,  the  German  producers  take  infinite  pains,  which  it 
clearly  pays  them  to  take.  In  these  directions  many  of  our  country-men  have 
undoubtedly  much  to  learn. 


982  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


The  Merchandise  Marks  Act,  as  it  now  operates,  was  generally  spoken  of  as  a 
strong  weapon  against  ourselves;  and  while  the  forging  of  trade  marks,  for  the 
prevention  of  which  it  was  originally  devised,  has  long  been  been  illegal,  the  meas¬ 
ure  tends  to  act  as  an  advertisement  of  the  industries  of  our  foreign  rivals,  and 
serves  to  indicate  to  the  colonial  and  American  buyer  the  true  origin  of  much  that 
he  had  hitherto  been  in  the  habit  of  regarding  as  English. 

In  many  parts  of  Germany  great  efforts  are  being  made  to  extend  the  provision 
of  light  railways,  and  to  stimulate  trade  by  the  lowest  possible  rates  of  carriage. 
We  were  assured  that  merchandise  abroad  is  conveyed  at  a  much  lower  rate  than 
in  this  country..  The  remoteness  of  the  country  from  the  coast  renders  this  the 
more  necessary  and  the  more  difficult  to  introduce  generally. 

GREAT  ACTIVITY  IN  GERMANY  BOTH  IN  TECHNICAL  EDUCATION  AND  IN  INDUSTRIES. 

We  shall  have  accomplished  all  we  hoped  to  do  as  the  result  of  our  somewhat 
hasty  mission  if  we  succeed  in  showing  that  there  is  no  evidence  of  standing  still  or 
of  being  satisfied  with  past  progress  in  any  direction  in  Germany.  Everything  is 
still  being  developed,  and  in  all  branches  of  industry  there  are  signs  of  great 
activity.  New  factories  are  being  erected  and  new  processes  are  being  invented. 
Indeed  there  are  indications  that  in  the  immediate  future  our  own  country-men 
will  have  to  encounter  a  competition  far  more  acute  than  anything  they  have  yet 
had  to  grapple  with.  In  the  coming  struggle  for  trade,  our  fine  insular  position, 
our  splendid  race  of  workers,  and  our  excellent  raw  materials  will  undoubtedly 
count  for  much,  but  the  possession  of  these  advantages  alone  will  not  suffice,  and 
we  shall  have  to  adopt  certain  of  the  methods  which  prevail  abroad,  about  which 
our  manufacturers  in  the  past  have  care  i  too  little,  but  which  mean  much  to  our 
customers.  We  must  not  be  content  to  live  any  longer  upon  the  traditions  and 
reputation  of  the  past,  but  we  must  set  ourselves  to  work  diligently  to  study  the 
wishes  and  fancies  of  those  we  have  to  serve,  and  we  must,  moreover,  be  prepared 
to  meet  them  even  in  such  small  subtleties  as  weights,  measures,  and  packing. 
Above  all,  we  must  endeavour  to  improve  and  to  develop  our  higher,  industrial,  and 
secondary  literary  and  technical  educational  machinery,  and,  whilst  adapting  this 
machinery  to  our  peculiar  conditions,  we  must  see  that  it  is  maintained  at  least  on 
a  level  with  that  of  any  other  nation. 

We  append  some  of  our  notes  at  greater  length  on  the  schools,  exhibitions,  and 
upon  certain  of  the  factories  visited  by  us,  which  notes  have  served  as  the  basis  of 
the  conclusions  that  we  have  ventured  to  submit  for  your  consideration,  and  we 
trust  that  we  may  be  permitted  to  take  this  opportunity  of  expressing,  through  Your 
Grace,  the  obligations  we  are  under  to  Her  Majesty’s  Ambassador  at  Munich,  the 
Ministers  of  Church  and  School  Affairs  of  Wurtemberg  and  of  Bavaria,  and  the  offi¬ 
cials  of  the  exhibitions  in  those  countries,  as  also  to  the  numerous  manufacturers 
and  others  who  afforded  us  opportunities  for  the  prosecution  of  our  inquiries. 

We  have  the  honour  to  be,  Your  Grace’s  obedient  humble  servants, 

(Signed)  Philip  Magnus, 

Gilbert  R.  Redgrave, 
Swire  Smith, 

William  Woodall. 

We  regret  that  we  were  unable  to  accompany  our  late  colleagues  of  the  Technical 
Instruction  Commission  on  their  recent  visit  to  Germany.  We  have,  however,  had 
the  advantage  of  reading  their  Report,  and  we  desire  to  say  that  we  are  in  general 
agreement  with  the  opinions  expressed  by  them  in  regard  to  the  instruction  to  be 
derived  from  their  observations. 

(Signed)  B.  Samuelson, 

Henry  E.  Roscoe. 

I  have  had  independent  opportunities  of  verifying  the  conclusions  in  respect  of 
the  mischievous  operation  on  our  trade  of  the  Merchandise  Marks  Act,  of  the  burden 
imposed,  more  especially  on  our  exports,  by  the  comparatively  high  rates  of  the 
British  railways,  and  of  the  great  advantage  derived  by  foreign  manufacturers  by 
the  superior  training  of  their  commercial  travellers. 

(Signed)  B.  Samuelson. 

December,  1896. 


POLYTECHNIC  SCHOOLS  IN  GERMANY. 


983 


Notes  on  Schools,  Exhibitions,  and  Factories.— the  Darmstadt  Polytechnic. 

The  new  Polytechnic  at  Darmstadt,  erected  in  place  of  an  earlier  building,  was 
specially  visited  in  order  to  see  the  most  recent  development  of  schools  for  the  highest 
branches  of  technical  teaching.  The  main  building  is  three  storied  and  comprises 
three  wings  at  right  angles  to  it,  giving  an  E-shaped  plan.  These  buildings  are 
devoted  to  the  teaching  of  mathematics  and  some  branches  of  natural  science,  and 
to  the  schools  of  architecture  and  engineering.  In  the  wing  buildings,  moreover, 
the  first  year  students  receive  their  instruction. 

Opposite  to  the  front  entrance  to  the  Polytechnic,  and  on  the  other  side  of  the 
road,  are  two  separate  institutes,  one  of  which  contains  the  physical  and  electro¬ 
technical  schools,  and  the  other  the  chemical  laboratories  and  class-rooms.  In  the 
rear  of  the  main  building  is  the  engine-house,  from  which  electric  light,  and  power 
and  heat,  are  supplied  to  all  these  buildings.  The  Polytechnic,  which  was  begun  in 
1893,  was  completed  in  October  1895  at  a  cost,  including  fittings  and  equipment,  of 
about  120,0001.  The  main  building  contains  the  usual  series  of  drawing  offices — a 
special  feature  of  every  technical  college  in  Germany — rooms  to  contain  the  collec¬ 
tions  of  models  and  apparatus,  the  engineering  laboratories,  class-rooms,  lecture- 
rooms,  a  large  hall,  the  library,  and  the  offices  for  the  administrative  staff. 

The  most  interesting  department  of  the  institute  is  undoubtedly  that  devoted  to  the 
physical  and  electro-technical  schools.  This  is  divided  into  two  distinct  sections;  the 
one  for  instruction  in  physics  proper,  including  electricity,  and  the  other  for  the  tech¬ 
nical  applications  of  electricity.  It  is  in  this  special  direction  that  so  much  progress 
is  being  made  in  Germany,  as  evidenced  by  the  new  buildings  at  Berlin,  Leipsic, 
Hanover,  and  Stuttgart.  Each  section  of  the  physical  school  contains  workshops 
for  the  making  and  repairing  of  apparatus,  but  these  workshops  are  not  used  by 
the  students.  In  fact  it  may  be  said  that  manual  training  of  this  kind  does  not 
even  now  form  any  part  of  the  curriculum  of  the  students  at  the  German  technical 
high  schools.  They  are  required,  however,  during  their  course  of  study,  to  spend 
part  of  their  long  vacations  in  engineering  shops  and  arrangements  are  made  for 
the  admission  of  students  to  the  State  railway  works,  or  to  the  machine  shops  of 
well-known  electrical  firms. 

*  *  •  •>  *  *  * 

There  are  already  300  students  in  this  one  department  of  the  Darmstadt  High 
School,  and  the  building,  which  was  completed  in  October  1895,  is  now  being 
extended. 

The  course  of  instruction  covers  four  years;  the  first  year  is  spent  in  the  main 
building,  in  a  general  course  of  scientific  study,  the  second  is  given  to  physics, 
and  the  last  two  years  are  devoted  to  practical  exercises  in  the  electro-technical 
institute. 

The  chemical  school  is  housed  in  another  separate  building,  which  also  consists 
of  two  departments;  the  one  for  the  study  of  pure  chemistry,  the  other  for  the 
study  of  chemical  technology,  electro-chemistry,  and  pharmacy. 

******* 

The  attendance  of  regular  students  in  the  various  faculties  during  the  past  year 
amounted  in  all  to  850,  and  there  were  104  occasional  students,  making  a  gross  total 
of  954.  The  teaching  staff  consisted  of  27  ordinary  and  of  six  extraordinary  pro¬ 
fessors,  22  demonstrators,  and  of  22  assistants,  making  a  total  of  77.  The  students 
fees  vary  from  81.  to  121.  a  year,  and  the  deficit  on  the  cost  of  maintenance  is 
defrayed  by  the  State. 

******* 

THE  NEW  BUILDING  OF  THE  STUTTGART  POLYTECHNIC. 


We  also  visited  the  recently-erected  Biddings  for  chemistry  and  electro-technology 
that  have  been  added  to  the  Technical  High  School  of  Stuttgart,  which,  as  is  well 
known,  is  one  of  the  oldest  polytechnics  in  Germany.  On  the  occasion  of  our  visit 
in  1882,  we  found  that  considerable  extensions  had  been  made  in  1879,  consisting  of 
two  new  wings,  at  a  cost  of  little  short  of  75,0001.  The  present  buddings,  which 
are  entirely  detached  and  situated  at  some  distance  from  the  mam  building,  have 
involved  for  their  erection  and  equipment  an  expenditure  of  about  100, 0001.  Un< e- 
half  the  building  is  devoted  to  the  chemical  department,  and  the  other  and  rather 
smaller  half  is  allotted  to  electro-technology.  There  is  a  substantial  basement  with 
two  lofty  storeys  above  ground.  The  chemical  department  is  devoted  to  the  teach¬ 
ing  of  pure  chemistry,  inorganic  and  organic,  and  the  laboratories  in  the  main 
building,  which  were  previously  used  for  this  purpose  under  Dr.  von  r  elding,  are 


984  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


now  occupied  by  the  professor  of  chemical  technology,  Dr.  Haussermann.  The 
new  laboratories,  which  are  housed  in  what  is  practically  a  separate  and  distinct 
building,  have  been  planned  with  the  utmost  care  and  forethought.  They  have 
accommodation  for  76  students,  and  there  were  62  students  last  year  in  attendance. 
The  laboratories  have  been  opened  only  a  year  and  a  half.  The  course  of  instruc¬ 
tion  occupies  six  semesters;  many  stay  less  time  and  go  on  to  the  university;  but 
the  majority  of  the  students  continue  their  studies  either  at  the  Polytechnic  or  the 
university  beyond  the  three  years.  The  first  year  is  devoted  to  inorganic  analysis, 
the  second  to  organic  analysis,  and  the  third  to  research  work.  The  laboratories 
and  lecture-rooms  are  very  completely  equipped.  Besides  the  ordinary  lecture- 
rooms  and  laboratories,  are  special  rooms  for  accumulators,  for  motors  and  dyna¬ 
mos,  dark  rooms  for  photographic  and  photometric  experiments,  rooms  fitted  with 
furnaces  for  metallurgical  work  and  the  usual  balance-rooms. 

The  electro-technical  department  adjoins  the  chemical  laboratories,  but  occupies 
a  separate  building.  It  is  under  the  general  direction  of  Dr.  Dietrich.  It  was  con¬ 
structed  for  120  students,  and  during  the  last  session  there  were  about  75  students 
in  attendance.  Commodious  as  is  the  building,  we  were  told  that  there  was  not 
room  for  more  than  20  advanced  students.  The  institute  contains  a  large  number 
of  small  laboratories,  specially  fitted  for  experiments  in  some  one  branch  of  elec¬ 
trical  work.  Several  of  these  laboratories  were  intended  to  be  occupied  by  one 
student  only. 

*  *  *  *  *  *  * 

The  course  of  study  occupies  eight  semesters  or  four  years,  and  during  this  period 
the  student  is  expected  to  spend  one  year  with  a  firm  of  engineers.  The  students 
seldom  complete  their  school  course  before  18  or  19,  and  rarely  pass  their  qualify¬ 
ing  examination  as  engineers  before  the  age  of  24. 

THE  CREFELD  WEAVING  SCHOOL  AND  THE  NEW  SCHOOL  FOR  DYEING  AND 

FINISHING. 

The  12  years  which  have  elapsed  since  the  publication  of  the  Commissioner's 
report  have  served  still  further  to  test  by  practical  experience  the  value  of  the 
several  weaving  schools  which  are  found  in  different  parts  of  the  continent.  The 
most  important  of  these  formerly  visited  by  us  was  the  weaving  and  dyeing  school 
at  Crefeld,  and  as  we  were  informed  that  this  school  still  takes  the  lead,  we 
inspected  it  with  some  care  under  the  guidance  of  Herr  Lembeke,  the  director.  At 
the  time  of  our  previous  visit  to  Crefeld,  the  school  was  situated  on  the  outskirts 
of  the  town,  the  population  of  which  did  not  exceed  90,000;  at  the  present  time 
the  population  has  increased  to  110,000,  and  handsome  streets  and  important  build¬ 
ings  surround  the  school.  The  school  was  originally  erected  at  a  cost  of  45,0001., 
and  it  was  anticipated  that  the  accommodation  provided  would  be  amply  sufficient 
for  the  wants  of  the  whole  district  for  many  years  to  come.  We  found,  however, 
that  the  dyeing  and  finishing  departments  had  for  some  time  become  too  small, 
and  as  they  did  not  admit  of  enlargement  a  new  building  had  been  erected  for 
these  branches  of  study  on  a  piece  of  land  outside  the  town  at  a  cost  of  15,0001. 
The  rooms  in  the  original  building  thus  set  free  are  to  be  fitted  up  with  a  complete 
set  of  cotton  spinning  and  knitting  machinery,  and  the  instruction  generally  has 
been  so  extended  as  to  cover  the  whole  range  of  complicated  details  in  connection 
with  the  designing,  weaving,  dyeing,  and  finishing  of  textile  fabrics. 

Of  the  many  interesting  features  of  this  school,  the  museum,  which  is  said  to 
contain  the  finest  collection  of  textile  patterns  of  the  world,  is  the  most  noteworthy. 
The  decorations  alone  of  these  galleries  have  cost  6,0001.,  and  the  librarian  in 
charge  told  us  that  the  museum  had  been  visited  by  over  10,000  persons  during  the 
present  year,  whilst  designers  from  different  factories  visited  it  daily,  many  of 
whom  would  be  found  engaged  there,  often  at  the  same  time,  in  copying  and 
drafting  patterns.  As  the  result  of  the  exhibition  of  Persian  and  Turkey  carpet 
patterns,  an  industry  for  the  making  of  Smyrna  worsted  rugs  had  been  recently 
started  in  the  town,  giving  employment  to  120  operatives. 

The  library  and  reading  room,  which  are  open  to  the  public  on  certain  days  in 
the  week,  are  well  attended,  and  contain  all  the  important  textile  books  that  have 
been  printed  in  any  language,  including  the  British  textile  journals,  which  are 
found  displayed  on  the  tables.  The  sum  of  15,0001.  was  originally  granted  for 
books,  but  this  amount  has  since  been  increased. 

We  inspected  the  several  designing  rooms,  class-rooms,  art  studios,  and  lecture 
theatres,  rooms  for  the  decomposition  of  patterns  and  the  collections  of  raw  mate¬ 
rials,  and  we  found  nothing  wanting  to  make  the  equipment  of  the  school  thoroughly 
up  to  date.  In  the  spacious  quadrangle,  the  large  top  lighted  weaving  shed,  con- 


VALUE  OF  ARTISTIC  AND  TECHNICAL  TRAINING  SHOWN.  985 


tains  88  different  kind  of  power  looms,  several  of  which  are  run  by  separate  electric 
motors,  besides  44  hand-looms.  We  were  informed  that  in  no  factory  in  the  world, 
and  certainly  in  no  other  school  are  found  so  many  varieties  of  looms,  or  woven 
fabrics.  — 

The  new  dyeing  and  finishing  school  consists  of  a  lofty  three-storeyed  building, 
containing  a  series  of  top-lighted  sheds  for  the  machinery  and  work-rooms.  The 
laboratories  for  the  analysis  of  colours  and  for  private  research  are  very  extensive, 
and  the  dyeing  school  contains  every  essential  that  is  found  in  the  most  complete 
dve-houses.  The  finishing  department  is  equally  well  equipped,  no  expense  having 
been  spared  either  in  the  provision  of  the  largest  machines,  or  of  the  smallest 
details.  We  were  told  that  no  commercial  establishments  were  better  equipped 
than  this  school,  and  that  consequently  every  student  passing  through  it  had  the 
advantage  of  starting  on  his  business  career  with  the  full  knowledge  of  the  newest 
facts  and  methods. 

SCHOOL  AT  CREFELD  ILLUSTRATES  VALUE  OF  HIGH  ARTISTIC  AND  TECHNICAL 

INSTRUCTION. 

The  school  at  Crefeld  witli  its  departments  for  the  application  of  art  and  science 
to  the  designing  and  dyeing  of  silk  fabrics  must  be  regarded  as  affording  another 
instance  of  the  belief  of  German  manufacturers  in  the  value  of  the  best  artistic  and 
technical  instruction.  They  recognize  that  it  is  the  design  and  finish  that  sell  the 
fabrics  and  they  have  therefore  spared  no  expense  in  the  equipment  of  their  schools, 
and  in  the  provision  of  the  best  instruction. 

By  the  President  of  the  Chamber  of  Commerce  and  by  other  leading  citizens,  the 
school  was  represented  as  the  centre  of  inspiration  for  the  manufacturers  of  the 
whole  district.  The  designers  who  have  passed  through  it  are  kept  in  touch  with 
all  that  it  can  teach  by  attending  the  conferences  and  lectures.  If  they  wish  for 
•  the  adaptation  of  old  forms  and  ideas  in  making  their  patterns,  they  go  back  to  the 
best  designs  of  every  period.  In  the  dyeing  and  finishing  departments  all  new  proc¬ 
esses  and  colours  are  tested  and  analyzed,  so  that  nothing  is  left  to  chance.  The 
silk  industry  of  Crefeld,  like  that  of  England  and  France,  is  exposed  to  constant 
fluctuations,  and  for  some  years,  especially  in  those  following  the  enactment  of  the 
McKinley  iariff  Bill  in  America,  it  was  greatly  depressed.  In  1894  the  silk  exports 
of  Germany  amounted  in  round  figures  to  7,400,000/.,  but  rose  in  1895  to  8,300,000/., 
of  which  improvement  perhaps  the  principal  share  came  to  Crefeld.  One  of  the 
large  manufacturers  informed  us  that  formerly  his  firm  employed  3,000  hand 
looms,  but  they  now  used  only  a  tenth  of  that  number.  In  the  transition  from 
hand  to  power  looms  many  weavers  have  suffered.  But  in  spite  of  tariffs  and 
competition,  and  changes  of  fashion,  it  was  maintained  that  Crefeld  had  kept 
abreast  of  the  times,  and  had  grown  in  material  well-being  and  population,  while 
the  silk  industry  in  England  has  been  languishing.  Indeed,  Crefeld  sends  the  bulk 
of  her  productions  to  England  It  was  pointed  out.  moreover,  that  owing  to  the 
many  directions  in  which  the  school  had  fostered  practical  teaching,  it  had  become 
possible,  when  the  silk  trade  was  depressed,  to  initiate  new  textile  industries  in 
Crefeld,  which  might  serve  to  occupy  her  machinery  and  find  employment  for  her 
artizans. 

THE  TRADE  MUSEUM  OF  NUREMBERG. 

On  the  occasion  of  our  visit  to  the  Gewerbe  Museum,  Nuremberg,  we  were  met 
by  Herr  L.  Erhard,  the  Curator  of  the  Mechanical  and  Technical  Division  of  the 
Museum,  and  Dr.  P.  J.  Ree,  the  Librarian  and  Secretary.  Handsome  new  build¬ 
ings  were  nearly  completed  to  replace  the  old  ones  in  the  centre  of  the  town, 
which  have  been  largely  given  up.  This  institution,  described  by  us  in  our  former 
reports,  is  somewhat  on  the  model  of  that  of  Stuttgart,  but  contains  features  w  hich 
are  peculiar  to  it.  The  Director  of  the  Museum  is  Herr  Th.  v.  Kramer,  who  is  a  .so 
the  architect  and  director  of  the  Exhibition.  According  to  the  prospectus  the  work 

of  that  institution  is  carried  on  under  eight  different  divisions: 

1.  The  collection  of  patterns  or  samples,  which  consists  of  10,000  specimens  ot 
ancient  and  modern  examples  of  works  in  wood,  metal,  glass,  clay,  leather,  and 
paper,  also  woven  fabrics,  embroideries,  laces,  &c.  Certain  of  these  objects  can  >  >  * 
obtained  on  loan.  This  section  is  really  the  applied  art  museum,  as  the  specimens 
comprise  examples  of  workmanship  from  all  countries,  and  of  the  best  periods  ot 

2.  The  collection  of  designs,  which  consists  of  some  60,000  sheets  of  illustrations 
of  art  industries  of  all  nations.  These  mounted  sheets  are  classified  under  various 
heads,  and  arranged  in  glass  cases  for  easy  reference  by  manufacturers  and  students. 


986  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


To  procure  these  designs,  recourse  has  been  had  to  illustrated  works  on  ornament 
and  art  workmanship,  and  to  the  best  serial  publications  of  all  countries.  Oppor¬ 
tunity  is  afforded  for  consulting  them  and  for  copying  them,  and  the  officials  under¬ 
take  to  prepare  special  designs  and  sketches,  for  fees  to  be  arranged. 

3.  The  library  and  reading  room  contains  upwards  of  13,000  volumes  of  art,  indus¬ 
trial,  and  technical  works,  also  about  136  journals  and  periodicals  relating  to  these 
subjects,  which  are  taken  in  regularly  and  filed.  In  connexion  with  this  section 
we  noticed  an  extensive  series  of  foreign  directories,  trade  catalogues,  and  address 
books  of  other  countries. 

All  the  above  departments  are  open  free  to  the  public. 

4.  The  Mechanical  and  Technical  division  may  be  said  to  include  two  chief  depart¬ 
ments: 

Section  I. — The  office  for  specialized  trade  information  relative  to: — 

(a.)  Patents,  merchandise  marks,  and  trade  marks.  In  this  section  applicants 
can  have  patents  secured  for  them  at  fixed  charges,  and  trade  marks  can  likewise 
be  registered. 

(5.)  For  furnishing  information  of  all  kinds  on  motors,  machines,  tools,  raw  prod¬ 
ucts,  and  manufactured  goods. 

(c.)  For  supplying  literary  advice  and  references  from  technical  works.  Replies 
to  general  technical  questions. 

Section  II. — This  constitutes  the  experimental  research  department,  arranged  for 
the  trial  and  testing  of  gas,  benzine,  and  petroleum  motors,  steam-engines,  water¬ 
wheels,  turbines,  and  electro  motors,  as  also  all  labour-saving  machinery  at  agreed 
charges. 

5.  The  chemical  laboratory,  which  occupies  itself  with  investigations  of  all  kinds 
relative  to  technical  and  industrial  chemistry,  and  further,  is  prepared  to  undertake 
analysis,  and  to  carry  out  more  extensive  researches  for  fees  to  be  arranged.  The 
official  testing  station  for  paper  is  in  connexion  with  this  branch. 

6.  A  permanent  exhibition  of  modern  industry  and  art.  Temporary  exhibitions 
of  special  departments  of  manufactures.  Distribution  of  prizes  to  meritorious 
exhibitors  out  of  a  fund  founded  by  King  Ludwig  of  Bavaria. 

7.  Issue  of  the  Bavarian  trade  journal  delivered  to  subscribers  of  the  institution 
at  the  price  of  10  marks  ;  to  non-members  16  marks  per  annum.  This  is  the  official 
organ -of  the  Bavarian  Industrial  Museum. 

8.  The  delivery  of  public  lectures  and  addresses  during  the  winter  months,  embrac¬ 
ing  information  on  all  subjects  of  art  applied  to  industry  and  every  branch  of  manu¬ 
facturing  activity.  Lectures  to  the  members  of  allied  societies  in  other  towns. 
Classes  for  technical  drawing  for  adults  engaged  in  industrial  pursuits. 

An  interesting  feature  in  the  activity  of  this  Museum  which  was  brought  under 
our  notice  was  the  so-called  Gewerbe-Archiv,  or  factory  register,  which  includes  a 
brief  account  of  all  the  more  important  industrial  establishments  in  Bavaria,  con¬ 
tributed  by  the  manufacturer's  themselves  on  a  special  form.  The  particulars  given 
are  as  follows : — The  name  and  address  of  the  firm  ;  when  founded  ;  articles  pro¬ 
duced  ;  whether  special  to  this  undertaking  ;  character  of  motive  power  employed  ; 
nature  of  machinery  used,  and  the  number  of  each  kind  of  machine  ;  patents,  trade 
marks,  &c.  owned  by  the  firm,  with  indications  of  registered  number,  &c.  of  the 
same ;  exhibitions  in  which  the  firm  have  taken  part  and  prizes  and  medals 
awarded.  Further,  as  optional  information,  the  number  of  work-people  employed 
and  the  annual  value  of  productions.  Many  thousands  of  manufacturers  have 
already  contributed  to  this  register,  and  every  effort  is  made  to  keep  it  up  to  date 
and  to  render  it  accurate  and  complete  as  a  record  of  the  whole  of  the  industries  of 
Bavaria. 

******* 


The  Stuttgart  Exhibition. 

The  Stuttgart  Exhibition  of  1896  comprised  two  distinct  sections,  each  of  which 
was  contained  in  separate  buildings,  namely,  an  electro-technical  division,  displayed 
partly  in  the  Stadtische  Gewerbe  halle,  erected  by  the  Municipality  for  the  Exhibi¬ 
tion  of  1881,  and  partly  in  the  town  gardens  adjoining  the  same;, and  the  artistic 
industrial  section,  which  occupied  the  ground  floor  of  the  handsome  new  Landes 
Gewerbe  Museum,  recently  erected  at  a  cost  of  nearly  200,0001.  to  contain  the  col¬ 
lections  and  staff  of  the  Central  stelle. 

The  architect  of  this  latter  building,  Professor  Nickelmann,  has  most  ably  over¬ 
come  certain  difficulties  entailed  by  the  irregularity  of  the  site,  and  has  created  a 
series  of  beautiful  facades  and  a  magnificent  central  hall,  which  latter  has  been 
named  the  Konig  Karle  Halle,  as  a  memorial  of  the  late  King  Charles. 


THE  STUTTGART  EXHIBITION. 


987 


The  principal  front  of  this  museum  towards  the  Kanzleistrasse  has  two  arcaded 
storeys,  with  a  lofty  attic,  flanked  by  circular  towers,  which  conceal  the  unequal 
angles  formed  by  the  side  streets.  The  grand  staircase  is  in  the  central  hall,  which 
is  surrounded  by  the  frescoes  painted  by  Professor  Keller,  and  this  was  regarded  as 
the  place  of  honour  of  the  Exhibition,  and  was  reserved  for  the  chief  exhibitors  in 
jewellery  and  the  precious  metals.  Prominent  in  this  section  was  the  tine  centre¬ 
piece  contributed  by  Messrs.  P.  Bruckmann  and  Sons,  of  Heilbroun,  who  are  among 
the  largest  silversmiths  in  Germany,  and  the  collective  exhibition  of  the  Ground 
manufacturers,  to  the  number  of  ten  in  all. 

The  Electro-technical  exhibition,  in  which  upwards  of  400  exhibitors  took  part,  not 
only  filled  the  Gewerbe-halle  and  a  temporary  annexe  for  machinery,  but  it  also 
occupied  a  specially-erected  house  in  the  adjoining  grounds,  in  which  every  possible 
process  connected  with  the  domestic  applications  of  electricity  was  shown  in  opera¬ 
tion.  A  so-called  “  Gewerbe-dorf ,”  or  industrial  village,  adjoined  the  main  build¬ 
ing,  and  comprised  all  kinds  of  small  industries  in  which  electricity  was  called  into 
play,  either  as  a  motive  power,  or  for  heating  and  lighting  ;  these  applications 
being,  as  a  rule,  shown  in  action.  It  was  an  admirable  conception  on  the  part  of 
the  architects,  Messrs.  Schmobel  and  Stahelin,  to  give  to  the  buildings  composing 
this  village  the  character  of  some  of  the  mediaeval  structures  of  Wiirtemburg  and 
the  ancient  dwelling-houses,  recalling,  as  they  did,  the  past  industrial  activity  of 
Southern  Germany  exemplified,  in  their  use  on  the  present  occasion  of  the  most 
recent  applications  of  electricity,  the  vast  improvements  with  which  modern  science 
has  endowed  the  workman  of  to-day. 

*  *  ***** 

The  new  Landes  Gewerbe  Museum,  which  was  opened  for  the  first  time  in  con¬ 
nexion  with  the  present  exhibition,  will  take  over  the  work  of  the  Central  stelle, 
and  will  contain  the  valuable  collections  formerly  housed  in  the  Legionskaserne. 
Some  of  these  objects  were  acquired  so  far  back  as  1849  at  Paris  and  at  Leipsic  in 
1850.  Among  the  museum  collections  special  mention  should  be  made  of  the 
“  Musterlager  ”  or  pattern  depot,  the  object  of  which  is  to  bring  before  the  manufac¬ 
turer  the  most  important  improvements  and  modifications  introduced  into  various 
trade  processes,  the  most  recent  tools  and  appliances  adopted  in  other  countries,  the 
best  sources  of  raw  materials  and  the  chief  markets  for  produce,  while  an  effort  is 
made  to  supply  the  latest  information  likely  to  be  of  value  to  the  manufacturers 
and  work-people  of  Wurtemberg.  The  collection  is  divided  into  1G  classes,  and 
comprises  upwards  of  21,000  exhibits. 


LIBRARIES  AND  ART  COLLECTIONS. 

The  Art  librarv,  with  about  4,000  volumes  of  drawings  and  designs,  and  the 
Science  library,  of  53,000  volumes,  have  been  specially  arranged  to  aid  the  manu¬ 
facturer  and  the  art  workman.  The  collection  of  casts  with  about  1,700  specimens, 
is  housed  in  the  top  floor  of  the  Museum  in  well-lighted  galleries.  The  admirable 
collections  of  furniture,  metal  work,  glass,  and  porcelain  are  displayed  in  specially 
designed  galleries  round  the  central  court,  and  some  fine  examples  of  Chinese  and 
Japanese  art  form  an  adjunct  to  the  art  section  of  the  Museum.  During  the  pres¬ 
ent  exhibition  a  considerable  part  of  the  floor-space  of  the  Museum  is  used  for  the 
Art  Trades’  Exhibition.  The  spacious  entrance  hall  contained  on  the  right  a  fine 
collection  of  musical  instruments  for  which  the  country  is  famous,  and  on  the  left 
an  interesting  display  of  church  furniture,  decorations,  and  metal  work,  wood  carv¬ 
ings,  and  some  splendid  embroideries.  Passing  through  this  department,  we  entei  ed 
the  gallery  devoted  to  the  textile  industries,  largely  linen,  much  of  which  is  richly 
embroidered,  and  here,  also,  were  shown  embroideries  and  needlework  from  the 
various  women’s  work  schools.  The  next  range  of  galleries  contained  the  collec¬ 
tions  of  wood-work,  common  furniture,  clocks  and  pottery  and  porcelain,  also  some 
carvin''-  in  wood  and  ivory.  The  central  hall  and  the  galleries  to  the  right  and  left 
contained  some  of  the  finest  examples  of  the  industries  of  Wiirtemberg,  the  gold 
and  silver  work  and  the  art  furniture.  The  library  on  the  first  floor  was  tempo¬ 
rarily  occupied  by  the  display  of  the  graphic  arts  and  the  lecture  room  was  given 
up  to  the  pianofortes.  The  upper  galleries  of  the  central  hall  contained  the  leather 
work  and  collections  of  porcelain,  glass  bronze,  and  metal  work.  Jheie  were 
upwards  of  200  exhibitors  in  this  section  of  the  Exhibition,  and  m  point  of  excel¬ 
lence  of  workmanship  and  artistic  design  we  should  be  disposed  to  award  the  place 
of  honour  to  the  exhibition  of  silversmith’s  work  and  jewellery.  We  were  less 
pleased  with  the  furniture,  which  was  on  the  whole  somewhat  massive  and  over¬ 
laden  with  ornament.  A  special  building  was  erected  adjoining  the  Gewerbe 
Halle  for  the  heavy  machinery,  and  the  smaller  and  lighter  objects  weie  displayed 
in  the  Gewerbe  Halle,  which  lends  itself  admirably  for  exhibition  purposes. 


988  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


One  of  the  most  important  collections  here  shown  was  that  contributed  by  the 
Wurtembergische  Metallwaren-Fabrik  of  Geislingen,  where  every  description  of 
electro-plated  goods  are  manufactured  on  the  most  extensive  scale.  The  designs 
and  execution  of  many  of  the  objects  which  were  very  tastefully  displayed,  showed 
great  merit,  and  we  should  be  inclined  to  assert  that  in  no  branch  of  her  industry 
has  more  progress  been  made  in  recent  years  in  Wivrtemberg  than  in  the  manu¬ 
facture  of  gilt,  silver,  and  nickel-plated  metal  work.  It  is  here,  moreover,  that 
the  assistance  of  the  skilled  craftsman  and  designers  has  been  most  fully  called 
into  play,  and  some  of  the  best  artists  of  Germany  have  been  associated  with  the  pro¬ 
ductions  of  Geislingen.  A  new  process  of  metal  work  which  greatly  interested  us 
was  the  so-called  “galvano  bronze,”  by  means  of  which  an  electro-deposit  of  great 
thickness  and  of  guaranteed  durability  is  encrusted  upon  plaster.  Large  statues 
and  very  substantial  architectural  details  have  been  produced  in  this  way,  and  it 
is  claimed  that  the  works,  though  far  cheaper,  are  quite  equal  to  an  ordinary  brouze 
casting.  A  peculiarity  due  to  the  mode  of  production  is  that  these  objects  are 
entirely  devoid  of  the  usual  metallic  sound  on  being  struck.  The  results  of  this 
process  were,  we  believe,  here  exhibited  for  the  first  time  upon  a  large  scale. 

The  Nuremberg  Exhibition. 

The  Bavarian  National  Industrial  and  Art  Exhibition,  held  this  year  at  Nurem¬ 
berg,  was  situated  in  the  beautiful  public  gardens  to  the  north  of  the  city,  and 
occupied  the  same  site  as  the  previous  Exhibition  visited  by  us  in  1882.  It  was  con¬ 
tained  in  handsome  and  appropriate  buildings  specially  erected  for  the  purpose 
from  the  designs  of  Herr  v.  Kramer,  the  Director  of  the  Gewerbe  Museum.  The 
style  chosen  for  the  main  building  was  that  of  the  Classic  Revival;  the  buildings 
were  wood-framed,  covered  with  cement  slats  and  plastered;  the  external  colour¬ 
ing  being  pure  white.  The  general  elevation  contained  a  single  order  with  entab¬ 
lature  which  was  sufficiently  lofty  to  mask  the  roofs  of  the  sheds  behind.  This 
arcaded  facade  served  as  a  corridor  of  communication  and  was  quite  distinct  from 
the  buildings  at  the  back.  The  central  pavilion  of  the  industrial  section,  which  was 
much  more  lofty  than  the  wings,  was  crowned  with  a  well -designed  cupola,  sup¬ 
ported  by  a  group  of  columns  with  arched  interspaces.  The  wings  were  terminated 
by  quadrants  and  pavilions  with  double  archways  surmounted  by  obelisks.  The 
general  arrangement  of  the  main  building  was  that  of  a  lofty  central  hall,  from  which 
branched  out  on  either  side  a  series  of  smaller  transverse  courts  at  right  angles  to 
the  main  gallery.  The  large  hall  had  an  open  timber  roof,  and  this  was  heavily 
festooned  with  garlands  of  pine  branches,  which,  contrasting  with  the  brown  tim¬ 
ber,  had  an  excellent  effect.  This  hall,  for  a  considerable  part  of  its  length,  was 
fiee  from  exhibits,  and  furnished  a  wide  and  spacious  promenade.  The  side  galle¬ 
ries  -were  allotted  to  the  eight  provinces  of  Bavaria,  and  each  province  fitted  up  and 
decorated  its  own  space  without  any  regard  to  what  was  being  done  by  its  neighbour. 
******* 

Considerable  trouble  had  been  taken  to  represent  the  industry  and  activity  of 
some  of  the  more  remote  parts  of  the  province,  the  wood-carving  and  furniture 
of  Berclitesgaden  was  shown  by  a  collective  display  of  17  exhibitors,  prominent 
among  which  was  the  work  of  the  drawing  and  carving  school.  It  was  evident 
that  great  improvement  in  taste  was  being  effected  by  the  agency  of  this  school, 
established  under  Government  auspices.  The  school,  which  was  founded  in  1840, 
contained  last  year  32  students.  The  whole  work  of  the  school  was  well  shown  in 
a  series  of  graduated  examples  in  drawing,  modeling,  and  carving.  The  Wmlenfels 
district,  of  which  Garmisch  is  the  centre,  also  contributed  a  very  tasteful  display  of 
its  industries,  in  which  79  exhibitors  took  part.  Here  there  were  several  collec¬ 
tions  of  the  carving-school  work  from  Oberammergau  and  Partenkirclien;  also  a 
display  of  the  works  of  the  students  at  the  violin-making  school  of  Mittenwald. 
******* 

Passing  onwards,  the  next  court  we  entered  was  devoted  to  the  industries  of 
Upper  Franconia,  in  which  Bamberg  and  Bayreuth  are  the  most  important  towns. 
The  industrial  societies  of  the  former  city  united  to  contribute  a  collective  exhibi¬ 
tion  of  a  very  successful  character.  It  took  the  form  of  a  chapel  with  stained  glass 
windows,  wall  decorations,  carved  altar-pieces,  handsomely  bound  missals,  and  rich 
embroideries.  Much  of  the  furniture  in  this  section  was  interesting  and  character¬ 
istic,  the  designs  being  based  on  the  mediaeval  models.  The  basket-makers  of  the 
Lichtenfels  district  also  formed  a  collective  exhibition  in  which  prominent  place 
was  given  to  the  local  basket-work  and  drawing  school,  which  has  contributed  so 
greatly  to  the  improvements  effected  in  the  productions  of  this  neighbourhood.  We 
were  told  that  the  entire  display  had  been  purchased  for  America.  The  granite 


THE  NUREMBERG  EXHIBITION. 


989 


from  the  quarries  in  the  Fichtelgebirge  is  widely  used,  and  was  well  displayed  in 
a  special  court.  The  textile  manufacturers  of  Miinchberg  and  the  vicinity,  who 
have  greatly  benefited  by  the  weaving  school  founded  in  1855,  made  a  collective 
display  of  their  productions,  the  centre  of  the  court  being  allotted  to  the  school 
work  which  embraced  examples  of  both  practical  and  theoretical  teaching.  The 
work  in  this  neighbourhood  is  still  chiefly  done  on  hand  looms.  The  school  has  an 
average  attendance  of  18  students. 

»******- 
EXHIBITIONS  B.Y  INDUSTRIAL  ART  SCHOOLS. 

A  special  section  of  the  Exhibition  building  was  devoted  to  the  display  of  the 
work  of  the  higher  schools,  both  for  artistic  and  industrial  training.  It  was  inter¬ 
esting  to  find  side  by  side  the  collections  contributed  by  the  two  great  Industrial 
Art  Schools  of  Bavaria,  the  Art  school  of  Munich,  and  that  of  Nuremberg.  Here 
were  to  be  found  examples  of  the  designs  of  the  students  in  all  the  various  depart¬ 
ments  of  art  industry  covered  by  the  very  extensive  programme  of  three  institu¬ 
tions.  Thus  at  Munich,  where  the  male  and  female  students  work  in  separate 
divisions,  there  were  very  complete  sets  of  specimens  of  the  whole  course  of  work 
comprised  in  each  section.  Decorative  painting,  industrial  design,  wood  engrav¬ 
ing,  glass  painting,  metal  chasing,  and  carving  are  all  practically  taught,  and  the 
specimens  of  school  work  were  extremely  good.  It  would  be  difficult  to  say  whether 
the  designs  from  this  school  or  those  from  the  other  school  of  the  same  rank  at 
Nuremberg,  which  also  had  a  most  admirable  collection  of  students’  works,  were 
entitled  to  the  place  of  honor.  In  its  modelling  and  in  some  branches  of  applied 
art  perhaps  Nuremberg  should  take  the  first  place,  while  we  should  award  the 
palm  for  decorative  painting,  studies  from  the  life,  and  stained  glass  decoration  to 
the  Munich  Art  School.  The  former  school  sent  some  extremely  meritorious  speci¬ 
mens  of  the  work  done  in  its  evening  classes  by  apprentices  and  workpeople.  It 
would  seem  that  the  Munich  school  secures  a  larger  number  of  middle-class  day 
students  than  Nuremberg  does.  We  have  little  hesitation  in  stating  that  both  of 
these  schools  still  stand  in  the  highest  rank  for  the  admirable  character  of  their 
applied  art  teaching. 

The  Royal  real-gymnasium  of  Nuremberg  contributed  a  large  collection  both  of 
the  works  of  its  students  and  of  its  teaching  apparatus,  also  a  cabinet  of  minerals 
and  fossils  for  school  use.  A  similar  collection  was  sent  by  the  Nuremberg-Kreis- 
real-schule. 

One  of  the  most  important  displays  in  this  section  was  that  made  by  the  Indus¬ 
trial  Scliule  of  Nuremberg,  which  comprises  sections  for  mechanical  technology, 
chemical  technology,  and  building  and  architectural  work.  This  school  gives  in 
its  workshops  and  laboratories  a  very  complete  course  of  practical  teaching,  as  evi¬ 
denced  by  the  specimens  of  machinery  and  the  drawings  and  models  from  the 
mechanical  section,  the  important  collection  of  chemical  preparations  and  appara¬ 
tus  from  the  second  section,  and  the  architectural  details,  wood  models,  and  designs 
for  buildings  of  all  kinds  representing  the  building  trades’  section  of  its  activity. 

Another  school  which  confines  itself  more  especially  to  instruction  in  building 
and  engineering,  the  Building  Work  and  Mechanical  Construction  School  of  Nurem¬ 
berg,  only  founded  in  1870,  appears  to  be  well  attended  both  as  a  day  and  evening 
school,  and  sent  a  very  extensive  series  of  students’  drawing  of  great  excellence 
and  embracing  nearly  every  branch  of  building  operations. 

The  display  of  school  work  was  fairly  representative  of  all  the  different  types  of 
secondary  schools,  and  there  was  a  very  good  collection  of  evening  school  work,  and 
of  the  teaching  in  women’s  work  schools  and  night  classes  for  artisan  students.  We 
spent  a  considerable  time  in  the  examination  of  this  section  of  the  Exhibition.  In 
a  neighbouring  court  we  found  a  series  of  examples  of  the  displays  made  by  some 
of  the  leading  manufacturers  of  Bavaria  at  the  Industrial  Exhibition  of  1840.  It 
was,  indeed,  astonishing  t  >  contrast  the  samples  of  the  products  in  that  year  with  the 
specimens  of  the  activity  of  the  same  firms  on  the  present  occasion  ;  a  few  bundles 
of  rough  pencils  being  representative  of  the  huge  factories  of  the  Fabers,  and  some 
small  glass  saucers,  filled  with  colours,  sufficing  to  display  the  activity  of  the  vast 

enterprises  which  have  been  created  in  the  colour  trade. 

In  connexion  with  this  portion  of  the  Exhibition  were  the  splendid  collections  sent 
by  the  Department  of  State  Railways,  the  Post  and  Telegraph  Administration,  the 
Royal  Mint,  and  certain  Government  departments  under  the  Ministry  of  the  Interior, 
viz,  those  for  mining,  river  purification,  water  supply,  public  works  and  buildings, 
fire  insurance,  and  meteorology. 


990  EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


MR.  E.  NISTER’S  COLOUR  PRINTING  WORKS,  NUREMBERG. 

We  visited  on  September  24th  the  extensive  colour  printing  works  of  Messrs.  Nister 
&  Co.,  in  a  large  building  recently  erected  near  the  Lanfer  Thurm,  seven  stories  high, 
in  the  style  of  the  ancient  architecture  of  Nuremberg.  Over  the  main  entrance, 
inscribed  in  letters  of  gold  on  a  marble  tablet,  was  the  following  sentence: 

“  What  work  has  won  Through  the  long  centuries, 

Work  will  retain  Thus  God  decrees.” 

We  were  received  in  the  offices  of  the  director,  M.  Theodor  Loefftz  a  richly  deco¬ 
rated  suite  of  rooms,  one  of  them  fitted  up  with  ‘glass  cases  containing  a  very  inter¬ 
esting  collection  of  the  productions  of  the  firm,  which  comprised  Christmas,  Easter, 
and  birthday  cards  of  all  kinds,  fancy  almanacks,  children’s  picture  books,  and 
decorated  porcelain.  The  decoration  of  pottery  with  chromo-transfers,  at  first  prac¬ 
tised  by  French  manufacturers,  has  been  recently  introduced  here,  and  great  per¬ 
fection  has  already  been  attained  in  this  branch  of  work.  Large  sheets  of  transfers 
are  prepared,  and  after  being  printed  over  the  glaze  are  fixed  in  the  enamelling  kiln, 
giving  the  appearance  of  the  finest  hand  painting  at  a  very  cheap  rate.  We  did  not 
see  any  gilding  by  this  process,  but  the  figure  painting  and  much  of  the  flower 
painting  were  very  delicate  and  refined.  It  appears  that  Mr.  Nister’s  process  has 
not  yet  been  taken  up  in  England. 

The  taste  of  the  cards  and  picture-books  was  eminently  that  of  the  English  and 
American  markets,  and  we  were  assured  that  nearly  all  the  designs  were  made  in 
London,  where  the  firm  have  an  atelier  at  Amberley  House,  Norfolk  Street,  Strand, 
and  a  staff  of  artists  constantly  employed,  and  that  the  bulk  of  the  productions  of 
this  establishing  are  sold  in  London  and  New  York.  The  firm  of  Dutton  &  Co. 
represent  Nister's  in  New  York.  In  London  they  have  their  own  branch  depos  at 
24,  St.  Bride  Street,  and  28,  Paternoster  Row.  At  Nuremberg  they  have  140  litho¬ 
graphic  artists  engaged  in  drawing  on  the  stone  itself,  or  on  prepared  transfer-paper 
to  be  applied  to  the  stone.  Their  chief  artist,  Herr  Kuhn,  is  a  most  eminent  mem¬ 
ber  of  the  profession  and  one  of  the  foremost  etchers  in  Germany.  We  saw  a 
gallery  filled  with  his  paintings  and  etchings  at  the  exhibition,  and  among  them 
some  very  clever  portraits. 

Many  of  the  lithographers  are  trained  on  the  works,  and  attend  the  Kunst- 
Gewerbe-Schule  at  night,  and  M.  Loefftz  bore  willing  testimony  to  the  advantages 
derived  from  the  Art  School.  In  the  case  of  elaborate  designs  many  separate 
stones  have  to  be  used,  and  each  stone  has  to  be  worked  up  and  prepared  for  its 
particular  colour.  We  saw  designs  in  all  stages,  mostly  for  picture-books  and 
cards.  The  Christmas  cards  for  1896  are  already  in  the  market,  they  are  engaged 
on  the  supply  for  1897,  and  even  on  the  almanacks  and  calendars  for  1898. 

In  the  various  workshops  we  were  shown  all  the  different  processes  of  embossing 
and  stamping  cards;  the  latter  in  hand-presses  furnished  with  powerful  lever 
handles.  Nearly  all  this  work  was  being  done  by  women.  We  also  saw  the  fold¬ 
ing  and  binding,  employing  many  work  people,  the  binding  is  chiefly  done  by  men. 
Passing  into  the  printing  room,  we  found  numerous  large  steam-driven  presses  at 
which,  in  most  cases,  one  man  and  two  women  were  employed.  It  is  usual  to  put 
numerous  copies  of  the  same  design  on  the  stone,  so  that  as  many  as  20  impressions 
of  the  same  subject  are  printed  at  once.  The  stone  used  are  about  4  feet  square. 
Some  of  the  presses  w-ere  rotary,  others  were  of  the  earlier  type.  All  the  machinery 
was  German.  We  saw  women  engaged  in  dusting  the  back  of  the  sheets  with 
powdered  French  chalk  to  prevent  the  pages  from  sticking  together.  In  another 
department  we  saw  the  cliromo  printing,  for  the  pottery  transfers.  This  is  quite  a 
similar  process  to  the  ordinary  chromo  printing.  We  were  conducted  to  the  oldest 
part  of  the  works,  where  we  were  shown  the  photogravure  and  various  photo¬ 
graphic  reproduction  processes,  and  we  saw  also  the  special  department  devoted  to 
etchings. 

The  women  workers  at  this  establishment  earn,  we  were  told,  from  8s.  to  12s. 
per  week,  and  there  can  be  no  doubt  but  that  the  lithographers  and  artistically 
trained  workers  earn  wages  but  little  lower  than  those  paid  to  similar  work  people 
in  this  country.  It  must  be  remembered,  however,  that  colour-printing  of  this  kind 
has  long  been  practised  in  Nuremberg.  Still  it  is  strange  to  find  in  this  far-off  city 
a  hive  of  busy  workers  nearly  all  whose  productions  are  destined  for  England  and 
America.  We  watched  the  work  people  leaving  at  the  dinner-hour,  at  which  time 
everyone  goes  home,  and  we  were  very  favourably  impressed  with  their  general 
appearance.  There  are  about  750  hands  engaged  at  this  period  of  the  year. 

The  display  of  Mr.  Nister’s  works  at  the  Exhibition  was  most  artistic.  The  cases, 
covered  with  green  plush  and  decorated  with  ormolu  work  in  the  “Adams”  or 


COLOR  PRINTING  WORKS  IN  NUREMBERG.  991 

“  Empire  ”  style,  were  beautifully  designed,  and  the  wonderful  variety  of  choice 
cards,  engravings  and  illustrated  picture-books  greatly  interested  us. 

The  works  of  the  firm  in  question  are  but  types  of  many  similar  establishments 
for  colour-printing  on  the  Continent,  working  largely  for  the  English  market.  At 
Stuttgart  we  were  shown  the  works  of  Mr.  M.  Seeger,  who  produced  the  illustrated 
advertisement  of  the  Exhibition,  the  Figure  of  Electricity,  taken  from  Professor 
Keller’s  fresco.  The  German  lithographer  has  some  advantage  over  his  English 
rival  in  the  relatively  much  lower  cost  of  the  lithographic  stones,  which  come  from 
Solenhofen,  in  Bavaria,  but  we  were  told  that  the  best  of  the  stones  is  exported  to 
other  countries,  and  only  cheaper  qualities  are  used  for  the  home  trade.  A  very  con¬ 
siderable  capital  must  be  sunk  in  the  supply  of  stones  for  a  large  works.  The  artist 
at  Herr  Seeger’s  told  us  that  the  bulk  of  the  work  was  not  drawn  direct  on  the 
stone  but  on  prepared  transfer  paper,  which  reversed  the  drawing  and  enabled  the 
draughtsman  to  follow  the  design  as  it  would  appear  when  printed.  Herr  Seeger 
does  not  do  any  work  for  England. 

Another  large  establishment  visited  by  us  was  the  works  of  the  Union  Company, 
formerly  Cotta  &  Co.,  the  publishers  of  the  writings  of  Schiller  and  Goethe.  This 
fs  the  largest  printing  concern  in  Germany,  and  probably  in  the  world,  as  it  employs 
800  hands.  We  were  shown  all  the  different  departments,  including  the  Atelier  for 
the  engravers  and  the  colour-printing.  This  firm  produces  its  own  type  in  a  special 
factory,  and  publishes  several  illustrated  papers,  some  of  them  having  coloured 
illustrations. 


INDEX. 


ART — VOL  4 - 63 


993 


INDEX 


A. 

Acaulcmy,  Techno-Naval,  urged  in  re¬ 
port  by  Mr.  John  W.  Nystrom,  Engineer 
17.  S.  Navy,  800. 

Adams,  1,1,.  D.,  Charles  Kendall,  De¬ 
velopment  of  Cornell  University  during 
the  se  ven  years  presidency  of,  212. 

Memorial  Land  Grant  Address  by,  849-859. 

President  of  the  University  of  Wisconsin, 
657. 

Adams,  President  John,  quoted  in  refer¬ 
ence  to  mutual  jealousies  between  Agri¬ 
cultural  and  Mercantile  classes,  864. 

Addresses,  Various,  delivered  on  opening 
of  new  Technical  Educational  Institu¬ 
tions  in  Great  Britain,  950-967. 

Afrit  •a,  Condition  of  the  people  in,  two  cen¬ 
turies  ago  and  at  present.  Bishop  Hay- 
good  on  the,  888. 

Agriculture,  Beginnings  of  American  Edu¬ 
cation  in,  861. 

Course  in,  Pennsylvania  State  College  in 
1891,  533. 

Fleischmann  report  in  1847,  on  European 
Schools  of,  860-861. 

President  Madison,  quoted  on  Government 
Powers  in  regard  to,  860. 
l  President  Washington,  on  the  primary  im¬ 
portance  of,  860. 

Schools  of,  The  first,  854. 

Agricultural  Associations,  Early  formed 
in  several  States,  861. 

Agricultural  College.  The  American,  a 
Polytechnic  School,  494. 

Concise  account  of  efforts  to  found  in  Mas¬ 
sachusetts,  the  State,  862-863. 

The  ideal,  portrayed  by  President  Ander¬ 
son  of  Kansas,  in  1874,  307-310. 

The  name,  misleading,  298-299. 

Agricultural  College  of  Utah,  Logan, 
Utah,  677-680. 

Courses  of  study  in  the,  679. 

Military  Drill  required  of  girls  as  well  as 
boys  in  the,  680. 

Provision  of  Territorial  law  concerning 
the,  678. 

Resources  of  the,  678. 

Situation  and  buildings  of  the,  678-679. 

Summary  of  attendance,  680. 

Agricultural  Colleges  attached  to  State 
Universities  in  24  States,  437. 

Agricultural  Experiment  Stations  es¬ 
tablished  by  Hatch  Act,  664. 

Agrieu  1  tu  ralists.  Early  Associations  of,  861 . 

Agricultural  ami  Mechanical  College, 
Blacksburg,  Virginia.  First  report  by 
Legislative  committee  concerning  the, 
601. 

Two  thirds  share  of  Land  script  given  to 
the,  600.  . 

Agricultural  and  Mechanical  College 
of  Kentucky.  Lexington,  Kentucky. 
Account  of  the,  316-323. 

Agricultural  and  Mechanical  College 
of  Mississippi.  Account  of  the,  375- 
382. 

Department  of  Mechanic  Arts  opened  m 
1891,  376. 

Drawing  in  the,  376. 

Drawing  and  Shop  Work  required  in  Pre¬ 
paratory  Department,  377. 


Agricultural  and  Mechanical  College 
of  Mississippi.  Drawing  and  Shop 
Work  required  in  “Mechanical  Course,” 
377-378. 

Equipment  of  Shops,  377-378. 

General  L.  D.  Lee,  President  of,  in  1892, 
379. 

Historical  Statement  of  the,  375. 

Location  of  the,  375. 

Opened  in  1880,  375. 

Purpose  of  the,  375. 

Rooms  and  Tuition,  free  to  citizens  of  the 
State,  376. 

Statement  in  catalogue  of  1891-’92  of  historv 
and  objects  of  the,  376-377. 

Summary  of  attendance  in  1881,376. 

Summary  of  attendance  in  1891— ’93, 379. 

Summary  of  Faculty  in  1891-’92, 379. 

Agricultural  College  of  Tennessee  in¬ 
corporated  with  University  in  1869,566. 

Changes  made,  in  joining  the  University  in 
1869, 566. 

Opened  in  1869,566. 

Agricultural  and  Mechanical  College 
of  North  Carolina.  History  of  the, 
4130. 

Agricultural  and  Mechanical  College 

of  Texas.  Account  of  the,  584-596. 

Concise  history  of  founding  of  the,  by 
State  Legislature,  584-585. 

Alabama.  State  Agricult  ural  and  Me¬ 
chanical  College:  Alabama  Poly¬ 
technic  Institute,  Auburn.  Four  regular 
courses  of  four  years  each,  with  degrees 
in  the  State  Agricultural  and  Mechanical 
College,  236-239. 

Attendance  for  1880-1881  in  the, 237. 

Course  in,  Drawing  in  1890-1891, 238. 

Detail  course  in  Drawing  in  the,  236-237. 

Development  of  the,  in  ten  years  from  1880, 
as  shown  by  addition  of  Polytechnic  Insti¬ 
tute,  to  name,  237. 

Development  in  ten  years  of  the,  as  shown 
by  summary  from  catalogue  of  1891-’92, 
237-239. 

Drawing  Text  books  used  in  1880  in  the, 
237. 

Drawing  obligatory  m  first  two  years  of 
all  courses,  236. 

Drawing  obligatory  in  whole  of  Engineer¬ 
ing  Course,  236. 

Polytechnic  Institute.  Course  in  Civil  En¬ 
gineering  in  the,  1890-1891, 238. 

Summary  of  Statistics  from  catalogue  of 

■  1891-’92,  239. 

Alabama.  State  Colored  Normal  and 

Industrial  School.  Normal,  Alabama, 
684-680. 

Aided  by  Peabody  and  Slater  Funds,  685. 
Began  in  1875  at  Huntsville,  684. 
Contribution  to,  made  by  the  teachers  in 
1882,  685.  ,  „  , 

Industrial  Training  began  in,  1882,  68a. 
Legislature  increased  appropriation  in  1885, 
685. 

Legislature  gave  supplementary  “Morrill 
Fund  ”  to,  m  1891,  685. 

New  location  and  fine  buildings  of  the,  de¬ 
scribed,  685. 

Summary  of  Attendance  for  1892-’93,  687. 
Summary  of  courses  in  Industrial  Depart¬ 
ment  of  the,  685-686. 

995 


996 


INDEX. 


Alcorn  Agricultural  ami  Mechanical 
College  of  Mississippi.  Account  of 
the,  379-382. 

Attendance  in  1881,  380. 

Course  of  Drawing  in  the  Several  courses 
of  the,  379-380. 

Departments  of,  in  1881,  380. 

Development  of  the,  as  shown  in  catalogue 
of  1891-’92,  380. 

Founded  in  1871,  379. 

Founded  as  The  Alcorn  University,  380. 

Interesting  feature  of  catalogue  of  the,  382. 

John  H.  Burrus,  M.  A.,  President  of  the,  in 
1892,  382, 

Location  of,  379. 

Preparatory  and  college  courses  in  the,  380. 

Statement  of  the  History  and  resources  of 
the,  380-381. 

Summary  of  attendance  in  1892,  382. 

Summary  of  Faculty  in  1892,  382. 

Allan  (lien's  Institute.  Glasgow. 
Courses  of  study  in  the,  902-905. 

Methods  of  instruction  in,  904. 

Allston.  Washington,  Reference  to  the 
distinguished  artist,  xliv. 

AlvortI,  (’.  E„  Henry  E., chosen  President 
of  Maryland  Agricultural  College  and 
Director  of  Experiment  Station  in  1888, 
340. 

America.  Conditions  of  workmen  in.  826. 

Example  of,  in  longer  elementary  training 
of  youth,  commended  by  Mr.  Mather,  956. 

Varied  needs  of  Agricultural  Education  in, 
876-877. 

American  Artists,  Reference  to  several, 
whose  works  adorn  the  Capitol  Building 
in  Washington,  xliii-iv. 

Works  by,  bought  by  Congress  for  the 
Capitol  Building,  xliii. 

American  ami  European  authorities 
on  Technical  Education  freely 
quoted  by  Dr.  Barnard,  749. 

Amherst  Agricultural  College.  Judg¬ 
ment  of  Agassiz,  on  value  of  the  Scientific 
experiments  conducted  by  the,  865. 

Summary  of  experimental  work  in,  be¬ 
tween  1869-1887,  865-866. 

Amsterdam.  Training  School  for  Marine 
Engineers  in,  752. 

Ancients,  The  Art  of  the,  still  dominates 
Modern  Art,  xxxix. 

Ancient  Art,  dealt  also,  like  Modern  Art, 
with  the  living  world  about  it,  xxxix. 

How  later  discoveries  have  modified  our 
ideas  of  the  scope  of,  xxxix. 

Modern  discoveries  of  works  of,  Reference 
to,  xxxix. 

Anderson,  E.  C.,  Principal  of  Prairie  View 
Normal  School,  Texas,  702. 

Anderson,  President  of  Kansas  State 
Agricultural  College,  defines  meth¬ 
ods  of  the  College,  307-309. 

Gives  his  ideal  of  the  future  Agricultural 
College,  309-310. 

On  Land  Grant  Colleges,  309-316. 

Anderson,  O.  E.,  Mr.  William,  on  im¬ 
provement  in  morals  due  to  education  of 
workmen,  quoted  by  Dr.  Barnard  in  his 
Report  to  President  Garrett,  804. 

Andrews,  1>.  I*..  EE.  11.,  Rev.  Elislia- 
lienjamin,  President  of  Brown  Uni¬ 
versity,  542. 

Appendices  to  Part  lV.of  this  Report, 707-991. 

Concise  summary  of  arrangement  of,  in 
General  Introduction  to  volume,  li-liv. 

For  full  list  of  contents  of  the,  see  General 
Table  of  Contents,  xxix-xxx. 

General  Introduction  to,  707-710. 

Appendix  X.  Technical  Education  in  the 
United  States  with  instances  of  similar 
efforts  in  European  countries,  711-740. 

Introduction  to,  713. 

Concise  summaries  of  contents  of,  li,  709- 
710. 

Appendix  Y.  Technical  Training  in  Indus¬ 
trial  Pursuits.— Report  by  Dr.  W.  T.  Bar¬ 
nard  to  President  Garrett,  741-833. 

Concise  summaries  of  contents  of,  li,  710. 

Contents  of,  741. 

Introduction  to,  743-746. 


Appendix  Z.  Papers  relating  to  the  U.  S. 
Colleges  of  Agriculture  and  the  Mechanic 
Arts,  8334391. 

Contents  of,  835. 

Introduction  to,  837. 

Summaries  of  papers  comprised  in,  li-liii, 
710  and  837. 

Appendix  A.  A.  Papers  relating  to  “  Tech¬ 
nical  Education  in  England,”  893-918. 

Contents  of,  893. 

Introduction  to,  895-898. 

Summaries  of  contents  of,  liv,  710. 

Appendix  B.  B.  Papers  relating  to  Tech¬ 
nical  Art  Training  in  England,  917-944. 

Introduction  to,  919-920. 

Summaries  of  contents  of,  liv,  710. 

Appendix  C.  C.  Papers  relating  to  the 
Present  Status  of  Technical  and  Indus¬ 
trial  Art  Training  in  Great  Britain  and 
Germany,  in  1896-97,945-991. 

Contents  of,  945. 

Introduction  to,  947-948. 

Summaries  of  contents  of,  liv,  947. 

“Apprentice,’"  The  term,  a  misnomer,  140. 

Apprentice  System,  Change  in  the,  noted, 
139. 

Of  B.  &  O.  R.  R.,  Former,  a  failure,  140. 

Apprentices.  Improvement  in  conduct  of, 
in  Technological  School  at  Mt.  Clare,  135. 

Lack  of  text  books  and  literature  suitable 
for,  165. 

Messrs.  Mather  and  Platt,  in  England,  re¬ 
quire  all,  to  attend  their  Technical  School, 
815. 

Recommendation  as  to  employment  and 
promotion  of,  141. 

Results  of  investigation  in  1885,  into  educa¬ 
tional  qualifications  of  B.  &  O.,  133. 

The  so  called,  are  merely  shop  helpers,  140. 

Superior  class  of,  attracted  to  Mt.  Clare 
B.  &  O.  R.  R.  School  by  the  new  examina¬ 
tions,  137. 

Technical  Instruction  begun  of  B.  &  O., 
748, 

Apprenticeship.  Defects  of ,  879. 

Report  on,  119-122. 

Report  on,  Discussion  of,  123-128. 

Architects,  Ability  of  American,  shown  in 
Buildings  of  Columbian  Exposition  in 
Chicago  in  1892,  xxxvii. 

American,  Early  insisted  on  special  tech¬ 
nical  training  as  requisite  for  admission 
to  their  profession,  xxxviii. 

Architecture,  Beauty  of  classic  proportion 
of,  subordinated  to  altitude  in  modern 
American  cities,  xl. 

Course  of,  in  University  of  Minnesota,  362. 

Notable  advance  in,  as  shown  in  buildings 
of  Columbian  Exposition,  1892-93,  xxxvii. 

Public  Buildings  of  a  people  should  be  the 
finest  examples  of,  xli. 

Recent  examples  of.  in  some  notable  public 
buildings  in  the  United  States,  xxxviii. 

Value  of  definite  education  in,  shown  at 
Chicago  in  1892-93,  xxxvii. 

Aristotle,  Philosophy  of,  Methods  of  the, 852. 

Arizona,  The  University  of,  at  Tucson, 
Account  of,  665-666. 

First  opened  in  1891,  665. 

Resources  of,  665. 

Arkansas  Industrial  University,  Ac¬ 
count  of  the,  239-247. 

Analysis  of  Drawing  Students  in  the  sev¬ 
eral  departments  of  the,  in  1880-’81, 239. 

Branch  Normal  College  of  the,  Pine  Bluff, 
Arkansas,  687-689. 

Capacity  of  Manual  Training  Shops  in  the, 
244. 

Course  in  Civil  Engineering  in  1889,  in  the, 
245-246. 

Courses  in  Mechanical  Engineering  in  1889, 
in  the,  245. 

Department  of  Mechanic  Arts  and  Engi¬ 
neering  in  the,  in  1889,  242-246. 

Department  of  Mechanic  Arts  and  Engi¬ 
neering  in  the,  Courses  of  instruction 
given,  in  1889,  in  the,  242. 

Department  of  Mechanic  Arts  and  Engi¬ 
neering  of  the.  Course  in  Manual  Train¬ 
ing  in  1889,  in  the,  Detail,  of,  242-243. 


INDEX. 


997 


Arkansas  Industrial  Unvirrsity,  Draw¬ 
ing  taught  in  Preparatory  Department  of 
the,  in  1880,  239. 

Equipments  of  Manual  Training  Shops  in 

Faculty  of  Department  of  Mechanic  Arts 
and  Engineering  in  the,  in  1889,  243. 

Important  development  of  the,  as  shown 
in  catalogue  of  1889,  240-246. 

Increased  ratio  of  students  taking  courses 
in  “  Science  ”  and  “Civil  Engineering ”  in 
1889,  over  those  in  1881  in  the,  242. 

Murfee,  Edward  Hunter,  A.  M.,  L.  L.  D., 
President  of  the,  in  1891,  347. 

New  buildings  of  the,  Description  of,  in 
1889,  241. 

Organization  of  the,  as  given  in  catalogue 
of  1891,  246-247. 

Preparatory  Department  of  the,  in  18S0,239. 

School  of  Applied  Mathematics  in  the, 240. 

Special  course  in  the,  239-240. 

Summary  of  attendance,  for  1888-1889,  241- 
242. 

Summary  of  Instructors,  for  1891,  247. 

Summary  of  students  for  1891,  247. 

Arkansas.  Branch  Normal  College,  of  the, 
Arkansas  Industrial  University,  for  train¬ 
ing  teachers  of  colored  schools  in,  687. 

Armstrong,  General  Samuel  of 

Hampton,  Va.,  Autobiographical 
notes  by,  618-623. 

Addresses  delivered  during  Memorial  Ser¬ 
vice  to,  615-617. 

Death  of,  noted,  614. 

Extracts  from  Final  Report,  the  Twenty- 
fifth  annual,  by,  027-635. 

Funds  for  the  Hampton  Institute,  raised  by 
annual  appeals  by,  616. 

The  good  work  done  by  Tuskegee  Institute 
in  the  far  South,  due  to,  617. 

Memorial  service  for  the  late,  hold  May 
25th,  1893,  615. 

Memorable  Tributes  to  memory  of,  615-617. 

Praises  the  St.  Louis  Manual  Training 
School,  39. 

Touching  memoranda  by,  (see  note),  616. 

Arnold,  President,  Concise  history  of  Ore- 
gon Agricultural  College  in  Report  of  1891, 
by,  486-487. 

Report  in  1890  by,  481-485. 

Statement  in  1886,  of  requisite  organization 
of  the  U.  S.  Land  Grant  Colleges  by,  481. 

Sudden  death  of,  in  January,  1892,  4941-491. 

Art  as  n  feature  in  general  education 
unknown  in  the  U.  S.  before  1870,  xxxv. 

Art  Collections  in  the  United  .States, 
in  1883,  statistics  of,  xxxvi. 

Art,  Dignity  and  Impressiveness  of. 
first  made  known  to  many  of  the  people 
by  their  first  sight  of  the  dome  and  ro¬ 
tunda  of  the  Capitol,  xliv. 

Art  Division,  Department  of  Science 
and  Art.  Summary  of  aid  given  to  pro¬ 
motion  of  instruction  in  art  in  Great 
Britain,  in  the,  972-973. 

Art  Educational  Movement,  Origin  of 
the,  in  the  U.  S.  referred  to,  897. 

Art,  Great,  is  for  all  and  can  not  be  monopo¬ 
lized,  xli. 

Art,  Interest  in,  early  shown  by  a  few 
Americans,  xxxv. 

Art  manufactures.  Reference  to  some 
notable  American,  896-897. 

Art,  Notable  advance  in  all  matters  relating 
to,  in  the  United  States,  subsequent  to 
1876,  xlvi. 

Not  recognized  as  an  essential  feature  of 
education  prior  to  1870,  xxxv. 

Schools  of.  in  the  United  States  in  1897, 
compare  favorably  with  contemporary 
schools  in  Europe,  xlvi. 

Training  in.  The  demand  for,  883. 

Atherton,  President  GeorgeW.,  Address 
by,  on  opening  of  new  building  Pennsyl¬ 
vania  State  College  (1886),  518-531. 

Commends  the  Military  training  ordered 
by  law  in  the  Laud  Grant  Colleges.  521 . 

On  meaning  of  the  term  “College,”  518. 

Auchmuty,  Col.,  the  late.  Practical  Trade  . 
Schools  founded  by,  referred  to,  107-108.  I 


B. 


Bacon.  Significance  of  Philosophy  of,  852. 

Bailey,  Sir  William  H.,  Address  on  Tech¬ 
nical  Education  and  Foreign  Competlon, 
delivered  at  Hindley  Technical  Schools, 
October  20, 1897,  by,  959-961. 

Baltimore,  Advantages  to  result  from  a 
Technical  University  in,  785. 

Comparison  between  Philadelphia  and,  773. 

A  desirable  place  for  a  Technical  Univer¬ 
sity,  785. 

Dr.  Barnard  urges  Industrial  Training  for 
boys  and  girls  in  public  schools  of,  831. 

Drawings  showing  attendance  on  public 
schools  of,  832. 

Drawings  showing  Dr.  Barnard’s  ideal  for 
school  systejn  of,  833. 

Few  facilities  for  Technical  Training  in 
City  of,  744. 

Graphical  showing  of  the  school  system  of, 
831-833. 


Historical  retrospect  of.  769. 

Industrial  poverty  of.  771. 

Johns  Hopkins  University  should  be  con¬ 
sidered  a  part  of  the  public  school  system 
of,  831. 

Loss  of  West  India  trade  of,  770. 

Natural  advantages  of,  769. 

Reasons  for  discussing  industrial  educa¬ 
tional  needs  of,  768. 

Relatively  small  appropriation  made  for 
the  Manual  Training  School  of,  831. 

Report  of  Committee  on  establishment  of 
manufactories  in,  771-772. 

Statement  of  Industrial  and  Educational 
needs  of,  by  Dr.  Barnard,  767-770. 

Statistics  of  public  school  education  in.  775. 

Suffers  from  lack  of  technical  training, 
774. 

Summary  of  educational  facilities  in,  777— 


778. 

Baltimore  and  Ohio  Bailroad  Coin. 
I>any.  Army  of  operatives  of  the,  132. 

Methods  in  1885  for  training  apprentices  at 
Mt.  Clare  for  the,  795. 

Origin  of  the,  769. 

Peculiar  educational  conditions  of  em¬ 
ployees  of  the,  132-133. 

Barker,  C.  E„  R.  .1.  President  Oklahoma 
College,  677. 

Barnard,  Dr.  W.  T.  Accountof  the  Report 
by  the  late,  743-746. 

Criticises  exclusive  literary  development 
of  the  public  schools,  764-765. 

Criticises  courses  of  study  in  Land  Grant 
Colleges,  762. 

Freely  quotes  governmental  and  other  au¬ 
thorities  on  Technical  Education,  749. 

Plan  of  his  Report  outlined  by,  749. 

Preface  to  Report  by  (see  note  to  page),  747. 

Quotes  from  U.  S.  Commissioner  Eaton’s 
Report  of  1883,  on  Industrial  Education 
in  the  U.  S„  765-766. 

Reference  to  Report  on  Technical  Indus¬ 
trial  Education  by  the  late,  710. 

Report  by,  to  President  Garrett  on  Tech¬ 
nical  Education  for  Railroad  Service,  re¬ 
ferred  to,  130. 

Report  by,  to  President  Garrett,  announc¬ 
ing  The  B.  &  O.  R.  R.  Technological 
School  at  Mt.  Clare,  132-147. 

Service  Report  on  Technical  Education 
made  in  1886,  to  President  Garrett,  B.  & 
O.  R.  R.  Co.,  by,  747-833. 

Barnard's  Keporl.  Exhibit  X  of,  831-833. 

Basrom,  Report  of  President,  in  1881,  on 
changes  in  attendance  in  different  de¬ 
partments  of  the  University  of  Wiscon¬ 
sin,  657. 

Bavaria.  Agricultural  Education  begins  in 
the  Kindergartens  in,  870. 

Agricultural  Education  in  Schools  in,  870- 
871. 

Diagram  showing  the  various  Schools  giv¬ 
ing  training  in  Agriculture  in,  874. 

Field-Culture  Schools  in,  871._ 

Industrial  Development  of,  975-976. 

Institutions  for  higher  training  in  Agricul¬ 
ture  in,  872. 


998 


INDEX. 


Bavaria.  Munich  School  of  Agriculture,  873. 

Paper  on  Agricultural  Education  in,  ljy 
Professor  R.  B.  Warder,  in  Appendix  Z, 
710. 

Preparation  required  for  entrance  to  Cen¬ 
tral  School  of  Agriculture  in,  872. 

Primitive  conditions  of  industry  continued 
in,  981. 

School  of  Forestry  in,  873. 

Suggestions  as  to  Industrial  Education  for 
American  Educators,  found  in  the  va 
riety  of  Schools  in,  875. 

Supplementary  part-time  Schools  of  Agri¬ 
culture  in,  870-871. 

Bavarian  and  American  Schools  con¬ 
trasted,  875-877. 

Beaver,  Governor.  Address  by,  at  Penn¬ 
sylvania  State  College,  1880.  515-517. 

Bcllichl,  A.  M.,  Ph.  II.  II.  Statement 
of  origin  of  Chicago  Manual  Training 
School,  by  Director,  70. 

Berehtold,  Mr.  F.,  Teacher  of  Drawing  in 
Corvallis  College.  Report  for  188ti  by,  481 . 

Berlin.  Germany  Technical  High  School 
of  Charlottenburg  in,  976. 

Bigelow,  E.  B.  Interesting  anecdote  of  the 
distinguished  inventor,  724. 

Billing'*.  linn.  Frederick,  presents  Uni¬ 
versity  of  Vermont  with  Library  of  the 
late  Hon.  George  P.  Marsh,  LL.  D.,  for¬ 
mer  U.  S.  Minister  to  Italy,  598. 

Black  Forest,  Home  industries  in  the,  981. 

Blacksburg,  'Virginia.  Electric  Lighting 
of  the  town  of,  by  the  Agricultural  Col¬ 
lege  plant,  607. 

Blatclil'ord,  Mr.  E.  IV.  Address  by.  Presi¬ 
dent  Board  of  Trustees  Chicago  Manual 
Training  School,  70-71. 

Bio**,  Professor  .Bolin  M.,  of  Topeka. 
Kansas,  chosen  as  successor  of  the  late 
President  Arnold,  of  Oregon  Agricultural 
College,  492. 

Defines  the  Agricultural  College  as  a  Poly¬ 
technic  School,  494. 

First  Report  by,  493-500. 

Bowman,  Regent,  of  Agricultural  and  Me¬ 
chanical  College  of  Kentucky,  claims  that 
this  was  the  first  of  the  Land  Grant 
Colleges  to  open,  316. 

Boyd,  Col.  I>avid  F.  Placed  in  charge  of  the 
new  State  institution  consolidated  from 
the  State  Agricultural  College,  and  the 
Louisiana  Military  Academy,  in  1877,  324. 

Boynton,  Es<|..  John.  Letter  of  gift  of 
one  hundred  thousand  dollars  by,  173. 

Boynton  Hall.  The  main  building  of  the 
Worcester  Polytechnic  Institute  the  gift 
of  citizens  of  Worcester,  174. 

Bradford,  England,  Relations  between, 
and  Germany,  980-981. 

Technological  School  in,  811. 

What  Technical  Training  has  done  for,  in 
twenty  years,  968-969. 

Bradford,  Professor  Jos.  N.  Report  by, 
for  1891,465. 

Branch  Normal  College,  Bine  Blnif. 
Arkansas,  established  in  1873,687-689. 

Departments  of  the,  687. 

Department  of  Mechanic  Arts  in  the,  688. 

Historical  Statement  concerning  the,  687. 

State  Students  in  the,  688. 

Summary  of  attendance,  1892-’93, 689. 

British  Reports,  Summary  of  Extracts 
from,  given  in  the  several  volumes  of 
this  Report,  xlix. 

British  Royal  Commission  on  Tech¬ 
nical  Education.  Reasons  for  ap¬ 
pointment  of  the,  824-825. 

British  Royal  Commissioners,  Report 
by  the,  referred  to,  754. 

Extract  from  Report  by  the,  811-814. 

Brilisli  Scientific  and  Technical  Com¬ 
missions,  738. 

Britton,  John  W.,  Chairman  Committee  on 
Technical  School  of  Carriage  Builders’ 
Association,  110. 

Discusses  Report  on  Apprenticeship,  123- 
128. 

Brown,  EE.  1)..  Rev.  Amos,  Account  of 
efforts  made  by,  to  promote  Laws  Aiding 
Agricultural  Education,  844-847. 


Brown,  EE.  1)..  Rev.  Amos.  Letter  of 

Several  Representatives  in  Congress,  tes¬ 
tifying  services  of,  in  promoting  passage 
of  Land  Grant  Bill,  847. 

Letters  from  U.  S.  Senators  and  Represen¬ 
tatives,  stating  effective  service  rendered 
by,  846-847. 

Reference  to  the  late,  710. 

Brown,  Wm.  Ee  Roy,  M.  A..  EE.  D..  Pres¬ 
ident  of  Alabama  Agricultural  and  Me 
chanical  College,  etc. ,  1891-1892, 239. 

Brown  University,  Providence,  R.  I.  Ac¬ 
count  of,  534-542. 

Agricultural  Scholarships  of,  534. 

Art  collections  of,  referred  to,  542. 

Course  in  Agriculture  and  Mechanic  Arts 
in,  541-542. 

Course  of  Civil  Engineering  in,  535. 

Departments  of  Practical  Science  of,  534-536. 

Designated  as  the  Land  Grant  College,  in 
1863,  534. 

Historical  Statement  of,  in  catalogue  for 
1891-’92.  See  reference  to,  539. 

Manual  Training  in,  539. 

Museum  of  Casts  begun,  542. 

Summary  of  attendance  1891-'92,  542. 

Brunner,  Sir  John.  Brief  remarks  by,  on 
opening  of  school  at  Middlewich,  951. 

Brush,  Professor  George  .1.,  Director  of 
Sheffield  Scientific  School  of  Yale  Uni¬ 
versity,  260. 

Brynn,  M.  A.,  Euoeli,  President  State  Agri¬ 
cultural  College  and  School  of  Science, 
Pullman,  Whitman  County,  Washington. 
682. 

■tuck ham.  I>.  I>..  Matthew  Henry.  Pres¬ 
ident  University  of  Vermont  1892- ’93,  600. 

Building'  and  Architecture,  Course  in, 
in  Georgia  State  College,  266-267. 

Burrill,  ITI.  A.,  I'h.  I)„  Professor 
Thomas  Jonathan.  Acting  Regent  of 
University  of  Illinois,  in  1891-’92,  2i8. 

Bn  rriis.ltl.  A..  J  oil  n  H .,  President  of  Alcorn 
Agricultural  and  Mechanical  College  of 
Mississippi,  in  1892,  382. 

€. 

Campbell,  EE.  !>.,  Rev.  Wm..  President 
of  Rutgers  College.  Report  by,  416-420. 

Campbell,  P.  H.  B..  Principal,  West  Vir¬ 
ginia  State  Colored  Institute,  706. 

Capital,  attracted  by  means  of  Technical 
Education,  754. 

Capitol  Building  at  Washington,  It.C. 

Congress  has,  from  time  to  time,  em¬ 
ployed  famous  American  Artists  to  adorn 
the,  xliii. 

Historical  Paintings  in  the,  begun  in  1837, 
xliii. 

Importance  of  the  art-influence  upon  the 
people,  prior  to  1876,  of  the  Architecture 
and  Art  Works  of  the,  xliv. 

Carriage  Builders'  National  Associa¬ 
tion,  Educational  Discussion  at  the  Con¬ 
vention  in  1883,  by  the,  118-128. 

Technical  School  established  by  the,  in  1880, 
108. 

Cattle.  First  brought  to  New  England  in 
1624,  859. 

Cattle  Show.  The  first,  861. 

Centennial  Exposition.  Impulse  to  pub¬ 
lic  interest  in  Art,  and  Art  Industries, 
given  by  the,  xxxvi. 

Revealed  to  Americans  the  wealth  of  the 
world's  Art  manufactures,  xxxvi. 

Central  Institution  at  South  Kensing¬ 
ton  organized  by  Guilds  of  London.  815. 

Ceramics.  Schools  of  Design  for,  6. 

Chamberlain.  President,  Biennial  Re¬ 
port  for  1888-’89  of  Iowa  Agricultural  Col¬ 
lege,  by,  298-301. 

Defines  the  triple  purpose  of  the  Land 
Grant  Colleges,  298-300. 

Quotes  from  Speech  in  Congress  by  Hon. 
James  A.  Garfield,  299-300. 

Cluster  i.  Introductory  to  Part  TV,  3-8. 

Table  of  Contents  of,  3. 

Chapter  II.  Account  of  Manual  Training 
Schools,  9-78. 

Table  of  Contents  of,  9-10. 


INDEX. 


999 


Chapter  III.  Account  of  Tulane  Univer¬ 
sity,  New  Orleans,  Louisiana,  79-10(3. 

Table  of  Contents  of,  79. 

Chapter  IV.  Special  Technical  Trade 
Schools,  107-128. 

Table  of  Contents  of,  107. 

Chapter  V.  An  Important  Experiment  in 
Technical  Trade  Education,  129-170. 

Table  of  Contents  of,  129. 

Chapter  VI.  Account  of  Five  notable  Tech¬ 
nical  Mechanical  Schools,  171-223. 

Table  of  Contents  of,  171-172. 

The  common  bond  linking  the  five  Schools 
described,  172. 

Chapter  VII.  Introductory  to,  Accounts  of 
the  Colleges  of  Agriculture  and  the  Me¬ 
chanic  Arts,  227 -232. 

Table  of  Contents  of,  227. 

Chapter  VIII.  Contains  concise  statements 
of  Several  National  Land  Grant  Colleges, 
233-278. 

Introduction  to.  235-236. 

Table  of  Contents  of,  233-235. 

Chapter  IX.  Account  of  U.  S.  Land  Grant 
Colleges,  Continued.  279-332. 

Table  of  Contents  of,  279-281. 

Chapter  X.  Account  of  U.  S.  Land  Grant 
Colleges,  Continued,  333-309. 

Table  of  Contents  of,  333-335. 

Chapter  XI.  Account  of  U.  S.  Land  Grant 
Colleges,  Continued,  371-120. 

Table  of  Contents  of,  371-371. 

Chapter  XII.  Account  of  U.  S.  Land  Grant 
Colleges,  Continued,  421-176. 

Table  of  Contents  of,  421-423. 

Chapter  XIII.  Account  of  U.  S.  Land 
Grant  Colleges,  Continued,  477-561. 

Table  of  Contents  of,  477-478. 

Chapter  XIV.  Account  of  U.  S.  Land 
Grant  Colleges,  Continued,  563-657. 

Table  of  Contents  of,  563-565. 

Chapter  XV.  Accounts  of  U.  S.  Land  Grant 
Colleges,  Concluded,  659-7U6. 

Table  of  Contents  of,  659-664. 

Chemical  Industries.  Effects  of  Tech¬ 
nical  Training  on,  753. 

Chemnitz,  Saxony.  Technical  Education 
in,  811. 

Value  of  Technical  Education  in,  752. 

Chicago  Manual  Training'  School.  Cir¬ 
cular  of  the,  dated  Nov.  21,  1883,  72. 

Equipment  of  the,  74-75. 

List  of  Officers  and  Instructors  for  1885-6, 
75. 

List  of  Officers  and  Instructors  for  1890- 
1891,  78. 

Report  of  Committee  on  Exhibit  of  Draw¬ 
ing  by,  in  1889,  75-76. 

Statement  of  origin  of  the,  by  Director  H. 
H.  Belfield,  70. 

Summary  of  first  two  years  of  the,  73-74. 

Work  of  the  classes  of  the,  for  1890,  77-78. 

Chickering,  Professor  John  W.  Na¬ 
tional  Deaf  Mute  College,  D.  C.,  Records 
of  Dr.  Amos  Brown  furnished  by,  844-847. 

City  and  Guilds  of  London  Institute. 

Account  of  the,  815. 

Address  by  the  Lord  Chancellor,  and  the 
Prince  of  Wales,  on  the  opening,  in  1884, 
of  the,  911-916. 

Main  purpose  of  the,  828. 

Proceedings  at  opening  of  the,  911-916. 

Civil  Engineering,  Course  of,  in  Brown 
University,  535.  _ 

Claflin  College.  Catalogue  for  1890-’91,  re¬ 
ferred  to,  553. 

Courses  in  Mechanic  Arts  in,  556-567 . 

Department  of  Agriculture  in,  560. 

Department  of  Art  of,  Courses  m  the,  554- 


555. 

Department  of  Manual  Training  in,  55SD556. 
Drawing  taught  in  several  courses  m,554. 
History  of,  552. 

Historical  statement  in  catalogue  of  1890-91, 


554. 

Industrial  Schools  in.  556-560. 

Rev.  L.  M.  Dunton,  A.  M  .D.D.,  President 
of  561. 

Statistics  of  attendance  (1881-’82),  552- 
Statistics  of  attendance,  for  1890-  91,  561. 


Claflin  College.  Various  courses  in,  552. 

Wood  and  Iron  Work  Shops  of,  557. 

Claflin  University.  Wraugf  b  n  r  g, 
South  Carolina.  Bishop  Haygood’s 
Farewell  Address  at  1890  commencement 
of,  710,  885-891. 

For  Farewell  Address  by  Bishop  Haygood 
at  Claflin  University  in  1890,  see  Appen¬ 
dix  Z,  710. 

Clark.  Col.  William  S.  Presidentof  Mas¬ 
sachusetts  Agricultural  College  from  1809 
to  1880,  345. 

Clark,  lion.  Dan’l.  Letter  stating  serv¬ 
ices  of  Dr.  Amos  Brown  in  promoting 
passage  of  Land  Grant  Bill,  847. 

Clarke,  I.  Edwards.  Reference  to  orig¬ 
inal  contributions  to  the  present  volume 
by,  author  and  editor  of  the  Art  and  In¬ 
dustry  Report,  xxxiv. 

Clarke,  Itov.  James  Freeman,  On  Practi¬ 
cal  Education,  extracts  from  article,  in 
“Self  Culture”  (note)  806-807. 

Classic  Age,  Great  names  of  the,  xxxix. 

Classic  Art,  busied  not  only  with  images  of 
the  Divinities,  but  also  reflecting  the 
daily  lives  of  the  people,  xxxix. 

Influence  of,  as  illustrated  by  the  Art 
Building  of  the  Nashville  Exposition  in 
1897,  xxxix. 

Vitality  of,  revealed  by  recent  discoveries 
of  long  buried  objects,  xxxix. 

Classification.  “The  Revue  des  Deux 
Mondes”  on  difficulties  of,  6. 

Classification  of  "Schools  of  Design." 
“  Decorative  Art  Associations,”  “  Schools 
of  Architecture,”  etc.,  considered,  6. 

Clegg,  Mr.  Thomas,  of  Manchester,  Eng¬ 
land,  on  direct  value  of  early  training  of 
workmen,  807. 

Color,  Mr.  G.  I*.  Appointed  Academic 
Teacher  in  B.  &  O.  Technological  School 
at  Mt.  Clare  in  1885,  158. 

Appointed  Instructor  of  Apprentice  classes 
at  Mt.  Clare,  748. 

Note  referring  to  the  appointment  of, 
459. 

Report  by,  purpose  and  course  of  study  for 
1886,  161-162. 

Significance  of  the  report  by,  showing 
illiteracy  of  workmen  on  line  of  B.  <fe  O. 
R.  R.,  131. 

Summary  by,  of  results  obtained  during 
the  two  years’  existence  of  the  B.  &  O. 
R.  R.  School  at  Mt.  Clare,  167-168. 

College  of  Agriculture  and  Mechanic 
Arts.  Courses  of  study  in  the  South 
Carolina,  545-550. 

College  of  Agriculture  and  The  Me¬ 
chanic  Arts,  University  of  Minne¬ 
sota,  Minn.  Accounts  of  the,  359-369. 

Course  of  Manual  Training  and  Drawing  in 
the,  369. 

College  of  Mechanics.  University  of 
California.  220-223. 

Chair  of  Industrial  Mechanics,  founded  in 
1874  in  the,  220. 

List  of  Faculty  of,  in  1875,  222. 

Object  of  the,  221. 

Summary  of  Faculty  of,  in  1892,  223. 

College  Point.  Cong  Island.  Public 
School  of,  commended  by  Mr.  John  M. 


Britton,  128. 

Colleges.  Accounts  of  the  Land  Grant,  ar¬ 
ranged  alphabetically  by  States,  232. 

List  of,  affording  advanced  Scientific  In¬ 
struction.  757. 

President  Atherton,  on  the  character  of  in¬ 
stitutions  designated  as,  518. 

Colleges  of  Agriculture  anti  The  Me¬ 
chanic  Arts.  Importance  of  grants  of 
1890,  to  the,  664. 

The  new,  664. 

Pariors  relating  to  the  Land  Grant  to,  835- 


Collett.  President,  of  Board  of  Trustees  of 
Rose  Polytechnic  Institute,  presents  keys 
to  the  new  President,  721-722. 

Colorado,  State  Agricultural  College 
of.  at  Fort  Collins,  Colo.  Account 
of,  253-256. 


1000 


INDEX, 


Colored  People,  Advice  to,  by  Bishop  Hay- 
good,  891. 

In  America  and  Africa,  contrasted,  889. 

White  men  of  the  South  pay  for  the  public 
schools  for  the,  890. 

Wise  and  eloquent  words  concerning 
emancipation  of  the,  889. 

Colored  Race,  Wonderful  advance  of  edu¬ 
cation  of  the,  since  close  of  the  War,  886. 

Colored  Schools.  Branch  Normal  College 
for  training  teachers  of,  in  Arkansas,  687. 

Colored  Students.  Industrial  Education 
of.  Introduction  to  accounts  of  the  new 
State  institutions  for  the,  684. 

The  U.  S.  Land  Grants  apportioned  by  the 
Southern  States  for  the  industrial  educa¬ 
tion  of  both  the  white  and  the,  684. 

State  Industrial  College  for,  of  Georgia, 
693-694. 

State  Normal  and  Industrial  College  for,  of 
Florida,  690-693. 

Colored  Students  of  Tennessee  Uni¬ 
versity  attend  Industrial  Department 
of  Knoxville  College,  573. 

Colored  Youth.  Evolution  of  educational 
facilities  for,  630-631. 

Columbian  Exhibition  in  Chicago,  in 

1893-93.  The  architectural  beauty  of  the 
buildings  of  the,  revealed  the  advent  of  a 
body  of  Great  American  Art  Creators, 
xxxvii. 

Profound  influences  exerted  by  the,  xxxvii. 

Columbus,  Ohio,  Schools  of,  praised.  318. 

Colyer,  Mr.  Discusses  Report  on  Appren¬ 
ticeship,  136. 

Commissioner  of  Education.  Summary 
of  several  articles  in  the  latest  Annual 
Report  (1895-96)  of  the  U.  S.,  xlviii. 

Conaut.  Hon.  John.  Gift  of  farm  of  360 
acres  to  New  Hampshire  College  of  Agri¬ 
culture  by,  403. 

Conservation  of  Forces,  Wonderful  re¬ 
sults  of  the  discovery  of  the  Law  of  the, 
733-733 

Contents  of  Part  IV.  General  Tables  of, 
iii-xxx. 

Summary  of  the,  xxxiv. 

Corbin,  A.  M.,  .1.  C.  Principal  of,  Branch 
Normal  College,  Arkansas,  Arkansas  In¬ 
dustrial  University,  689. 

Cornell,  Ezra,  by  his  public  spirit  and  ex¬ 
ample  created  Cornell  University,  313. 

Cornell  University,  Ithaca.  New  York. 
College  of  Agriculture  of  the.  Ac¬ 
count  of  the,  433-436. 

College  of  Agriculture  of,  a  purely  techni¬ 
cal  college,  434-435. 

Courses  in,  defined  in  Register  for  1893-’93, 
436. 

Courses  in  Department  of  Agriculture  of, 
433. 

Date  of  opening,  433. 

Largely  a  School  to  train  teachers  in  Agri¬ 
cultural  Colleges,  434-435. 

New  short  winter  course  in,  first  announced 
in  Register  for  1892-’93,  436. 

N  umber  of  students  in,  relatively  small,  434. 

Roberts,  Isaac  Phillips,  M.  Agr.,  Director 
of,  436. 

Summary  of  Faculty  of,  436. 

Total  of  students  in  College  of  Agriculture 
of,  in  1893-'93,  436. 

Cornell  University,  Departments  of,  433. 

Development  of,  under  twenty  years  pres¬ 
idency  of  Hon.  Andrew  D.  White,  LL.  D., 
reference  to,  313. 

Development  of,  Report  by  President 
Adams  for  1891-’93  at  close  of  his  Admin¬ 
istration,  showing,  313-314. 

Increase  in  attendance  from  1884  to  1893, 434. 

Increase  of  resources  of,  during  Adminis¬ 
tration  of  President  Adams,  313. 

Mechanical  courses  in  the,  308-330. 

Monument  to  the  public  spirit  of  Ezra 
Cornell,  313. 

Notable  as  a  result  of  the  Land  Grant  Law 
of  1863,  311-313. 

Origin  of,  433. 

Post  Graduates  of  other  colleges  attending 
in  1893,  313. 


Cornell  University,  President  Adams’s  Re¬ 
port  for  1891-’93,  43L435. 

Reference  to  benefactors  of,  313. 

Schurman,  D.  Sc.,  LL.  D.,  Jacob  Gould, 
President  in  1893  of,  436. 

Sibley  College  of  Mechanic  Arts  of,  208-330. 

Sibley,  Hon.  Hiram,  gave  a  mechanical 
building  to,  in  1870,  and  has  since  liberally 
endowed  this  Department,  309. 

Summary  of  Attendance  for  1893,  320. 

Summary  of  Faculty  in  1892- ’93,  436. 

Summary  of  Instructors  in,  for  1893,  230. 

Total  of  Students,  in  1892-’93,  436. 

Corvallis  College,  Corvallis,  Renton 
Co.,  Oregon,  designated  in  1870  as  the 
Agricultural  College  of  the  State,  479. 

A  State  Institution  in  1888,  482. 

Summary  of  attendance  in  1882,  480. 

Cottage  Industries.  Austrian  experiment 
in,  727-728. 

Conncill.  W.  H.  Principal  of  Alabama 
State  Colored  Normal,  687. 

Course  of  Study  and  of  Industries  in 

Kentucky  State  Normal  School  for  Col¬ 
ored  Students,  695-696. 

Cowan.  Mr.  General  Counsel  of  B.  &  O. 
R.  R.  Co.,  calls  President  Garrett's  atten¬ 
tion  to  address  by  Mr.  Wallis,  130. 

Comments  on  address  on  Technical  Educa¬ 
tion  bv  Hon.  S.  Teackle  Wallis,  747. 

Crawford,  U.  S.  N.,  Eieut.  Robert,  de¬ 
tailed  to  superintend  Spring  Garden  In¬ 
stitute  Schools,  in  1882,  61. 

Resigned  as  Superintendent  of  Spring  Gar¬ 
den  Schools,  to  accept  life  position  in  City 
Manual  Training  School,  68. 

Crefield,  Prussia.  Description  of  The 
Weaving  School  of,  984-985. 

The  New  School  for  Dyeing  and  Finishing 
in,  985. 

Value  of  high  Artistic  and  Technical  Train¬ 
ing  illustrated  by  influence  of  the  School 
of,  985. 

Value  of  Technical  Education  in,  751. 

Crewe,  October,  1897.  Technical  Institute  of. 
The  Earl  of  Crewe  opens  the,  965. 

Crittenden,  Gov.,  indorses  the  St.  Louis 
Manual  Training  School,  in  his  message, 
39. 

Crosby,  Ph.  I>..  J.  O.  President  of  the  Ag¬ 
ricultural  and  Mechanical  College  for  the 
Colored  Race,  Greensboro,  North  Car¬ 
olina,  700. 

D. 

Darlington.  Opening  of  New  Technical  Col¬ 
lege  of,  961. 

Darmstadt.  The  New  Polytechnic  Institute 
of,  Account  of,  976, 983. 

Attendance  on  the,  983. 

The  Buildings  of,  983. 

Course  of  instruction  in,  983. 

Dartmouth  College,  Hanover,  IV.  H. 
State  College  of  Agriculture,  attached  to, 
Account  of  the,  403. 

Bartlett,  D.  D.,  LL.  D.,  Rev.  Samuel  C., 
President  in  1892,  404. 

Historical  summary  of  the  State  College  of 
Agriculture  connected  with,  406. 

Origin  of,  851. 

Separation  of  State  College  of  Agriculture 
from,  in  compliance  with  conditions  of 
Will  of  Benjamin  Thompson,  405. 

Summary  of  Faculty  of.  in  1891-’93,  404. 

Total  attendance  for  1891-’92,  in  all  Depart¬ 
ments  of,  404. 

Davis,  Hon.  Charles  G„  closes  commem¬ 
orative  address  at  Amherst  by  a  graceful 
tribute  to  Hon.  Justin  S.  Morrill,  of  Ver¬ 
mont,  861. 

Historical  address  at  Amherst,  June  31, 
1887,  by  the,  859. 

Names  as  the  three  leaders  in  the  devel¬ 
opment  of  Agricultural  education  in 
the  U.  S.,  Watson,  Wilder,  and  Morrill, 
864. 

Davis,  Mr.  .1.  E.  reports  on  Drawing  in 
Hampton  Institute,  Hampton,  Virginia, 
635. 


INDEX. 


1001 


Dawaon,  Mr.  C.  M.,  Inaugural  Address  as 
President  by,  before  English  National 
Union  of  Elementary  Teachers  in  18&3, 
898-899. 

Day  Schooling.  Importance  of,  urged  by 
Mr.  Mather,  955. 

Delaware  College.  Newark.  Delaware. 

Account  of,  290-262. 

Courses  of  Drawing  in,  261-262. 

Courses  in  Engineering  in,  261-262. 

Courses  of  study  in  (1892),  261. 

Faculty  of,  262. 

Situation  of,  261. 

Summary  of  attendance  for  1891-’92,  262. 

Delaware.  State  College  for  colored  stu¬ 
dents.  Dover,  689-690. 

Departments  and  Schools  of  Tennessee 
University,  575-576. 

Derby.  The 'Earl  of,  Address  on  opening 
of  Preston  Technical  School,  September 
16,  1897,  by,  966-967. 

Design  (in  1883),  The  Lowell  School  of 
Applied,  referred  to,  5. 

Devonshire.  The  Duke  of.  Address  at 
Darlington,  October  8,  1897,  by,  961-965. 

Dixon.  Mr.  E.  M..  Principal  Allan  Glen’s 
Institute,  Glasgow.  Paper  by,  902-905. 

Dodge.  Mr.  J.  M.,  takes  issue  with  Mr. 
Sinclair’s  statements  as  to  superiority  of 
actual  shop  work  over  the  Manual  Train¬ 
ing  Schools,  49. 

Domestic  Economy.  Course  in,  Simpson 
Memorial  Home,  Claflin  College,  560. 

Drawing.  The  basis  of  all  scientific  con¬ 
struction,  3-4. 

Architectural  and  Mechanical,  taught  in 
Claflin  College,  556. 

A  compulsory  study  in  the  lower  classes  of 
Purdue  University,  287. 

And  Elementary  Industrial  Training,  es¬ 
sential  to  industrial  prosperity  of  a 
country,  928. 

As  taught  in  Pennsylvania  State  College  in 
1880-’81 ,  506. 

Courses  of,  in  the  several  schools  of  Georgia 
State  College,  266. 

Course  of ,  in  Maine  State  College,  330-339. 

Course  of,  in  Maryland  Agricultural  Col¬ 
lege  in  1889-’90,  343. 

Course  of,  in  Agricultural  and  Mechanical 
College  of  Mississippi,  376. 

Course  of,  in  Pennsylvania  State  College 
526. 

In  Corvallis  College,  Oregon  in  1882,  480. 

Courses  of,  as  taught  in  West  Virginia  Uni¬ 
versity,  648-649. 

Courses  of,  in  Worcester  Polytechnic  Insti¬ 
tute,  180. 

Department  of,  in  U.  S.  Naval  Academy,  in 
charge  of  a  Professor  and  two  Instruct¬ 
ors,  344. 

In  Brown  University,  540-541. 

In  Massachusetts  Institute  of  Technology, 
349. 

In  StateAgricultural  College  of  Colorado, 255 

In  University  of  Minnesota,  361. 

In  College  of  Agriculture,  University  of 
Minnesota,  369. 

In  Department  of  Agriculture  in  Cornell 
University,  423-424. 

Educational  value  of,  418. 

Four  years'  course  of,  in  Agricultural  Col¬ 
lege  of  Texas,  594-595. 

Free  Hand,  taught  in  second  year  at  Hamp¬ 
ton,  614. 

Free  Hand  and  Industrial,  Course  in  Idaho 
University  of,  671. 

A  fundamental  study  in  all  grades  of  Tech¬ 
nical  Schools,  3-4. 

How  taught  in  Hampton  Institute,  635. 

How  taught  in  South  Carolina  College  of 
Agriculture  and  Mechanic  Arts,  547-548. 

How  taught  to  the  St.  Louis  Manual  Train¬ 
ing  School,  43-44. 

Idaho  University  courses  requiring,  667-  668. 

Importance  of  Industrial,  realized  in  Eng¬ 
land,  417. 

Importance  of  the  study  of,  recognized  in 
the  Ohio  State  University  in  1879,  451. 

Importance  of,  recognized  in  courses  in 
University  of  Wisconsin,  652. 


Drawing.  In  all  courses  of  Engineering  in 
Purdue  University,  293-295. 

Increased  attention  given  to  study  of,  in 
New  Hampshire  College  of  Agriculture 
in  1800-’91,  404. 

Increase  of  facilities  for  instruction  in,  in 
Pennsylvania  State  College,  533. 

Industrial,  defined,  418. 

Industrial  and  Free  Hand,  taught  in  the 
University  of  Arizona,  666. 

In  Sheffield  Scientific  School,  256-257, 259-260. 

In  Tulane  High  School,  100. 

In  University  of  California,  249. 

In  Virginia  Agricultural  and  Mechanical 
College  in  1880-’81,  603. 

List  of  Instructors  of,  in  Purdue  University 
in  1891,  297. 

Money  value  of,  to  New  Jersey,  418—419. 

Ohio  State  University,  Courses  in,  472. 

Practical,  taught  in  Workshop  of  Allan 
Glen’s  Institute,  904. 

Professor  Huxley  on  Importance  of,  as  a 
required  Study,  938. 

Professor  Thompson,  of  Worcester,  on 
value  of,  803. 

Professor  Ware,  of  Massachusetts  Institute 
of  Technology,  on  value  of,  803. 

Progress  of  introduction  in,  for  a  decade, 
shown  by  abstracts  from  reports  of  the 
Land  Grant  Colleges,  235. 

Recognized  as  an  essential  elementary 
study  in  all  schools  of  Technology,  xlvii. 

Relation  of,  to  Mathematics,  Astronomy, 
and  Civil  Engineering,  505, 

Relation  of,  to  Technical  Schools  of  Purdue 
University,  288. 

Report  by  teacher  of,  in  Corvallis  College 
in  1886,  481. 

Report  of  course  of,  in  Kansas  State  Agri¬ 
cultural  College  1878-’80,  306-307. 

Report  of,  in  Ohio  State  University  in  1880, 
452-453. 

Required  through  Preparatory  School 
course  of  University  of  Idaho,  668. 

Sets  of  models  for,  designed  by  Walter 
Smith,  and  made  in  Worcester  Free  In¬ 
stitute  of  Science,  177. 

Summary  of  courses  of,  in  Tulane  Univer¬ 
sity,  91. 

Taught  in  all  forms  in  the  various  depart¬ 
ments  of  Tulane,  85. 

Taught  in  all  the  Land  Grant  Colleges,  231- 
232. 

Taught  in  all  schools  of  Engineering,  School 
of  Art  and  Design,  and  in  Collegeiof  Nat¬ 
ural  Science,  of  the  University  of  Illinois, 
277. 

Taught  in  Several  “courses  ”  of  Claflin  Col¬ 
lege,  554. 

Thorough  courses  of,  in  Worcester  County 
Institute  of  Industrial  Science,  175. 

Training  in,  a  requisite  in  all  manual  train¬ 
ing,  10. 

Value  of  Elementary  Training  in.  899. 

Value  of  instruction  in,  recognized,  see 
note  to  page  135,  137. 

Value  of,  m  scientific  training,  568-569. 

Dn ii to ii,  A,  M..  B>.  D.,  Rev.  "I..  M.  Presi¬ 
dent  of  Claflin  College,  561. 

Dnrl'ee.  Mr.  W.  F.,  on  importance  of  the 
possession  of  natural  qualifications  for 
Engineers,  50-51. 


E. 

Early  American  Art  Academics  and 
Art  Museums.  Reference  to,  xxxvi. 

Early.  Mr.  Samuel  S.  Secretary  of  the 
Board  of  Managers.  Historical  notes  of 
Rose  Polytechnic  Institute,  prepared  by, 
187-190. 

Eaton,  Gen.  John,  U.  S.  Commissioner 
of  Education.  Influence  of  the  U.  S. 
Land  Grant  Laws  recounted  by,  718-719. 

Remarks  by,  at  opening  of  Rose  Polytech¬ 
nic  Institute,  717-720. 

Special  Report  on  Industrial  Education 
(1883)  by,  referred  to,  758  and  822. 

Tells  of  the  interest  shown  by  European 
Governments  in  Technical  Education,  720. 


1002 


INDEX 


Education.  Cost  and  Character  of  National, 
761. 

Manhood,  the  highest  result  of,  287. 

New  era  in,  881. 

New  law  gives  great  impulse  to  movement 
for  the  new  Scientific,  230. 

Not  till  1870  was  Art  considered  as  an 
essential  feature  of,  xxxv. 

Professor  Huxley,  on  value  of  Primary,  938. 

In  Science,  Importance  of,  stated  by  Duke 
of  Devonshire,  961-962. 

Scientific,  at  last  recognized,  881. 

State  aid  to,  in  the  Past,  850. 

State  aid  to,  in  the  South,  851. 

Technical,  Papers  relating  to,  in  America 
and  Europe,  711-739. 

What  the  new  system  of,  undertakes  to  do, 
882. 

Educational  authorities quoted.  Eng¬ 
lish  and  American,  817  -818. 

Educational  Instit  utions,  Modern  Tech¬ 
nical  and  Industrial,  defined  by  President 
Thompson,  722. 

Educational  policy  or  New  England 
States,  traditional.  850. 

Educational  value  of  ITIusoums,  811. 

Educational  Methods.  The  new  law  leads 
to  careful  investigation  of,  229-230. 

Education  and  labor.U.  S.  Senate  Com¬ 
mittee  on,  Report  by,  quoted,  779-780. 

Education  in  Elementary  Art  began  in 
Boston  Public  Schools  in  1870,  xxxiv. 

Education  of  the  Colored  Race,  Address 
in  1891,  by  Bishop  Haygood,  D.  D.,  on  the, 
referred  to,  553. 

Electric  Lighting.  Virginia  Agricultural 
and  Mechanical  College  establishes  plant 
for,  of  the  College  buildings  and  the  town 
of  Blacksburg,  607. 

Elementary  Education,  Need  of  better, 
in  England,  961. 

Elementary  Manual  Training' 
Schools,  How,  differentiate  as  they  de¬ 
velop,  60. 

Engineer,  Civil,  Modern  modification  in 
duties  of  a,  732. 

Engineer.  Dynamic,  Training  of  a,  12-16. 

Engineering,  Mechanical.  Courses  of,  in 
Purdue  University,  293-295. 

Engineering  a  comprehensive  term,  723. 

Notable-  examples  of  skill  in,  shown  by 
young  gradutes  in  Technology,  721. 

England.  Account  of  Keighley  Technical 
Institute  in,  931-932. 

Address  by  Lord  Chancellor  of,  at  opening 
of  City  and  Guilds  of  London  Institute, 
911-914. 

Former  lack  of  Educational  opportunities 
in,  923. 

Growing  demands  for  artistic  goods  in,  926. 

How  new  Inventions  change  the  industries 
of,  921. 

Industrial  Schools  established  by  manufac¬ 
turing  corporations  in.  813. 

Investigation  shows  artistic  superiority  of 
foreign  goods  due  to  better  technical 
training  of  workmen  than  in,  926. 

Legislation  for  promotion  of  elementary 
industrial  training  urged  in,  932. 

Need  for  Elementary  Industrial  Training 
in,  929. 

Official  Statement  of  objects  of  National 
Association  for  promoting  Technical  Ed¬ 
ucation  in,  935-936. 

Opening  of  Evening  technical  training 
Schools  urged  in, 933. 

Papers  relating  to  Technical  Education  in, 
in  Appendix  A.  A.,  710. 

Papers  relating  to  Technical  Art  Training 
in,  in  Appendix  B.  B..  710. 

Relation  of  Technical  Education  to  For¬ 
eign  competition  in, 923-931. 

Response  by  Prince  of  Wales,  to  address  by 
Lord  Chancellor  of,  at  opening  of  City 
and  Guilds  of  London  Institute,  914-915. 

Schools  the  substitute  for  apprenticeship 
in,  939. 

Slow  progress  of  early  Elementary  Tech¬ 
nical  training  in.  925. 

Some  evening  Technical  Schools  in,  765. 


England.  Suggestions  for  establishing  Tech¬ 
nical  Schools  in  manufacturing  towns  of, 
931. 

Suggestions  for  increase  of  Technical 
Training  in,  933. 

Teaching  of  elementary  Science  in  all 
schools  urged  in.  933. 

Technical  Art  Training  in,  917-944. 

Technical  Education  past  its  experimental 
stage  in,  754. 

Various  Instrumentalities  for  promoting 
Technical  education  in,  929-931. 

Westminster  Review  article  on  need  of 
Technical  Training  in,  see  Appendix  B.  B., 
710. 

English,  Attention  to  study  of,  in  Univer¬ 
sity  of  Idaho.  668-669. 

Employees  and  Workmen,  Relations  be¬ 
tween,  825-826. 

Employees,  Opinions  of,  on  value  of  Indus¬ 
trial  Education,  822. 

Europe.  Industrial  Schools  in,  737. 

National  Technological  Education  in,  750. 

European  manufacturers.  General  in¬ 
telligence  of,  812. 

European  System  of  Industrial  train¬ 
ing  contrasted  with  American  public- 
school  system,  779-780. 

Evening  Schools  in  New  York,  referred  to, 
765. 

Evening  Technical  Schools  in  England, 

765. 

Evolution  of  a  Land  Grant  College  of 

Agriculture  into  a  Technical  School  of 
Science,  406-410. 

Exner,  Dr.  Austrian  Minister  of  Public  In¬ 
struction  establishes  Schools  for  Carpet 
weaving,  728. 

Experiment  Stations.  Importance  of 
U.  S.  Law  establishing,  408-409. 

F. 


Fairchild,  George  T.  President  of  Kan¬ 
sas  State  Agricultural  College  (1891),  315. 

Fernald,  A.  M.  SMi.  D„  Merritt  Pres¬ 
ident  of  Maine  State  College  in  1891,  339. 

Fessenden,  lion.  W.  P.  Letter  stating 
services  of  Dr.  Amos  Brown,  in  promoting 
passage  of  Land  Grant  Bill,  847. 

Fine  Arts.  Early  American  appreciation  of, 
and  culture  in  the,  xxxv. 

Finsbury  Technical  College,  London, 
Opening  of,  in  1883,  referred  to,  911-912. 

Finsbury  (a  district  of  London),  Technical 
College  of.  895. 

Firestone.  Mr.  Discusses  Report  on  Ap¬ 
prenticeship,  128. 

Fleischmann.  Mr.  Charles  L.  Report  on 
European  Schools  of  Agriculture  in  1847, 
by,  860-861. 

Florida.  State  Agricultural  College 

of,  262-266. 

History  of,  from  catalogue  of  1891-’92,  263- 
264. 

Course  of  Manual  Training  in  the,  264-265. 

Lake  City,  the  home  of  the,  264. 

Summary  of  attendance  in  1891-’92,  266. 

Summary  of  Faculty  of  the,  266. 

Florida,  State  Normal  and  Industrial 
College  for  Colored  Students,  Tallahas¬ 
see,  Florida,  69(4-692. 

How  established,  690. 

Location,  support,  and  equipment  of  the, 690. 

Organization  and  Departments  of  the,  691- 
692. 

Summary  of  attendance  for  1892- '93,  692. 

Foley,  Mr.  Thomas.  Instructor  in  working 
in  iron  in  School  of  Mechanic  Arts,  Insti¬ 
tute  of  Technology,  Boston,  Massachu¬ 
setts,  15. 

Food,  Scarcity  of,  experienced  by  Plymouth 
colonists,  859-860. 

Forests.  Importance  of  preservation  of,  856. 

France.  Early  artistic  training  of  children 
in,  933. 

Elementary  Science  education  in,  750. 

Official  Report  on  Art  Industries  in,  re¬ 
ferred  to,  6-7.  " 

Technical  Schools  in,  736-737. 


INDEX. 


1003 


Frmlmen's  Bureau.  Credit  given  to  work 
of  the  negroes  in  the,  by  General  Arm¬ 
strong,  620. 

Free  Drawing  School  of  Tulaiie  Uni¬ 
versity,  New  Orleans,  Louisiana.  Re¬ 
port  for  1891,  of  Saturday  classes  for 
Women  in  the,  101. 

Mechanical  and  Free-Hand  courses  of  the, 
102. 

Report  for  1891-’92,  of  Evening  Class  for 
Men,  101-102. 

Summary  of  work  for  seven  years,  101. 

Freehand  Drawing,  Two  years  course  of, 
in  the  University  of  Minnesota,  367-368. 

French  I.ady  Visitors  at  Vassar.  Anec¬ 
dote  of,  736. 

Frissell.  President  II.  B..  of  Hampton, 

Va.  Indebtedness  to,  by  author  of  Re¬ 
port  (see  note),  616. 

Letter  from,  645-646. 

Fuller,  Pli.  !>.,  I>r.  Homer  T.  References 
to  Inaugural  address  at  Worcester  by, 
in  1883,  709-710,  713. 

Inaugural  Address  in  1883  by,  Worcester 
Free  Institute,  736-740. 

Inaugural  address  of,  referred  to,  895. 

Letter  on  advantage  of  scientific  training 
by,  823. 

44. 

Garfield.  Hon.  .Tames  A.,  on  Technical 

Education.  Address  in  1867,  by,  299-301. 

Garrett,  of  B.  A-  O.  K.  B.  Co..  President, 

calls  for  Report  on  practicability  of  giving 

technical  training  to  R.  R.  Employees,  748. 

Gault,  ill.  S..  Franklin,  President  of  Uni¬ 
versity  of  Idaho,  and  College  of  Agricul¬ 
ture,  673. 

Georgia  State  College.  Athens.  Geor¬ 
gia.  Account  of,  266-276. 

Georgia  School  of  Technology.  Build¬ 
ings  and  equipments  of  the,  273. 

Department  of  Mechanical  Drawing  in  the, 
274-275. 

General  statements  of,  from  catalogue  of 
1889  ’90,  272-276. 

Summary  of  attendance  in  1889-’90,  276. 

Summary  of  Faculty  of,  in  1889-’90,  276. 

Workshop  practice  in  the,  275-276. 

Georgia  State  College,  Address  by  Super¬ 
intendent  Milton  P.  Higgins,  on  opening 
of  School  of  Technology  of  the,  in  1888, 
267-269. 

Courses  of  Drawing  in  the,  266. 

Course  in  Building  and  Architecture  in  the, 
266-267. 

School  of  Technology  of  the,  opened  in  At¬ 
lanta  in  1888,  267. 

Summary  of  attendance  in  1882,  and  in 
1886-’87,  267. 

Georgia  Slate  Intlnstrial  College  for 

Colored  Students  established  by  Legis¬ 
lature,  in  1890,  692. 

Location,  Buildings,  Departments  of,  and 
courses  of  study  in,  693. 

Summary  of  attendance  for  1892-’93,  694. 

German  and  American  School  con¬ 
trasted,  876. 

Hermans,  Practical  Character  of,  illustrated, 
980. 

Germany.  Agricultural  Education  in,  854. 

Great  activity  in  Industries  in,  982. 

Great  activity  in  Technical  Education  in, 
982. 

Importance  given  to  higher  scientific  train¬ 
ing  in,  977. 

Manufacturers  of,  by  their  more  scientific 
training  and  methods,  threaten  serious 
competition,  980. 

Relations  between,  and  Bradford,  England, 
980-981.  ,  , 

Report  of  recent  progress  of  Technical 
Education  in,  973-989. 

Report  on  Technical  Education  in,  Decem¬ 
ber,  1896,  972-991. 

Secoudary  Education  in,  977-978. 

Statistics  of  Technical  Schools  in,  970. 

Technical  Schools  in,  737. 

Trade  Schools  in,  978-979. 

German  Technical  School*.  Concise 
Statement  about  the,  970. 


German  Yonth  have  better  elementary 
training  than  the  English,  979. 

Gibson,  Hon.  Randall  Fee,  U.  S.  S.  from 
Louisiana,  is  consulted  by  Mr.  Tulane,  80. 

Secures  leading  citizens  to  join  with  him¬ 
self  in  a  Board  to  receive  The  Trust  for 
Mr.  Tulane,  80. 

Suggested  as  President  of  the  Board,  by 
Mr.  Tulane,  80. 

Tribute  to  the  late,  83-84. 

Gilman.  1.1,.  !>.,  Daniel  C.  Extract  from 
final  report  in  1875  of,  as  President  of 
University  of  California,  220-224. 

On  Industrial  Education  (note),  806. 

Girard  College,  Opening  of  Mechanical 
Schools  in,  announced,  67. 

Girls,  Industrial  Training  of,  in  Oregon  State 
Agricultural  College,  <184. 

Goodyear,  Professor.  Instructor  in  Art 
Schools  of  Metropolitan  Museum,  107. 

Graphics,  Course  in,  Pennsylvania  State 
College,  533. 

Great  Britain,  Rapid  growth  of  institutions 
for  Technical  Training  in,  between  1877 
and  1883,  896. 

Great  Britain  and  Germany,  Papers 
relating  to  Technical  Education  in,  947- 
991. 

Greene,  Professor  W.  HI.  Director  Rens¬ 
selaer  Polytechnic  Institute.  Letter  on 
advantage  of  Scientific  Training  by,  823- 
824. 

Gribhon.  Mr.  John  I>.  Chief  Instructor 
in  Technical  School  of  Metropolitan 
Museum  for  Carriage  Draughtsmen  and 
Mechanics,  113. 

Principal  Technical  School  from  1880. 
Death  in  1892  of,  116. 


II. 

Hadley,  A.  M.,  President.  Hiram.  Re¬ 
ports  of  New  Mexico  College  by,  674. 

Hamilton,  Professor  John.  Address  on 
“Technical  Training”  by,  879-883. 

Address  by,  referred  to,  on  pages,  515  and 
710. 

Hampton  Normal  and  Agricultural 
Institute,  Hampton,Virginia.  Account 
of  the,  611-646. 

Cost  of,  to  the  public,  622. 

Course  of  study  in,  613-614. 

Educational  Policy  of,  discussed  by  General 
Armstrong,  632-635. 

Employments  taught  in,  613. 

Extracts  from  Twenty-Fifth  Annual  Re¬ 
port  of  (1893),  627-635. 

First  Indian  pupils  received  in,  623. 

Fortunate  surroundings  of,  624. 

Founded  for  training  of  colored  youth,  in 
1868,  611.  „  „„ 

Growth  of,  in  twenty -five  years,  1868-1893, 
629. 

Historic  situation  of,  621. 

Is  a  Manual  Labor  School,  612-613. 

Legislature  gives  one-third  of  the  U.  S. 
Land  Grants  to,  in  1872,  611. 

One-third  share  of  Land  Script  given  to 
the,  600. 

“Records  of  Twenty-two  Years’  work  in, 
referred  to,  614. 

Review  of  Industries  in,  636-645. 

Self  Help  the  fundamental  idea  of,  622. 

Statistics  of  attendance  in,  for  1872-’93 
(note  to),  645-646. 

Summary  of  attendance  in  1880-  81  and 
and  1881-’82, 614.  ,  _ _ 

Technical  Education  m,  643-645. 

Trades  carried  on  in,  640-643. 

Training  of  Indian  youth  begun  here  m 

Various  industrial  enterprises  of,  637-640. 

Work  done  by  Graduates  of,  629-630. 

Handicraft.  Rapidly  being  superseded  by 
machinery,  723.  . 

Hanover,  Royal  Technical  High  School  of, 
976 

Harris'.  Hon.  N.  E.  Address  by,  on  en¬ 
trusting  the  Georgia  School  of  Technology 
to  trustees  of  State  University,  269-272. 


1004 


INDEX 


Harris,  Hon.  Ira,  Letter  from,  stating 
services  of  Amos  Brown,  in  promoting 
passage  of  Land  Grant  Bill,  847. 

Harris,  I.Ii.  1>.,  Hon.  W.  T.,  Commis¬ 
sioner  of  Education.  Statistics  of 
Colored  Schools  in  1890,  as  given  by,  887. 

Hartington.  Lord,  the  Address  on  “  Tech¬ 
nical  Art  Training”  by.  Editorial  com¬ 
ments  of  London  Times  on,  920-921. 

Reference  to  the  Comments  of  London 
Times,  in  Appendix  B.  B.  on  address  by, 
710. 

Harvard  College.  Small  attendance  in 
early  years  (note  to  page),  885. 

Hatcli  Act  of  1887.  Purpose  of  the,  664. 

Text  of  the,  8:19-841. 

Value  to  Agricultural  Colleges,  of  the  Ex¬ 
periment  Stations  created  by  the,  500. 

Hawaii.  General  Armstrong,  a  native  of,  618. 

Hawkins,  Mr.  J.  T.  Comments  on  Profes¬ 
sor  Woodward’s  paper  by,  47-48. 

Haygood,  I>.  D.,  Bishop  A.  O.  Address 
by,  in  1891,  on  education  of  the  Colored 
Race  referred  to.  See  pages  553  and  710. 

Farewell  address  by,  at  commencement  of 
Claflin  University  in  1891,  885-891. 

Hesse,  Mr.  Frederick  G.  Appointed  in 
1874,  to  chair  of  Industrial  Mechanics, 
University  of  California,  220-221. 

Higgins,  Milton  P.  Address  by,  on  School 
Shop  Instruction,  267-269. 

Hill,  H.  A.  President  Southern  University, 
New  Orleans,  Louisiana,  698. 

Hoar.  Hon.  George  F.  Provides  Scholar¬ 
ships  in  Worcester  Polytechnic  Institute, 
183. 

Hobbs,  Hr.  Barnabas  C.  Interesting 
statements  by,  735-736. 

Hoffmann,  Mr.  .Tolin  H.  Appointed,  in 
1874,  Instructor  of  Industrial  Drawing, 
University  of  California,  221. 

Holladay.  Alexander  <).  President  of 
North  Carolina  State  College  of  Agricul¬ 
ture  at  Raleigh,  in  1890.  449. 

Home  Industries  in  Black  Forest  and 
Thuringia,  981. 

Hopkins,  Pit.  I)..  H.  !>.,  Isaac  8.  Presi¬ 
dent  of  Georgia  School  of  Technology,  in 
1890,  276. 

Hougli,  Hr.  Franklin  B.  Paper  on  “  Tree 
Planting  in  School  Grounds”  by  the  late, 
referred  to.  869. 

Howard,  General,  Tribute  to,  for  aid  to 
Hampton,  620. 

Hoyt,  Ex-Governor  John  W.  Was  the 

President  for  the  first  three  years  of  the 
University  of  Wyoming,  682. 

Hoyt,  III,.  11..  Hon.  John  W.  Report 
on  Paris  Exposition  of  1876  by,  quoted  by 
Committee  on  Virginia  Agricultural  Col¬ 
lege.  600. 

Hunt.  Kichard  M.  Reference  to  the  beau¬ 
tiful  Art  Building  of  the  Columbian  Ex¬ 
position  designed  by  the  distinguished 
architect,  xl,  4. 

Hunt.  W.  M.  The  Allegorical  Paintings  in 
State  Capitol  at  Albany,  by,  Reference 
to,  xxxviii-xlii-xlv. 

Huxley,  F.  K.  S.  Address  by  the  late  Pro¬ 
fessor,  given  in  Appendix  “B.  B.”  and 
referred  to  on  page  710. 

Address  in  Manchester,  in  1887,  by,  937-944. 

On  the  problem  which  confronts  all  mod¬ 
ern  civilization,  5143. 

Quoted  on  the  economic  value  of  Scientific 
training,  755. 

I. 

Idaho,  The  University  of,  at  Moscow,  666. 

Ignorance.  Cost  to  a  country  of,  927. 

Illinois  Industrial  University  opened 
in  1888,  202, 

Illinois,  University  of,  Account  of  the, 
Urbana,  Champaign  County,  Illinois,  276- 
278. 

Immediate  influence  of  the  law  of 
180‘J,  2281. 

Importance  of  early  training,  856. 

Index  to  Part  IV,  993-1020. 


Indian  pupils  in  Hampton,  Experi¬ 
ment  of  receiving,  a  success,  623. 

Indian  Youth,  Report  concerning,  by  Prin¬ 
cipal  Armstrong  in  1879  and  in  1880,  612. 

Training  of,  begun  in  Hampton  in  1878, 612. 

Industrial  Art  Education,  History  of 
development  of,  continued  in  Parts  III 
and  IV,  xxxiv. 

Industrial  Arts,  Courses  of,  in  Kansas 
State  Agricultural  College,  313-314. 

Industrial  Drawing,  in  College  of  Mechan¬ 
ics,  University  of  California.  Courses  in, 
221-222. 

Industrial  Art  Training  a  necessity, 
417. 

Industrial  Education,  Barnard.  Dr.,  re¬ 
fers  to  some  recent  works  on,  781. 

Claims  of,  in  Baltimore  778-779. 

Defined  by  Dr.  Philbrick,  820. 

Development  of,  in  the  U.  S.,  756. 

In  the  U.  S.,  Special  Report  on,  referred  to, 
822. 

Of  colored  Students.  Introduction  to  the 
accounts  of  the  new  State  Institutions  in 
the  South  for  the.  684. 

Pedagogical  methods  of  the  new,  883. 

The  present  Report  an  object  lesson  show¬ 
ing  the  rapid  spread  of,  11. 

Report  on,  by  U.  S.  Commissioner  of  Edu¬ 
cation,  758. 

Report  of  Committee  on,  in  Saratoga  in 
1882,  780-781. 

Report  of  1889  on,  to  Pennsylvania  Legis¬ 
lature,  referred  to,  534. 

Testimony  of  Mr.  Mather,  on,  before  Senate 
Committee  on  Labor.  801-802. 

U.  S.  Law  of  1862  providing  for,  762. 

Views  of  Supt.  Philbrick  on,  in  City  Schools. 
763. 

Works  on,  by  President  Francis  A.  Walker, 
Ph.  D.,  LLD.,  12. 

Works  on,  by  Professor  John  D.  Runkle, 
Ph.  D.,  LLD.,  12. 

Works  on.  by  Professor  John  M.  Ordway, 
A.  M„  12. 

Industrial  Knowledge.  European  Soci¬ 
eties  for  promotion  of,  812-813. 

Industrial  Schools  established  by  English 
manufacturing  corporations,  813. 

In  Europe,  737. 

In  Europe,  show  value  of  similar  schools 
to  the  U.  S.,  760. 

In  Russia,  738. 

Utility  and  need  for,  in  the  United  States, 
760-761. 

“Industrial,”  Tendency  to  drop  the  term, 
noted,  178. 

Industrial  Training.  Practical  Sugges¬ 
tions  for  promotion  of  elementary,  928. 

Industries.  Hand  and  machine,  in  competi¬ 
tion,  979-980. 

Technical  Education  alone  able  to  create 
new,  767. 

Ingersoll,  M.  S..  Professor  Charles  L. 

President  of  State  Agricultural  College 
of  Colorado,  256. 

Institute  of  Technology,  Boston,  Mass. 
Account  of  new  building  for  the  School 
of  Mechanic  Arts  of  the  (1882),  23-24. 

Courses  in  School  of  Mechanic  Arts,  13. 

Forging  Shop  in  School  of  Mechanic  Arts, 
14-15. 

Foundry  course  in  School  of  Mechanic 
Arts,  14. 

Machine  tool  shop  in  School  of  Mechanic 
Arts  of,  15. 

Report  on  instruction  in  iron  working,  in 
the,  by  Mr.  Foley,  15-23. 

Schedule  of  Studies  in  School  of  Mechanic 
A.i*ts  24. 

School  of  Mechanic  Arts,  Faculty  of  (1886- 
1887),  26. 

School  of  Mechanic  Arts,  Statement  in 
Catalogue  of  1885-86  of,  25. 

School  of  Mechanic  Arts,  List  of  Faculty 
of  the,  25. 

School  of  Mechanic  Arts  from  1887  to  1S91, 
26-27. 

Statement  concerning  the,  in  Special  Re¬ 
port  by  President  Walker,  in  1890,  28. 


INDEX. 


1005 


Interesting  features  noted  of  the  Educa¬ 
tional  discussion  by  the  National  Asso¬ 
ciation  of  Carriage  Builders,  119-120. 

Introduction  to  Part  IV,  xxxi-liv. 

To  appendix  C.  C.  947-948. 

Inventions,  no  longer  due  to  chance,  but 
the  results  of  Scientific  deduction,  723. 

Not  made  by  uneducated  practical  work¬ 
ers,  796. 

Professor  Huxley,  on  796. 

Inventors.  Debt  owed  by  modern  civiliza¬ 
tion  to  a  few  humble,  960. 

Men  of  Science  as,  797. 

Iowa  Agricultural  College.  Ames, 
Iowa.  Account  of  the,  297J305. 

Comprehensive  provision  of  State  law  di¬ 
recting  the  objects  of  the,  299. 

Courses  in  Drawing  in  the,  298. 

Pour  courses  of  four  years  each  and  a  Pre¬ 
paratory  course,  298. 

Historical  data  in  Catalogue  of  1890, 301-302. 

New  building  named  “Morrill  Hall,”  in 
honor  of  Hon.  Justin  S.  Morrill,  U.  S.  S. 
from  Vermont,  302. 

Opened  as  a  State  College,  in  1859, 297. 

Opened  as  CJ.  S.  Land  Grant  College,  in  1869, 
297. 

Professor  E.  W.  Stanton,  Acting  President 
of,  in  1890, 305. 

President  Chamberlain,  in  report  of  1889, 
discusses  the  Land  Grant  Colleges,  298- 
301. 

Statement  of  Course  in  Mechanical  Engi¬ 
neering  in  (1890),  302-304. 

Summary  of  attendance  in  1880-’81,  298. 

Summary  of  attendance  in  1890,  305. 

Summary  of  Faculty  in  1890,  305. 

Iron  work.  Definitions  of  terms  used  in,  16. 

Description  of  course  of  thirty-three  lessons 
in  vise-work,  by  Mr.  Foley,  20-21. 

Description  of  course  in  machine  tool  work, 
by  Mr.  Foley,  22-23. 

Details  of  forty-three  separate  operations 
in,  as  given  by  Mr.  Foley,  16-20. 


J. 

Jackson.  A.  R,,  A.  M..  John  II.,  Presi¬ 
dent,  Kentucky  State  Normal  School  for 
Colored  Persons,  Frankfort,  691. 

James.  President,  Discusses  plan  of  reor¬ 
ganization  of  State  Agricultural  College 
of  Texas.  585-588. 

Jameson,  Mr.  C.  D.,  on  Education  for  Rail¬ 
road  Engineering.  829-831. 

Jervis.  Mr.  John  B.,  Civil  Engineer,  on 
value  of  early  training,  802. 

Johns  Hopkins.  Details  of  amount  and 
disposition  of  bequests  for  university 
purposes  by,  783. 

Johns  Hopkins  University.  Dr.  Bar¬ 
nard’s  ideal  of  proper  relation  of  Balti¬ 
more  public  school  system  to  the,  833. 

British  Commissioner  Mather,  on  the,  820. 

Instruction  in,  does  not  fit  for  Industrial 
callings.  783. 

Ought  to  be  considered  the  crown  of  Balti¬ 
more  City  Public  Schools,  831. 

President  and  Faculty  of,  favor  Technical 
Training,  784-785. 

Reference  to  the  criticism  of,  by  Mr.  Ma¬ 
ther,  782. 

Relation  between  the,  and  the  B.  &  O.  R.  R- 
Co.,  145  and  781. 

Result  to  the  Community  of  the  work  of 
the,  783. 

Should  promote  Industrial  Education  in 
Baltimore,  782. 

Suggestions  of  desirable  relations  between 
Baltimore  public  schools  and,  744. 

Trustees  of,  could  found  a  Department  for 
higher  Technical  Training,  785. 

Johnson.  A.  M.,  II.  D.,  A.  A.  President 
University  of  Wyoming,  684. 

Johnson.  Mr.  Andrew  F.  Succeeds  in 
1892,  the  late  Mr.  JohnD.  Gribbon,(  1880-92) 
in  charge  of  the  Technical  School  of  the 
National  Carriage  Builders’  Association 
in  New  York  City,  116. 


Johnston,  I,  I,.  D.,  Col.  William  Pres¬ 
ton,  chosen  President  of  Louisiana  State 
University  and  Agricultural  and  Mechan¬ 
ical  College,  in  1880,  324. 

Called  to  Presidency  of  the  new  Tulane 
University,  in  New  Orleans,  in  1883,  332. 

Jones,  Mr.  Discusses  Report  to  Carriage 
Builders’  Convention,  in  1883,  on  Appren¬ 
ticeship,  126. 

J  ndk  i ns,  Mr.  Discusses  Report  to  Carriage 
Builders’  Convention,  in  1883,  on  Appren¬ 
ticeship,  125-126. 

14. 

Kansas  State  Agricultural  College. 

Account  of  the,  305-315. 

All  students  of,  work  an  hour  a  day  at  some 
industry,  305. 

Concise  history  of  the,  311-312. 

Course  of  Studies  in  the,  305-306. 

Courses  of  Study  in  Industrial  Arts,  in  the, 
313-314. 

Endowment  of  the,  311-312. 

Equipment  of  the,  311. 

Extracts  from  notable  Hand-book,  issued  in 
1874,  by  the,  307-310. 

Founded  in  1863 — reorganized  in  1872,  305. 

Illustrated  catalogue  for  1890-’91  described, 
311. 

Open  to  both  sexes,  305. 

Reorganization  of  the,  in  1873.311. 

Report  of  Drawing  in  the,  1878-’80,  306-4107. 

Statement  of  the  Objects  of  the,  312. 

Statistics  of  attendance,  315. 

Summary  of  Faculty  and  Assistants,  315. 

Summary  of  pupils  in  1890-’91,  315. 

Kast nor.  Mr.  Charles,  in  chargo  of  Lowell 
School  of  Design,  353. 

Keighley  Technical  Institute.  Work  of, 
described,  931-932. 

Kellogg,  A.  M.,  Martin,  President  (pro 
tempore,)  University  of  California,  in 
1892,  223. 

President  (pro  tempore)  of  University  of 
California;  is,  also.  President  of  Coliege 
of  Agriculture,  252. 

Kentucky,  Agricultural  and  Mechan¬ 
ical  College  of.  Account  of  the,  316-323. 

Building  and  equipment  of  the  Department 
of  Mechanical  Engineering  of  the,  322-323. 

Courses  of  Instruction  in  the,  for  1878-79, 
317. 

Course  of  Practical  Mechanics  in  the,  318. 

Degrees  conferred  by  the,  319. 

Drawing  a  required  study  in  Normal  De¬ 
partment  of  the,  318. 

Established  in  1865,  316. 

Extracts  from  Annual  Register  for  l891-’92, 
318-319. 

The  first  in  the  U.  S.  to  open  under  act  of 
1862,  316. 

Land  and  buildings  given  in  1880,  by  City  of 
Lexington  and  County  of  Fayetto,  to  the, 

317. 

List  of  Faculty  of  the,  in  1892,  323. 

List  of  Officers  of  the,  323. 

Reorganized  in  1878.  316-317. 

Schedule  of  four  years  in  tho  Department 
of  Mechanical  Engineering,  in  the,  319-322. 

Schedule  of  School  of  Civil  Engineering 
and  Mining,  in  1868,  316. 

Schedule  of  School  of  Fine  Arts,  in  1868,  316. 

Separated  from  the  Kentucky  University 
in  1878, 316-317.  .  ^ 

The  several  courses  of  study  taught  m  the, 
319. 

Statistics  of  the  first  year  of  separate  ex¬ 
istence  of  the  (1878— ’79) ,  317. 

Statistics  of  attendance  of  the,  from  1877-’82, 

318. 

Statistics  of  attendance  for  1891-’92, 323. 

Kentucky.  State  Normal  School  for 

Colored  Persons,  Frankfort,  694-698. 

Founded  by  Legislature  to  train  teachers 
for  colored  schools,  about  1886,  694. 

Industrial  Departments  added  to  secure 
U.  S.  Grant  of  1891, 694. 

Location,  Buildings,  and  Normal  Course 
described,  694. 


1006 


INDEX. 


Kentucky.  State  Normal  School  for 
Colored  Persons,  Three  Special  In¬ 
dustrial  Departments  of  the,  supported 
by  U.  S.  Land  Grant,  694. 

Summary  ot  attendance,  1893-’94, 696. 

Kent.  Hr.  William.  Comments  on  Pro¬ 
fessor  Woodward’s  paper  by,  47. 

Kern,  A,  M.,  I’.  I,.,  President  of  State  Agri¬ 
cultural  College  of  Florida,  366. 

Killam,  lTIr.  Discusses  Report  on  Appren¬ 
ticeship,  134. 

li i ns.  Professor  C.  I..  on  value  to  an  En¬ 
gineer  of  college  training,  51. 

Knoxville  College,  the  Industrial  Depart¬ 
ment  of  Tennessee  University.  Colored 
students  attend,  573. 

Addition  to,  574. 

Industrial  Department  of  Tennessee  Uni¬ 
versity  at, 581-583. 

L. 

(.and  Grant  Colleges.  A  group  of  new 
Institutions  under  laws  of  1881  and  1890, 
664-706. 

How  States  and  individuals  have  supple¬ 
mented  the  funds  of  the,  858. 

Value  of,  to  Patriotism,  859. 

I, un<l  Grant  JLaiv  of  1862,  Comments  in 
1876  on  the,  by  President  R.  S.  Strahan, 
of  Corvallis  College,  Oregon,  480. 

Historical  statement  concerning  the, 845-848. 

Purpose  of  U.  S.  in  passing  the,  383. 

Purpose  of  the,  as  set  forth  in  Section  4, 338. 

Summary  of  the,  337-238. 

Tribute  by  President  E.  E.  White,  to  the 
Congress  which  passed  the,  (note  to), 331. 

Laud  Grant  Laws  of  tlie  U.  S.  Text  of 
the,  838-843. 

What  has  been  effected  by  the,  718-719. 

earned.  Col.  Charles  W.  Professor  of 
Drawing  in  West  Point  Academy,  429. 

Lee,  General  S.  D.  President  of  Agricul¬ 
tural  and  Mechanical  College  of  Missis¬ 
sippi  in  1892,  379. 

Leicester,  October  6, 1897.  Address  by  Bishop 
of  London,  on  opening  of  Corporation 
Technical  Art  Schools  of,  965. 

Letcher,  Professor  .1.  1>.  President  pro 
tern,  of  Oregon  Agricultural  College,  1892, 
492. 

Liberal  1'ldncution.  President E.  E. White, 
defines  meaning  of  the  term,  283. 

Library.  Suggestions  for  using  the  B.  &  O. 
employees'  Free  Circulating,  (note  to 
pages),  1 34-135. 

Library  Buildings.  Reference  to  Boston, 
and  National,  Public,  xlii. 

Lincoln  Institute,  Jefferson  City.  Mis¬ 
souri.  Account  of,  690-699. 

Historical  sketch  of,  699. 

Interesting  origin  of,  698-699. 

Summary  of  attendance,  1890-’91,  699. 

ListofTechnical  Mechanical  Schools, 
4-5. 

London,  The  Bishop  of.  Approves  of 
Technical  Education  965. 

I, on  don.  City  of.  Free  Scholarships  in  the,  50. 

London  Institute  building,  and  that  of 
the  Polytechnic  of  Berlin,  compared,  896. 

London  Times  on  Lord  Hartington’s 
Address,  930-921. 

Longfellow.  Amusing  reference  to  poem 
by,  859. 

Louisiana  State  University  and  Agri¬ 
cultural  and  Mechanical  College 
of  Baton  Ilouge,  Accounts  of  the, 
323-332 

Account  of  origin  of  the,  333-324. 

Agricultural  and  Mechanical  courses  of  two 
years  in  the,  325-328. 

Attractive  surroundings  of  the  buildings 
of  the,  329. 

Courses  in  Drawing  and  Industrial  Train¬ 
ing  in  the,  330-331. 

Description  of  Location  and  buildings  of 
the,  334. 

Extracts  from  catalogue  of  1890- ’91, 328-332. 

Four  courses  of  study  of  four  years  each 
announced  in  1890-’91,  324-330. 

Opened  in  Baton  Rouge  1877,  324. 


Louisiana  State  University  and  Agri¬ 
cultural  and  Mechanical  College 
of  Baton  Kouge,  Post  Graduate  De¬ 
grees  of  the,  330. 

Reorganization  under  President  Johnston,  of 
the,  325. 

Report  for  1882  by  Board  of  Supervisors  of 
the,  324-328. 

Statistics  of  attendance  for  1881-’82, 328. 

Statistics  of  attendance  in  1890  -’91, 332. 

Statistics  of  Faculty  in  1891, 332. 

University  courses  and  Degrees  in  the,  325. 

Louisiana.  Southern  University,  New 
Orleans,  For  Colored  pupils  of  both 
sexes,  696-698. 

Lowell  School  of  Applied  llesign, 
Boston,  Massachusetts.  Reference 
in  1883,  to  the,  5. 

Lubbock,  Sir  John.  Address  at  Staly- 
bridge,  on  Technical  Education,  by,  957- 
959. 

Lyons,  France.  The  Martin  School,  816. 

Cause  of  lessened  silk  interests  in,  754. 

M. 

McArthur,  of  Washington,  I».  C.,  lion. 
Arthur.  Quotations  in  Report  by  Dr. 
W.  T.  Barnard,  from  the  work  on  “  Edu¬ 
cation  in  its  Relation  to  Industry  ”  by  the 
late,  pages  757, 761-2, 795. 

McBryde,  Ph.  !>..  LL.  D.,  President  J. 
M..  of  Virginia  Agricultural  and 
Mechanical  College,  Account  of  the 
institution  in  Southern  Planter,  October, 
1893,  an  article  by,  603-608. 

President  of  South  Carolina  University 
1891,  551. 

McLear.  Mr.  Discusses  Report  on  Appren¬ 
ticeship,  126-127. 

Machinery  Kapidly  Superseding 
Handicraft,  739. 

Magnus.  Mr.  Philip,  Secretary  and 
Director  of  City  and  Guilds  of 
London  Institute.  Extracts  from 
address  on  “Technological  Instruction,” 
by,  827-839. 

Summary  of  opening  address  by,  before 
“  Section  B,"  of  International  Conference 
in  1884,  902. 

English  Technical  Instruction  Commis¬ 
sioner,  982. 

Tribute  to,  by  Prince  of  Wales,  915. 

Mahaffy,  I>r.,  of  Trinity  College,  Dub¬ 
lin.  Statements  by,  criticised  by  the 
Duke  of  Devonshire,  962. 

Maine  Stale  College  of  Agriculture 
and  the  Mechanic  Arts,  Orono. 
Account  of  the,  335-339. 

Courses  of  Instruction  in,  337-338. 

Course  of  Drawing  in,  336. 

Course  in  Mechanical  Engineering,  338. 

Course  in  Shop  Work,  338-339. 

Five  full  courses  of  Instruction  in,  335. 

Mechanic  Art  Course  in,  336. 

Situation  and  buildings  of,  (137. 

Statistics  of  attendance  in  1881-’82,  336. 

Summary  of  Faculty  of,  in  1891,  339. 

Summary  of  statistics  of  attendance  in 
1891,  339. 

Manchester,  England.  Municipal  In¬ 
struction  in  Art  and  Technology  in,  949. 

Tribute  to  people  of,  by  Professor  Huxley, 
944. 

Manhwod  the  highest  result  of  edu¬ 
cation,  287. 

Manual  Labor  Colleges.  Difficulties  con¬ 
nected  with,  512. 

Manual  Training.  An  English  experi¬ 
ment  in,  908-909. 

As  taught  in  Brown  University  in  ls91-’92, 
539. 

But  a  poor  substitute  for  Industrial  Art 
Training,  xxxiv. 

English  Commissioners  recommend,  in  ele¬ 
mentary  schools,  814. 

English  estimate  for  equipment  and  cost  of 
a  small  school  workshop  for,  908-909. 

Extracts  relating  to,  948. 

In  Claflin  College,  555-556. 

In  Tulane  High  School,  New  Orleans,  La.,  99. 


INDEX. 


1007 


manual  Training.  Sir  John  Lubbock, 
urges  educational  importance  of,  958. 

Students  in  Agriculture  in  West  Virginia 
University  must  take  course  in,  648. 

Superintendent  Marvel,  of  Gloucester, 
Mass.,  on,  821. 

manual  Training  School  of  Washington 
University,  St.  Louis,  Mo.,  Account  of 
the,  28-60. 

Account  of  a  visit  to,  in  St.  Louis  Repub 
lican,  February  4, 1883,  39. 

Building  and  shop  equipment  of  the,  34-35. 

Catalogue  of  the.  for  1891-1892  quoted,  54-57. 

Conditions  of  admission  to  the,  29. 

Course  of  Instruction  in  the,  in,  1882,  29-30. 

The  course  of  training  in  the,  42-46. 

Daily  programme  of  the,  32. 

Enrollment  for  each  year  from  1880  to  1892, 
54. 

Equipment  in  1892,  54-56. 

Gen’l  Armstrong  endorses  the,  39. 

Important  relation  borne  by  this  school  to 
the  Manual  Training  Movement  in  the 
U.  S.  referred  to,  52. 

List  of  officers  and  teachers  of  the,  1891-’92, 
59. 

Opened  in  1880,  28. 

Ordinance  of  1879  establishing  the,  quoted, 
29. 

Purpose  of  the,  29. 

Rapid  increase  in  pupils  the  first  three 
years  of  the,  29. 

Report  for  1886-’87,  with  list  of  Officials  and 
Instructors,  quoted,  52-54. 

The  three  years’  course  of  study  in  the, 
30  31 

Work  of,  shown  at  annual  meetings  of  the 
National  Educational  Association,  54. 
manual  Training  Schools.  Accounts  of 
Typical,  referred  to,  xxxiv. 

Introduction  to  official  accounts  of  the  two 
Typical  experimental,  10-12. 

Popularity  of,  757. 

Reference  to  other  accounts  of  the  two 
Pioneer,  in  the  U.  S.,  10. 

Relation  of.  to  the  public  schools,  10. 

Relation  of,  to  the  Higher  Industrial  Insti¬ 
tutions,  10. 

Value  of,  as  preparatory  to  Polytechnic 
Institutions,  42. 

manufactures.  Importance  of  art  quali-  ; 
ties  in,  927. 

marsh.  IiL.  !>..  The  late  linn.  George 

I*.  Library  of,  given  to  University  of 
Vermont  by  Hon.  Frederick  Billings.  598. 
marshall,  Mr.  .1.  Y.  B.  Reminiscences  of 
General  Armstrong  and  of  Hampton  by. 
Treasurer  of  Hampton  Institute,  624-627. 
martin  School,  The,  Lyons,  France,  816. 
marvel.  Superintendent,  of  Gloucester, 
Mass.,  quoted  on  Manual  Training,  821. 
Maryland  Agricultural  College.  Ac¬ 
count  of  the,  339-343. 

Alvord,  C.  E.,  Henry  E.,  President  of  the,  in 
1890,  343. 

Courses  of  Study  and  Attendance  in  1881, 
340. 

Concise  Statement  of  courses  of  instruction 
in  the,  341. 

Designated  to  receive  the  appropriations 
under  the  law  of  1862  and  1877, 340. 

Extracts  from  Biennial  Report  by  Board  of 
Trustees  for  1888-’89,  341,  343. 

Founded  in  1850  by  private  citizens,  and 
given  annual  donation,  by  the  State, 
down  to  1883,  340. 

Government  Experiment  Station  estab¬ 
lished  in  1889,  340. 

Historical  Statements  concerning  the,  340. 

Location  and  farm  of  the,  349-340. 

No  charges,  for  tuition  and  room  rent,  to 
students,  341. 

Professor  Henry  E.  Alvord,  chosen  as  Presi¬ 
dent  of  the,  in  1888,  340. 

Report  by  Lieutenant  A.  B.  Scott,  in  charge 
of  Department  of  Drawing,  343. 

Summary  of  annual  necessary  expenses  of 
students  in  the,  343. 

Summary  of  Attendance,  343. 

Summary  of  Faculty  of,  in  189<1,  343. 


Maryland  Agricultural  College.  Sum¬ 
mary  of  Statistics  of  Attendance  for 
three  years,  341. 

Maryland  Institute.  Address,  in  June, 
1882,  by  Hon.  Teackle  Wallis,  before  the, 
786. 

mason ,  j  r.,  >V.  A .  Report  by,  instructor  in 
Drawing  in  Ohio  State  University  in  1880, 
452-453. 

massachusetts  Agricultural  College, 

Amherst.  Account  of  the,  345-348. 

Agassiz,  The  late  Professor,  on  the  im¬ 
portant  scientific  work  of  the  College, 
345-346. 

Annual  Statement  of  the,  required  by  Legis¬ 
lature,  347. 

Col.  Wm.  S.  Clark,  chosen  President  in  1869, 
345. 

Commemorative  Addresses  on  25th  anniver¬ 
sary  of  passage  of  “Morrill ”  Law  of  1862. 
Reference  to,  347. 

Desirable  location  of  the,  in  the  old  college 
town,  345. 

Drawing  taught  in  the,  346. 

Incorporation  and  endowment  of  the  Col¬ 
lege  in  186;!,  345. 

The  Japanese  Government  induce  Presi¬ 
dent  Clark,  to  found  a  like  college  in  Japan 
in  1877-78,  340. 

Location  of  the,  345. 

Mechanic  courses  of  the.  taught  in  the  Mass. 
School  of  Technology.  346. 

Opening  of  the,  in  1867,  under  President 
Chad  bourne,  345. 

President  Clark,  called  to  Japan  in  1877. 346. 

The  President  in  1892,  was  Henry  H.  Goodell, 
LL.  D. ,  348. 

Reference  to  eleven  yoars’  presidency  of 
Col  Clark  345. 

Report  by  PresideutFernald,in  1892,347-348. 

Statistics  of  Attendance,  346-347. 

Summary  of  Attendance  in  1892,  348. 

Summary  of  Professors  in  1892,  348. 

U.  S.  Land  Grant  Fund  shared  with  Massa¬ 
chusetts  Institute  of  Technology,  Boston, 
345. 

masKiicliuNetts  Board  of  Education. 

Account  of  School  of  Mechanic  Arts,  by 
Ex- President  John  D.  Runkle,  in  45th  An¬ 
nual  Report  of  the,  13-24. 

Massachusetts  Institute  of  Technol¬ 
ogy.  Boston.  Account  of  the,  348-356. 

Account  of  the,  in  a  Special  Report,  referred 
to,  11. 

Admirable  Catalogue  of,  for  1892- ’93, 353-354. 

Attendance  in  1893,  of  more  than  1,000  con¬ 
trasted  with  the  total  of  27  students  in 
1865,  355. 

Buildings  occupied  in  1893  by  the,  354. 

Course  of  Instruction  in  the,  349. 

Building  and  Architecture.  Course  in,  350. 

Designated  by  Legislature  in  1863.  to  receive 
annually  one-third  the  U.  S.  Land  Grant 
income,  348. 

Educational  works  by  Faculty  of  the,  12. 

Engineering.  Courses  in,  349-350. 

Incorporated  in  1861,  348. 

Instruction  in  Shop  work  given  in  the,  350- 
361. 

The  Late  Professor  Wm.  B.  Rogers,  first 
President  of  the,  353. 

Libraries  of  the,  355. 

List  of  Presidents  of  the,  353. 

Location  of  new  building,  348. 

Lowell  Institute  Free  Course  of  Instruction 
in  charge  of  the.  353. 

Lowell  School  of  Practical  Design  is  in 
charge  of  the,  353. 

Museum  of  Architecture  of  the,  350. 

Opened  in  1865,  354. 

Prominence  given  to  Drawing  m  all  courses 
in  the,  354-355. 

Publications  by  Alumni  of  the,  referred  to, 
11-12. 

Report  by  Hon.  Wm.  H.  Ruffner,  of  Vir¬ 
ginia,  on  the  methods  of  the  School  of 
Mechanic  Arts,  352-353. 

School  of  Mechanic  Arts  of  the,  351. 

Two  years'  course  in  detail  in  School  of 
Mechanic  Arts  in  the,  351-352. 


1008 


INDEX. 


Massachusetts  Institute  of  Technology, 
Boston.  Statistics  of  attendance  in 
1881-83, 353. 

Summary  of  Instructors  in  1393,  356. 

Summary  of  Students  in  1893,  355. 

Walker,  Ph.  D.,  LL.  D.,  Francis  A.,  Presi¬ 
dent  in  1893,  of  the,  356. 

Mather,  Mr.  William.  Anniversary  address 
at  Technical  School  of  Stockport,  Eng¬ 
land,  by,  955-957. 

Comments  by,  British  Commissioner,  on  In¬ 
stitutions  for  Scientific  and  Technical 
Training  in  the  U.  S.,  830. 

Comments  on  American  Schools,  779-780. 

Extracts  from  testimony  by,  beforo  U.  S. 
Senate  Committee  on  Education  and 
Labor,  834-837. 

Inaugural  address  by,  at  Salford,  England, 
September  33,  1897.  953-958. 

Letters  from  American  educators  on  value 
of  Scientific  Training  addressed  to,  833- 
834. 

On  conditions  of  American  workmen,  836. 

On  Shop  Schools,  835. 

Report  by,  ignores  the  Art  Schools  and 
artistic  development  of  the  U.  S.,  896. 

Report  by,  on  American  Inventors  and  En¬ 
gineers,  896. 

Report  by,  quoted,  758-760. 

Testifies  on  Industrial  Education,  801-803. 

Tribute  to  Johns  Hopkins  University  by, 
830. 

Quoted  by  Professor  Woodward,  53. 

Mechanic  Arts.  School  of,  in  the  I nsl i 
tutc  of  Technology,  Boston,  Mass. 

Date  of  founding  the,  13. 

Shop  courses  in  the,  351-353. 

Mechanic  A  rts.  School  of,  in  the  Tennessee 
University,  581. 

Delay  in  introducing  training  in,  in  New 
Hampshire  State  College,  40i . 

In  Branch  Normal  College  of  Arkansas. 
Equipments  and  courses  in  the,  688. 

In  Pennsylvania  State  College,  1886.  Course 
in,  534-538. 

Special  course  of,  for  students  of  agricul¬ 
ture,  in  West  Virginia  University,  648. 

Mechanical  Engineering.  Ohio  State 
University.  Courses  in,  473-475. 

Mechanical  Engineers.  Discussion  of 
Professor  Woodward’s  paper  by  the 
American  Society  of,  47-53. 

Mechanical  Schools  of  Spring  Barden 
Institute.  Development  of,  from  the 
former  night  classes,  60. 

Mechanical  Work,  in  Tulane  University. 
Course  of,  91. 

Mechanics.  Course  of,  in  College  of  Engineer¬ 
ing,  University  of  Minnesota,  366. 

President  Bloss,  defines  the  wide  range  of  a 
thorough  study  of,  495. 

Mendenhall,  Ph.  !»..  EE.  D„  Professor 
Thomas  C.  Called  to  Presidency  of 
Roso  Polytechnic  Institute  in  1886,  194. 

Called  to  Presidency  of  the  Worcester,  Mas¬ 
sachusetts,  Polytechnic  School  in  1894, 710. 

Methods  of  Instruction  in  the  School  of 
Mechanic  Arts  of  Tennessee  University, 
579-580. 

Metropolitan  Museum  of  Art.  New 
York  City.  Arrangement  with  Trus¬ 
tees  of,  in  regard  to  the  Technical  School 
for  Carriage  Draughtsmen,  renewed,  110. 

The  Practical  Trade  Schools  of  Col.Auch- 
muty,  connected  for  a  while  with  the,  108. 

Relation  between  the,  and  the  Technical 
School  of  Carriage  Draughtsmen  and  Me¬ 
chanics,  ended  in  1885,  111. 

Technical  Schools  of  the,  107-108. 

Michigan  State  Agricultural  College. 
Clute. Oscar,  M.  S., President  1890,  359. 

Mechanical  Laboratory  and  Workshop  of 
the,  357-358. 

Practice  in  Shops  required.  358. 

Summary  of  Attendance  1889- '90,  359. 

Summary  of  Faculty  in  1889-'90,  359. 

Work  in  Shops,  358-359. 

Middlewicli,  England.  1897.  New  Tech¬ 
nical  School  of,  950-957. 


Military  Training  in  Pennsylvania 
State  College.  President  Atherton, 

commends  the,  531. 

Miller,  Mr.  E.  W.,  Art  Master.  Princi- 

fial  Pennsylvania  Museum  and  School  of 
ndustrial  Art,  7. 

Mining  Engineers.  Report  in  1876  by 
American  Institute  of,  738. 

Models,  Value  of,  in  a  Technological  School, 
733. 

Monaghan,  91  r.  American  Consul  at  Chem¬ 
nitz,  quoted,  979. 

Morgan,  Hon.  Edwin  B.  Letter  stating 
services  of  Dr.  Amos  Brown,  in  promoting 
passage  of  Land  Grant  Bill,  846. 
Morrill.  U.  N.  Senator  from  Vermont, 
Hon.  Justin  S.,  Address  by,  at  Am¬ 
herst,  June  31, 1887, 856-869. 

Early  efforts  by,  to  secure  action  by  Con¬ 
gress,  863. 

Earnest  advocacy  of  the  new  law  by  the,  331. 
First  success  achieved  by,  with  passage  of 
U.  S.  Land  Grant  Law  on  June  19th,  1863, 
863. 

Letter  from,  stating  services  rendered  by 
Dr.  Amos  Brown,  in  aiding  passage  of 
Land  Grant  Bill,  846. 

Long  and  distinguished  Congressional 
course  of,  331. 

Reference  to,  843-844. 

Tribute  to,  in  address  by  Hon.  Charles  G. 
Davis,  at  Amherst,  in  1887,  867. 

Morrill  Eaud  Brant  Eaw  of  1862,  a 

great  act  of  patriotic  statesmanship,  849- 
850. 

What  has  been  done  for  the  U.  S.  by  the,  855. 
Text  of  the,  838-839. 

Morrill  Act  of  1890.  Purpose  of  supple¬ 
mentary,  664. 

Text  of  the,  841-843. 

Value  of  the  supplementary,  recognized  by 
Board  of  Regents  of  Oregon  Agricultural 
College,  485. 

Moss,  Dr.  Eemurl.  President  of  Indi¬ 
ana  State  University.  Reference  to 
remarks  by,  at  Inauguration  of  Rose  Poly¬ 
technic  Institute,  730. 

Moscow.  Idaho.  City  of,  described,  667. 

Site  of  State  University  in,  667. 

Moscow.  Russia.  Account  of  the  Techno¬ 
logical  School  in,  730. 

Interesting  statistics  of  the  school  in,  731. 
Worcester  Free  Institute  contrasted  with 
the  Technological  School  in,  730. 
Moscow  School-Shop,  a  manufadtory  of 
machinery,  730. 

Mt.  Clare,  9Iary land.  Apprentice  class 
opened  in  B.  &  O.  school  at,  748. 

Poor  educational  training  of  the  appren¬ 
tices  applying  to  enter  the  school  at,  133. 
Mulholland,  Mr.  Discusses  Carr iage  Build¬ 
ers’  Association  Report,  on  Apprentice¬ 
ship,  134. 

Mulhouse,  Germany.  Value  of  technical 
education  in,  751. 

Munich.  Technical  High  School  at.  810-811. 

Murfce.A.  M.,  E  E.  D„  Edward  Hunter, 

President  of  the  Arkansas  Industrial 
University  in  1891,347. 

Murphy,  Hon.  Franklin,  Courtesy  of. 
Chairman  Executive  Committee  in  charge 
of  Technical  School,  New  York  City,  to 
the  author  of  this  Report,  acknowledged, 
116. 

Museums.  Educational  value  of, 814. 


IV. 

tashville  Exhibition  in  1 89 T.  Buildings 
of  the,  follow  Classic  Models,  xxxix. 
tcwcomb.  H.  Sophie,  Memorial  Col¬ 
lege,  Tulane  University,  Account 
of  the,  93-95. 

Art  in  various  courses  in  the,  93-95. 

List  of  Professors  of  Art  in  the,  98. 
Scholarship  in  the,  93-93. 

Summarv  of  attendance  for  1891-'93, 98. 

tew  England  Workingman's  Club, 

Views  of  the,  on  Education,  776-777. 


INDEX. 


1009 


New  Hampshire  College  of  Agricul¬ 
ture  and  the  Mechanic  Arts.  Ac-  ! 

count  of  the,  402-415. 

Advantage  in  early  relation  of  the,  to  Dart¬ 
mouth  College,  405. 

Annual  Tuition  fees  and  expenses  of  stu¬ 
dents  of  the,  415. 

Attendance  in  1881-'82,  403. 

Attendance  in  1891-'92,  415. 

Courses  of,  as  given  in  Dartmouth  College 
Catalogue  of  1890-91.  404. 

Drawing  in  various  courses  in  the,  in  1890- 
’91,  404. 

Gift  by  Hon.  John  Conant,  to  the,  403. 

New  buildings  of  the,  in  Durham,  N.  H., 
414-415. 

Official  statement  in  circular  of  1890,  403. 

Pettee,  A.  M.,  C.  E.,  Charles  F.,  Dean  in 
1890-’91,  405-415. 

Practically  ends  connection  with  Dart¬ 
mouth  College  in  1890-’91,  405. 

Proposed  enlargement  of  work  of,  by  Dean 
Pettee,  409-410. 

Removal  in  1892  to  Durham,  of  the,  109. 

Removed  to  Durham,  N.  H.,  to  accept  en¬ 
dowment  under  will  of  Benjamin  Thomp¬ 
son,  405. 

Report  for  1891  of  the,  approves  admitting 
women  students,  412, 

Report  of  Ex.  Committee  for  1892,  412-413. 

State  aid  to  the,  408. 

Stevens,  Hon.  Lyman  D.,  President  of  the, 
in  1892,  415. 

Summary  c  courses  in  Drawing  and  Shop- 
work  in  the,  414. 

Summary  of  Faculty  of,  in  1891-’92,  104. 

Summary  of  Faculty  of  the,  in  1891 -'92. 415. 

Summary  of  20th  Annual  Report  by  Trus¬ 
tees  of,  to  Legislature,  405-410. 

Tribute  to  men  who  developed  the.  408. 

Trustees’  statement  of  transfer  to  Durham, 
of  the,  413. 

Workshop  of  the,  in  1891,  404. 

New  Mexico  College  of  Agriculture 
and  Mechanic  Arts,  JUas  Cruces, 

N,  M.  Account  of  the,  673-876. 

Annual  Reports  of,  referred  to,  674. 

Appreciation  shown  of  the  advantages 
offered  by  the,  675. 

Attendance  on,  for  1892-’93,  676. 

Courses  of  Study  in  the,  675. 

Department  of  Mechanical  Engineering 
opened  in  1891-’92,  675. 

Opening  of  the,  674. 

Reports  by  President  Hadley.  674. 

New  Princeton  Review.  Article  on  “  Ed¬ 
ucation  for  Workingmen's  children,” 
quoted  from,  776-777. 

Noble  I, lie,  Close  of  a,  that  of  the  late  Gen¬ 
eral  Armstrong,  recorded,  614. 

Normal  Schools  for  training  teachers  in 
the  Southern  States,  887. 

Norris,  W.  II.,  Superintendent,  of 
Mechanical  Schools  of  Spring 
Garden  Institute,  Report  of  Day 
classes  in  1887,  by,  69. 

North  Carolina,  University  of,  opened 
at  Chapel  Hill,  in  1795,  430. 

Brief  historical  statement  concerning  the 
State  University  of,  430-431. 

North  Carolina.  College  of  Agricul¬ 
ture  and  the  Mechanic  Arts  estab¬ 
lished  by  law  of  1887,  in  Raleigh,  439. 

Concise  history  of  removal  from  Chapel 
Hill  to  Raleigh,  of  the,  442444. 

Courses  of  Instruction  and  Programmes  of 
studies  in  the,  444-449. 

Description  of  Location  and  Buildings  of 
the,  440-441. 

Extracts  from  first  catalogue  (1890)  of,  441- 
442. 

Practical  Mechanical  ‘Courses  in  the,  440- 
449. 

Summary  of  attendance,  449. 

Summary  of  Faculty  of  the,  449. 

North  Carolina,  Agricultural  and 
Mechanical  College  for  the  Col¬ 
ored  Race,  Greensboro.  Account  of 
the,  700. 

Practical  Industries  taught  in  the,  700. 

ART — VOL  4 - (34 


Northrop.  I.L.  I>.,  Cyrus.  President  of 
the  University  of  Minnesota  1892,  369. 

Nicholson.  Col.  J.  IV.  President  of  Louisi¬ 
ana  University  and  Agricultural  and  Mo- 
chanical  College  in  1891,  332. 

Nuremberg.  Important  New  Art  Building 
in,  975-976. 

Trade  Museum  of.  Description  of  the,  985- 
986. 

M.  E.  Nister’s  colour  printing  works  in, 
990-991. 

Nuremberg  exhibition  (1896).  Industry 
and  Art,  988-989. 

Industrial  and  Art  Schools'  showing  in  the, 
989. 

Nystroin,  Mr.  Dr.  Barnard  quotes,  on  early 
training  of  workmen,  805. 


<». 


Ogilby,  Mr.  Robert  E.  Teacher  of  Draw- 
ingin  University  of  California,  in  1875, 221. 

Ohio  State  University,  Columbus, 
Ohio.  Account  of  the,  449-476. 

Analysis  of  Degrees  conferred  since  open¬ 
ing  of  the,  460. 

Art  Department  of  the,  founded  in  1879, 451- 
452. 

Buildings  of  the,  468-469. 

Catalogue  for  1891-’92  of  the,  468-471. 

Concise  Historical  Statement  of  the  devel¬ 
opment  of  The  Ohio  Agricultural  and 
Mechanical  College  into  the,  450-451. 

Conditions  of  admission  to  the,  470-471. 

Drawing  as  taught  in  the,  451-453. 

Details  of  courses  in  Drawing  in  the,  in  1892, 
472. 

Details  of  courses  in  Mechanical  Engineer¬ 
ing,  473. 

Estimated  annual  expenses  of  a  student  in 
the,  470. 

For  History  of.  see  “Circular  of  Informa¬ 
tion  No.  5,  1891,”  454. 

History  of,  illustrates  rapid  development  of 
Modern  Education.  450. 

History  of  financial  resources  of  the,  455. 

Interesting  Statistics  of  Students  of  the, 
459—160. 


The  late  Hon.  Henry  F.  Page,  of  Circleville, 
bequeaths  a  large  estate  to  the,  464. 

Library  of  the,  469. 

List  of  Departments  of  the  (1892),  468. 

Location  and  Equipment  of,  in  1892,  468. 

Manual  Training  Building  of  the,  469. 

Names  of  Faculty  in  the  Schools  of  Sci¬ 
ence,  of  Agriculture,  and  of  Engineering, 
in  the,  475-476. 

Organization  of  courses  of  studies  by  Trus¬ 
tees  of,  in  1871,  454-155. 

Plan  of  organization  of  the,  proposed  by 
Mr.  Joseph  Sullivant  of  _Columbus,  a 
Trustee,  adopted  in  1871,  455. 

Recent  growth  of  the,  460-461. 

Relation  of  the,  to  the  State,  468. 

Report  by  Professor  of  Drawing  for  1891, 
461  165. 

Reports  by  Trustees  and  Officers,  for  1891, 
456-468. 

Report  for  1891,  by  Professor  Robinson,  of 
the  Department  of  Mechanical  Engineer¬ 
ing,  465-468. 

Scott,  M.  A.,  LL.  D.,  Rev.  William  H., 
President  in  1892,  of  the,  476_ 

Small  beginnings  of  the,  455-456. 

Succession  of  Presidents  of  the,  456. 

Summary  of  attendance  in  1879-’80,  454. 

Summary  of  attendance  for  1891-’92,  476. 

Summary,  of  Courses  of  Instruction  in  the, 


471. 


Summary  of  Faculties  in  the,  4<6. 
Oklahoma  Agricultural  anti  Mechani¬ 
cal  College.  Stillwater,  Payne  Co. 

Account  of  the,  676-677 . 

Action  of  Legislature  establishing  the,  676. 
Statement  from  catalogue  of  (1893-  94),  677. 
Summary  of  attendance  in,  677. 

Order  of  Chapters  and  Appendices  of, 
Part  IV,  Art  and  Industry  Report,  1-liv. 
Oregon.  Acceptance  of  U.  S.  Land  Grant  by 
Legislature  of,  in  1862,  479. 


1010 


INDEX. 


Oregon.  Corvallis  College  and  the 
Stale  Agricultural  College  of. 

Account  of,  479-500. 

Oregon.  State  Agricultural  College 

of.  Corvallis  College,  in  1870,  designated  as 
the,  479, 

Corvallis  College,  in  1882.  Courses  of  study 
in,  480. 

Courses  of  study  in,  prescribed  by  Board 
of  Regents,  488-489. 

Death  of  President  Arnold,  in  January, 
1892.  References  to,  490,491. 

Department  of  Household  Economy  in,  490. 

Extraordinary  growth  of  the,  485. 

Faculty  of  the,  500. 

First  report  bv  President  Bloss,  Dec. ,  1892, 
493-500. 

Historical  summary  of  the,  482. 

Industrial  training  of  girls,  in  the,  484. 

Manual  Labor  required  in  the,  484. 

President  Arnold’s  report  for  1890-’91,  482- 
485. 

Professor  John  M.  Bloss,  chosen  in  1892,  to 
the  Presidency  of  the,  492. 

Regents’  Report  of,  for  1891-’92,  491-493. 

Report  by  Committee  of  Legislature,  1890, 
485. 

Required  Labor  in  the,  497. 

Statistics  of  attendance  in,  for  1888-1893,  499. 

Statistics  of  enrollment  in,  for  1891-’2, 
1892-’3,  498. 

Total  attendance  in,  for  1892-’93,  500. 

O  rimmental  Design,  Two  years’ course  of , 
in  University  of  Minnesota,  368. 

‘•Our  Brotlier  in  Black.'’  Bishop  Hay- 
good’s  address  entitled,  885-891. 

P. 

Page,  lion.  Henr.v  F.  Legacy  to  Ohio 
State  University  by  the  late,  0 >0-464. 

Page,  A.  M.,  Inman  E.  President  of  Lin¬ 
coln  Institute,  Jefferson  City,  Missouri, 
699. 

Part  I.  Reference  to  Tables  of  Statistics  of 
Art  Schools  and  Museums  in,  xxxvi. 

Part  IV.  Art  and  Industry  Report.  Intro¬ 
duction  to,  xxxi-liv. 

As  a  continuation  of  Part  III.  Reference 
to,  xxxiv. 

Plan  and  Contents  of  Volume,  pages  1-8. 

’Parthenon  at  Athens.  Art  Building  at 
Nashville  Exhibition,  in  1897,  a  recon¬ 
struction  of  the,  xxxix. 

Paris  Exhibition  in  1878.  Reference  to, 
(note)  801. 

Patterson,  Ph.  It.,  F.  S.  A.,  President. 
James  It.,  of  the  Agricultural  and  Me¬ 
chanical  College  of  Kentucky,  323. 

Peabody.  Extracts  from  memorial  to  Legis¬ 
lature  of  Illinois,  in  1885,  by  Dr.,  205-208. 

Peabody,  George,  Reference  to  the  late,  by 
Sir  John  Brunner,  951. 

Peaslee,  Hon.  John.  Superintendent  of 
Schools  in  Cincinnati.  Paper  on  Forestry 
by,  referred  to,  870. 

Peeler,  Hon.  A.  .1.,  of  Austin,  Texas. 

Address  concerning  purpose  of  State  Ag¬ 
ricultural  and  Mechanical  College  of 
Texas,  by,  referred  to,  584. 

Pennsylvania  Museum  and  School  of 
Industrial  Arts,  7. 

Pennsylvania  Museum  and  School  of 
Practical  Design  (in  1884),  referred 
to,  5-6. 

Pennsylvania  It .  It..  Wise  policy  of  the, 
in  employing  college  graduates,  795. 

Pennsylvania  State  College.  Account 
of  the,  501-534. 

Addresses  on  opening  of  New  Building,  Feb. 
10,1886,  515-521. 

Annual  Report  of,  to  Legislature,  for  1886, 
522-528. 

Attendance  for  1890- '91,  534. 

Concise  history  of  the,  501-502. 

Course  in  Mechanic  Arts  (1886),  524-528. 

Courses  of  Study  and  Instruction  in,  1887, 
528-532. 

Growth  of,  as  shown  by  catalogue  for  1890- 
’91,  533. 


Pennsylvania  State  College.  Technical 

courses  in,  in  1887,  529-532. 

“  Practicians.”  Special  courses  in,  .532. 
Professor  George  W.  Atherton,  of  Rutgers 
College,  called  to  Presidency  of,  in  1882, 
514-515. 

Location,  Buildings  and  Farm  of  the,  501. 
Report  on.  by  Committee  of  Legislature, 
1883,  507-514. 

Report  by  Dr.  Evan  Pugh,  first  President 
of  the,  502-505. 

Pettee,  Charles  II. .  A.  91.,  C.  E.,  Dean 

of  New  Hampshire  State  College  of 
Agriculture,  On  the  new  work  of  the 
College,  409, 410. 

Dean  and  Professor  of  Mathematics  and 
Civil  Engineering,  415. 

Perkins.  Esq..  Charles  C.  Reference  to 

the  late,  xxxiv. 

The  life  work  of  the  late,  referred  to,  in 
connection  with  that  of  Senator  Gibson, 
84. 

Philadelphia.  Schools  of  Designs  for  Tex¬ 
tiles  and  Ceramics  in,  6, 7. 

Phi  I  brick.  I,  I,.  !>.,  John  D.,  Reference  to 
the  late,  xxxiv. 

Report  by,  quoted  in  Report  by  Dr.  Bar¬ 
nard,  820-821. 

Tribute  to  the  late  Dr.,  by  Gen’l  Eaton,  U. 

S.  Commissioner  of  Education,  820. 

Views  of,  on  Industrial  Training  in  City 
Schools,  763. 

Pittsfield.  Massachusetts.  The  first  Ag¬ 
ricultural  Fair  and  Cattle  Show  origi¬ 
nated  in,  861. 

Polytechnic  Voting  Men’s  Christian 
Institute.  Regent  Street,  Condon. 

Purpose  of  the,  919. 

Polytechnic  School  at  Zurich.  Switzer¬ 
land,  810. 

Polytechnic  Schools.  American,  Brief 

notice  of  some.  725. 

Courses  of  study  in,  725-726. 

How  American,  differ,  from  others,  722. 
Hon.  R.  W.  Thompson,  on  influence  of 
European,  715-716. 

Mostly  founded  by  private  individuals,  734. 
Needs  which  led  to  establishment  of  the 
modern,  726. 

Polytechnic  School.  The  American  Ag¬ 
ricultural  College  must  needs  be  a,  494. 
The  Pioneer,  of  the  world.  Reference  to, 
725. 

Reference  to  the  Address  by  President 
Thompson,  on  The  Modern,  709. 
Practical  men.  Evolution  of,  788. 

Preparatory  School  of  University  of 

Idaho,  668-670. 

Present  Volume.  Introduction  to,  xxxi- 
liv. 

Plan  and  contents  of,  1-8. 

Summary  of  main  divisions  of,  1-liv. 
Preston,  New  Technical  School  of,  Address 
by  Lord  Derby,  on  opening  of  the,  966-967. 
New  Technical  Institute  of,  opened  by  the 
Countess  of  Derby  (September,  1897),  966. 
Primitive  conditions,  continue  in  Saxony 
and  Bavaria,  981. 

Promotions  based  on  merit,  809-810. 
Public  Schools  in  U.  S.  Criticism  on,  757. 
Mr.  Mather,  suggests  putting  industrial 
training  in  American,  826-827. 

For  colored  children,  in  the  Southern 
States.  Number  of,  887. 

Public  School  Officials,  Circular  letter  to, 
by  Executive  Committee  of  Carriage 
Builders’  National  Association,  121-122. 
Public  School  Training,  criticized  by 
Dr.  W.  T.  Barnard,  764. 

Pugh,  Evan,  Ph.  D.,  F.  C.  S..  Notable 
Report  by,  First  President  Pennsylvania 
State  College,  502-505. 

Reference  to  the  late,  710. 

Reference  to  efforts  of,  to  promote  passage 
of  National  Land  Grant  Law,  503. 

Success  of  efforts  to  promote  passage  of 
U.  S.  Land  Grant  Law  made  by,  847-848. 
Purdue,  John.  Endows  a  University.  292. 
Purdue  University,  La  Fayette,  Ind. 
Account  of,  281-297. 


INDEX. 


1011 


Purdue  ITniversiry,  La  Payette,  I  ml 

Comprises  six  Special  Schools  and  a  Pre¬ 
paratory  Department  in  1891,  291. 

Courses  in  Mechanical  Engineering  in,  293- 
295. 

Courses  of  study  in  (1880-’81),  289. 

College  of  General  Science  of.  Departments 
in  the.  289. 

Distinctively  a  Polytechnic  Institute.  285. 

Drawing  a  required  Study  in  lower  classes 
of,  287. 

Drawing  taught  in  all  courses  of  Engineer¬ 
ing  and  in  Art  Department  of,  293-295. 

Endowment  of,  292. 

Equipment  of  Department  of  Industrial 
Art  of.  (1881.)  290. 

Equipment  of  School  of  Mechanics  of.  290. 

Extracts  from  Inaugural  Address  by  Pres¬ 
ident  E.  E.  White,  in  1876,  282-285. 

First  plan  of  organization  of,  282. 

General  Statement  of,  in  1891,  290-293. 

Historical  Sketch  of,  281-282. 

Laboratories  and  Facilities  for  instruction 
in  Science  in,  285-287. 

List  of  Departments  of,  (1881. )  289. 

List  of  Instructors  in  Art  and  Drawing  in 
1891  in,  297. 

Material  Equipment  of,  in  1891.  292. 

Mechanical  Laboratories  of,  292. 

Named  for  John  Purdue,  292. 

New  schools  of,  opened  in  1879,  288. 

Opened  in  1874, 282. 

Reorganized  in  1876,  282. 

President  White,  proposes  plan  of  reorgan¬ 
ization  of,  282. 

Purpose  of,  stated  by  President  E.  E.  White, 
284-285. 

Purpose  of,  stated  in  Annual  Register 
(1891  ).  290-291. 

School  of  Mechanics  of,  opened  in  1879.  282, 
288-28!!. 

Situation  of,  281. 

Smart.  James  H..  A.  M.,  LL.  D..  President 
of,  297. 

State  Institute  of  Technology,  290. 

Summary  of  attendance  for  1880-'81  of,  290. 

Summary  of  attendance  in  1891,  297. 

Summary  of  Professors  and  Instructors  in 
1891,297. 

Purpose  nnd  Plan  of  this  volume,  Part  IV, 
of  the  Art  and  Industry  Report,  briefly 
stated,  xxxiii-xxxiv.  and  1-8. 

n. 

4)  ii  in  by.  Mr.  Discusses  Report  on  Appren¬ 
ticeship,  125. 

K. 


Railroad  Engineering.  Paper  on  Educa¬ 
tion  for,  829-831. 

Railroading  ns  a  Profession.  787. 

Railroads.  Importance  of  Technology  in 
creating  the  modern,  723. 

Railway  Apprentices,  Defective  methods 
of  training,  (see  note  to),  789. 

Railway  Construction.  Bearing  of  Tech¬ 
nical  Training  on,  799. 

Railway  Corporations,  Economic  value 
to,  of  trained  employees,  (also  see  note), 


790. 

As  manufacturers.  788. 

Railway  Engineers.  Education  of  (see 
note),  793-794. 

Railway  Oilieials  and  Employes.  Need 
of  opportunity  for  technical  training  of, 
787. 

Railway  Review.  Article  on  Progressive 
Promotion  in,  809-810. 

Railway  Service.  Advantage  of  workshop 
schools  in  training  for,  794. 

Demands  men  possessing  general  intelli¬ 
gence  as  well  as  special  training,  790. 

Scarcity  of  educated  talent  in.  (also  see 
note),  792. 

Types  of  men  needed  for,  192. 

Randolph.  J.  H.  Professor  of  Mechanics 
and  Drawing  in  Louisiana  University  and 
Agricultural  and  Mechanical  College,  330. 


Raub.  A.  M.,  Ph.  D„  Albert  IV .  Presi¬ 
dent  Delaware  College  in  1892,  262. 

Reay,  Cord.  Address  by,  referred  to,  in  note 
to  page  901. 

Reber.  I. on  is  E.  Professor,  Letter  and 
Report  on  Mechanic  Arts  in  Pennsylvania 
State  College,  524-528. 

Redgrave,  Gilbert  R.,  English  Technical 
Instruction  Commissioner.  See  Report 
on  German  Technical  Education.  973-982. 

Reference  to  leading  promoters  of  the  first 
Land  Grant  Law,  228-229. 

Renaissance,  Age  of  the,  not  yet  closed, 
xxxix. 

The  Art  adornment  of  Public  Buildings 
to-day  recalls  the  era  of  the.  xliii. 

Recent  Discoveries  of  Classic  Art  Works, 
recall  the  like  discoveries  of  Classic  Art 
and  Literature,  in  the  Middle  Ages, 
which  ushered  in  the,  xxxix. 

Report,  of  British  Commissioners  on  Indus¬ 
trial  and  Technical  Schools  in  France  and 
Germany,  816-817. 

Of  Trustees  of  New  Hampshire  College  of 
Agriculture,  in  1893,  analyzed,  405. 

Of  Legislative  Committee  on  Pennsylvania 
State  College,  in  1883,  507-514. 

On  '•  Industrial  Education  in  the  U.  S.”  is¬ 
sued  by  U.  S.  Bureau  of  Education  in 
1883,  quoted,  765-766. 

Of  School  of  Mechanic  Arts,  Tennessee 
University,  578-580. 

“  Revue  des  lleiiv  Itloiides."  Quotation 
from  the,  on  difficulties  of  classification.  6. 

Rlieims.  France.  Professional  School  of, 
816. 

Rliode  Inland.  State  Agricultural 
School  of.  Account  of  the,  534-542. 

Richardson.  H.  II.,  Grand  Marble  Stair¬ 
case  in  Capitol  at  Albany,  designed  by 
the  late,  xlii. 

Robinson,  Professor  S.  W.  Takes  part 
in  the  discussion  of  Professor  Wood¬ 
ward’s  paper  at  Chicago,  49-50. 

Rogers.  Professor  Win.  R.,  first  Presi¬ 
dent  of  the  Massachusetts  Institute  of 
Technology,  353. 

Ralph,  Hr.  Discusses  Report  on  Appren¬ 
ticeship,  127. 

Roscoe.  Henry  E..  English  Technical  In¬ 
struction  Commissioner,  982. 

Rose,  Channcey.  Extracts  from  Memoir 
of.  185-187. 

Founder  of  the  Rose  Polytechnic  Institute, 
Biographical  notes  concerning,  185-187. 

Memorial  notice  of,  by  Hon.  R.  W.  Thomp¬ 
son,  716-717. 

Reference  to,  713. 

Statement  concerning,  by  Dr.  Hobbs,  735- 
736. 

Tribute  to,  by  U.  S.  Commissioner  Eaton, 
718. 

Tribute  to,  by  President  Thompson,  735. 

Rose  Polytechnic  Institute.  Terre 
Haute,  Indiana.  Account  of  the,  184- 
201. 

Address  by  Hon.  R.  W.  Thompson,  715-717. 

Addresses  delivered  on  opening,  in  1883,  of 
the,  714-736. 

Concise  statement  of  Inaugural  exercises 
in  1883,  714. 

Courses  in  Drawing  Department  of  the, 
199-200. 

Dr.  Mendenhall,  called  in  1886,  to  succeed 
the  late  Dr.  Thompson,  as  President  of 
the.  194. 

Dr.  Henry  C.  Eddy,  succeeds  Dr.  Menden¬ 
hall,  as  President  of  the,  in  1891,  195. 

Extracts  from  First  Catalogue  of  the,  (1883), 
191. 

Extracts  from  Eleventh  Annual  Catalogue 
of  the,  (1893),  195-201. 

History  of  the,  by  Samuel  S.  Early,  Secre¬ 
tary,  187-190. 

Is  a  modern  School  of  Technology,  719. 

List  of  Board  of  Managers  and  Faculty  of 
the,  for  1883,  192-193. 

List  of  Educators  present  at  Inaugural 
exercises  of  the,  715 

List  of  Faculty  of  the  (1893),  201. 


1012 


INDEX 


Rose  Polytechnic  Institute,  Terre 
Haute,  Indiana.  Parallel  courses  in 
Engineering,  and  Courses  in  Chemistry 
in  the,  195-199. 

Proposed  modification  of  Worcester  plans 
at  the,  732. 

Rapid  increase  in  attendance  in  the,  193. 

Ronbaix.  France.  Results  of  Technical 
Education  in  the  industries  of,  752. 

Rouen,  France.  Professional  School  of, 
816-817. 

It  it  li  ner.  lion.  Win.  R.  Report  by,  on  In¬ 
dustrial  College,  in  the  U.  S.  and  Canada, 
601-602. 

Discusses  the  Act  of  Congress  of  1862,  601- 
602. 

Statement  of  European  Institutions  by,  600. 

Rankle,  1. 1,.  D.,  Professor  Joint  D. 

Extracts  from  letter  by,  23. 

Indebtedness  of  author  to,  11. 

Second  President  of  the  Massachusetts  In¬ 
stitute  of  Technology,  353. 

Russell,  J.  Scott,  on  importance  of  early 
training  of  workmen,  805. 

Quoted  on  Systematic  Technical  Education, 
756. 

Russia.  Admirable  equipment  of  Polytech¬ 
nic  Schools  in,  731. 

Industrial  Schools  in,  738. 

Rutgers  Scientific  School.  The  State 
College  for  benefit  of  Agriculture  and  the 
Mechanic  Arts,  Brunswick,  New  Jersey. 
Account  of,  415-420. 

Courses  in,  415. 

Courses  of  Study  in  1891  in,  419. 

Date  of  organization  of,  415. 

Drawing,  Courses  of,  in,  415. 

Drawing,  Demand  for  instruction  in,  417. 

Drawing,  Practical  work  in,  420. 

Drawing  a  required  Study  in  certain 
courses  in,  420. 

Drawing,  Students  lack  of  previous  train¬ 
ing  in,  lamented,  416-417. 

Graphics.  Details  of  work  for  entire  course 
of  four  years  in,  420. 

Graphics  in,  Methods  of  teaching,  416. 

Scott,  Ph.  D.,  LL.  D.,  Austin,  President  of, 
420. 

Seventeenth  Annual  Report  for  1881,  416- 
420. 

State  Free  Scholarship  established  in  1890, 
419. 

Summary  of  attendance,  in  1881,  419. 

Summary  of  attendance,  in  1891,  420. 

Summary  of  Faculty  of,  420. 

Twenty-seventh  Annual  Report  of,  1891, 
419-420. 

S. 

St.  Louis  manual  Training  School. 

Account  of  the,  28-60. 

Salford,  England.  A  great  opportunity 
offered  to  youth  of,  954. 

Inaugural  address  by  Mr.  William  Mather 
on  opening  of  school  of,  952-955. 

Royal  Technical  School  of,  described,  951- 
952. 

Salisbury.  Hon.  Stephen,  gives  two  hun¬ 
dred  thousand  dollars  to  The  Worcester 
County  Free  Institute  of  Industrial 
Science,  174. 

President  of  Board  of  Trustees  of  Worces¬ 
ter  Polytechnic  Institute,  174. 

States  purpose  of  The  Worcester  County 
Free  Institute  of  Industrial  Science,  174. 

Satnuclson,  II.  English  Technical  Instruc¬ 
tion  Commissioner,  982. 

Sanborn,  B.  S..  Jeremiah  W.  President 
of  Agricultural  College  of  Utah,  680. 

Sartain.  miss  Emily,  Artist,  Principal 
Woman’s  School  of  Design,  Philadel¬ 
phia,  7. 

Saxony.  Primitive  conditions  of  weaving 
continue  in,  981. 

Schofield,  miss  Ilartlia,  Bishop  Haygood 
pays  tribute  to,  887. 

Schools  of  Agriculture.  First  Govern 
ment  Report,  in  1847,  on  European.  860-861. 

Schools  of  Design  for  Textiles  and  Ceram¬ 
ics,  7. 


Schools  of  Design,  Increase  in  number  of, 

in  1893,  7. 

School  of  mechanic  Arts.  Plan  of  course 
of  study  in  a,  13. 

Plan  of  Shop  for  a,  13. 

Shop  for  wood  working  in,  14. 

School  of  mines  and  metallurgy.  Rolla. 
Mo.  A  department  of  State  University 
of  Missouri.  Account  of  the,  396-400. 

Attendance  in  1891-’92,  399. 

Building  and  Equipments  of  the,  398. 

Created  by  Legislature  in  1870,  397. 

Design  and  Equipment  of  the.  397. 

Details  of  course  in  Graphics  for  1881-'82, 
397-398. 

Detail  of  courses  of  Drawing  in  the,  399. 

Drawing  required  for  two  years  in  the,  397. 

Drawing  required  through  four  years  of 
Girls’  Course,  397. 

Faculty  of  the,  399. 

First  class  graduated  in  1874,  397. 

Girls’  course  of  Art  in  the,  397. 

Harris,  C.  E„  ElrnoG.,  Director  of  the,  399. 

An  Institute  of  Technology.  398. 

Preparatory  Department  of  the,  397. 

Regular  Technical  course  in  the,  398. 

Special  courses  in  the,  398. 

Students  annual  expenses,  398. 

Three  years  course  in  the,  397. 

School  of  Technology  of  Georgia  State 
College,  Account  of  origin  of  the,  by 
State  Commissioner  Harris,  269-272. 

Schools.  Handicrafts  in,  821. 

Technical  and  Scientific,  Origin  of,  853. 

School  Work.  Reasons  for  combining  Shop 
work  with.  728. 

School  Workshop.  Advantages  of  a,  729. 

English  estimate  for  equipment  of  a,  908-909. 

Scbtirman,  D.  Sc..  EE.  D.,  Jacob 
Gould.  President  of  Cornell,  in  1892-’93. 
Reference  to,  212-426. 

Science.  Birth  of  modern,  853. 

Colleges  of.  Origin  and  objects  of,  566-567. 

Education  in,  Importance  of,  stated  by 
Duke  of  Devonshire,  961-962. 

Higher  Schools  of.  Other  Departments  in, 
referred  to,  5. 

How  the  new  Land  Grant  Colleges  have 
stimulated  general  education  in,  858. 

Leading  schools  of,  in  the  United  States, 
equal  to  those  of  Europe,  xlvi. 

Necessity  of  Technical  Training  in  connec¬ 
tion  with  Training  in,  800. 

Need  of  additional  schools  of,  284. 

Primary  Schools  of  Applied,  General  educa¬ 
tion  provided  for  in  the.  4. 

Professor  Huxley,  on  teaching  of  elemen¬ 
tary,  939. 

Schools  and  Colleges  of  Applied,  3. 

Schools  of,  in  Great  Britain.  Summary  of 
Statistics  of  the,  971-972. 

Sfien t  i  lie  Education,  Admirable  State¬ 
ment  of.  in  Tennessee  University  Cata¬ 
logue  of  1878-79.  566-567. 

The  Prince  of  Wales,  on  modern  needs  for, 
914. 

Scientific  I  list  ruction.  List  of  Colleges 
affording  advanced,  757. 

Scientific  Schools.  Note  referring  to,  229. 

Scott,  m.  A..  EE.  D..  Rev.  William  H. 

•President  Ohio  State  University,  1892,  476. 

Report  of  1891  by,  464. 

Scott,  Pitas.  F.  Report  for  1886  by,  in¬ 
structor  in  Mechanics  and  Physics  in  B. 
&  O.  R.  R.  School  at  Mt.  Clare,  Md.,  169- 
170. 

Scribner,  Mr.  C.  Wr.  Appointed  Teacher 
of  Technology,  in  B.  &  O.  Technological 
School  at  Mt.  Clare,  in  1885,  156, 748. 

Principal  of  Shop  of  B.  &  O.  Technological 
School  at  Mt.  Clare,  Report  by,  163. 

Details  of  course  in  Mechanical  Engineer¬ 
ing  in  Iowa  Agricultural  College,  in  1890, 
by,  302-304. 

Sewing.  Too  much  time  given  to,  in  English 
Elementary  Schools,  899. 

Sheffield.  Esq..  The  late  Joseph  E..  of 
New  Haven,  the  founder  of  the  Sheffield 
Scientific  School  of  Yale  College,  258. 

Tribute  to,  880. 


INDEX. 


ioi 


o 


O 


Nhrfliclil  Scientific  School,  Account  of, 
TheU.  S.  Land  Grant  College  of  Connecti¬ 
cut,  256-260. 

Attendance  on  the,  in  1881-'82,  256. 

Courses  of  Instruction  in  the,  256. 
Historical  Summary  of  the,  258. 

Interesting  Statistics  in  1889-’91  of  students 
attending  the,  258. 

Summary  of  Faculty  of,  in  1891, 260. 
Summary  of  pupils  in  1891,  260. 
Twenty-third  Biennial  Report  of  State  Gov¬ 
erning  Board  of  the,  for  1889-’90,  257-258. 
At  Yale  College,  881. 

Shepard.  Mr.  Discusses  Report  on  Appren¬ 
ticeship,  124-125. 

Sherman,  Col.  William  Tecnmseh, 

Reference,  to,  as  President  of  Louisiana 
State  Seminary  and  Military  Academy,  in 
1860,  324. 

Shop  Instruction,  Suggestions  relating  to, 
by  Principal  Coler,  164-165. 

■Shop  Work  Course,  in  South  Carolina  Col¬ 
lege  of  Agriculture  and  Mechanic  Arts, 
548. 

Practical  Knowledge  of,  by  Engineers,  es¬ 
sential,  727.  , 

Reasons  for  combining  School  work  with, 
728. 

In  the  St.  Louis  Manual  Training  School, 
44-46. 

In  Virginia  Agricultural  and  Mechanical 
College.  Description  of  Department  of, 
609-610. 

Sibley,  Hiram,  of  Rochester,  N.  Y. ,  The  late, 
founded  the  College  of  Mechanical  Engi¬ 
neering  and  the  Mechanic  Arts  Cornell 
University,  218. 

Sibley  College  of  Cornell  University 

founded  by  Hiram  Sibley,  of  Rochester, 
N.  Y.  Account  of  the,  210-220. 

Attendance  in  Department  of  Drawing  and 
Art  of  the,  215-216. 

Building  of  the,  described,  210. 

Buildings,  Laboratories  and  Collections  of 
the,  219-220. 

Closely  resembles  the  Worcester  Free  In¬ 
stitute,  208. 

Collection  of  Casts  for  Drawing,  belonging 
to  the,  211, 

Department  of  Drawing  and  Machine  De¬ 
sign  of,  Courses  in  the,  219. 

Departments  and  Endowment  of,  218. 
Department  of  Drawing  and  Art,  Courses 
remodelled  in  1892,  215-216. 

Department  of  Mechanic  Arts  of.  Purpose 
and  Courses  of  Instruction  in  the,  218. 
Department  of  Mechanical  Arts  of,  216-217. 
Departments  of,  as  given  in  Cornell  Uni¬ 
versity  Register  for  1892,  218-220. 
Evolution  of,  from  grade  of  a  Manual  Train¬ 
ing  School  to  a  high  grade  Professional 
School,  217-218, 

Four  years’  course  in  the,  209-210. 

Important  collections  of  Mechanical  mod¬ 
els  belonging  to  the,  211. 

Improvement  in  character  of  attendance 
in,  214-215. 

Industrial  Art,  Courses  in,  219. 

List  of  Faculty  in  1874-’75,  211. 

Needs  of,  stated  by  President  Adams,  213. 
Report  of  Director  of,  for  1891-’92,  214-218.  I 
Special  Students  of  Mechanic  Arts  in,  219.  I 
Significance  of  the  Educational  10 v- 
periment  begun  by  the  B.  &  O.  R.  R.  in 
Jan.,  1885,  146-147. 

Simpson  Memorial  Home,  connected 
with  Claflin  College,  559-560. 

Sinclair,  Mr.  Angus,  on  Opportunities  in 
Great  Britain,  48-49. 

Slater  Fund,  Bishop  Haygood’s  address  in 
1890,  on  resigning  his  nine  years'  charge 
of  the  million  dollar,  for  the  Education  of 
the  Colored  Race,  885-889. 

Slater,  Mr.  John  F.  Bishop  Haygood  on, 
887-888. 

Character  and  intention  of,  in  giving  a  mil¬ 
lion  dollar  fund  for  education  of  col¬ 
ored  children,  887-888. 

Sloyil  Association,  the  meeting  of  the.  in 
London  (1897),  948-949. 


Smart,  A.  M.,  I.I..  James  H.  Presi- 
.  dent  of  Purdue  University,  in  1891, 297. 
Smith.  Swire.  English  Technical  Instruc¬ 
tion  Commissioner.  982. 

Smith.  Art  Master,  JValter,  Reference 
to  the  late  Professor  xxxiv 
South,  Colored  Schools  in  the,  supported  by 
Northern  Charity,  622. 

South  Carolina  College  of  Agricul¬ 
ture  and  Mechanics.  Columbia. 

Account  of  the,  542-551. 

Courses  in  Mechanics  in  the,  549. 

Graduate  Courses  in  the,  550-551. 

Statement  of  the  aim  of  the  courses  in 
Mechanic  Arts  in  the,  550. 

Southern  Planter,  Statement  concerning 
the  Agricultural  College,  in  Blacksburg, 
by  President  McBryde,  in  the,  October, 
1893,  603-608. 

South  Kensington.  1  The  City  and  Guilds 
of  London  Institute”  Building,  in,  895. 
Science  and  Art  Schools  of,  814. 

Southern  States.  Colored  Free  Schools 
supported  by  the,  622. 

Southern  University,  IVew  Orleans, 

I,a.  Account  of  the,  696-698. 
Departments  and  Courses  in  the,  698. 
Industrial  Departments  of  the,  693-698. 
Location  and  Buildings  of  the,  696-4597. 
Scope  and  design  of  the,  696. 

Summary  of  attendance  for  1892-’93,  698. 
Spanish  Language,  Knowledge  of  the,  a 
necessity  in  N  ew  Mexico,  675. 

Spring'  Gordon  Institute,  Philadel¬ 
phia,  Art  School  of  the.  Referred  to,  7. 
Account  of  the  Mechanical  Handiwork 
Schools  of  the,  60-69. 

Account  of  Second  year  of  Schools,  1883-’84, 
65-66. 

Attendance  in  1884-'85  on  Schools  of,  67. 
Attendance  on  new  Mechanical  Classes  in 
1883,  61. 

Courses  of  Study  in  Schools  of  the,  63-65. 
Extracts  from  Report  of  Board  of  Manag¬ 
ers,  June,  1886,  67-68. 

List  of  Officials  and  Instructors  in  Schools, 
1883-’84,  65. 

New  work  rooms  opened  in  1882,  61. 

Prizes  in  1884,  to  Students  in  Schools  of  the, 
66. 

Purpose  of  the  new  Technical  Schools  of 
the,  62. 

Report  of  Board  of  Managers,  June,  1887, 
referred  to,  69. 

Report  of  Mechanical  Schools  of,  by  Super¬ 
intendent  W.  H.  Norris,  June,  1887,  69. 

S  ta  n  I  ey ,  the  forerunner  of  Civilization  for  the 
Continent  of  Africa.  888. 

Stanton,  Professor®.  W.  Acting  Presi¬ 
dent  of  Iowa  Agricultural  College  in  1890, 
305. 

State  Agricultural  College  of  Colo¬ 
rado.  Account  of  the,  253-256. 
Agricultural  labor  required  by  law  of 
students  in  the,  256. 

Courses  in  Mechanics  and  Drawing  in 
l877-’88,  253-255. 

Courses  in  Wood  and  Iron  Work  in  the, 
254-255. 

Drawing  Courses  in  the,  255. 

Ladies’  Courses  in  the,  256. 

Machine  Shop  of  the,  255. 

Purpose  of  Course  in  Practical  Mechanics 
in  the,  253-254. 

Summary  of  attendance  in  1881,  253. 
Summary  of  attendance  in  the,  for  1887-’88, 
256. 

Summary  of  Courses  of  Study  in  the,  253. 
Summary  of  Faculty  of  the,  in  1887-’88,  256. 

State  Colleges  of  Agriculture.  Sepa¬ 
rate,  established  in  Fourteen  States,  437- 
438. 

State  College  for  Colored  Students, 

Dover,  Delaware,  689-690. 

Location,  Equipment,  and  Course  of  Study 
of  the,  689. 

Summary  of  attendance,  in  the  for  1892-'93, 
690. 

State  Agricultural  College  of  Florida. 

Account  of  the,  262-266. 


1014 


INDEX. 


State  Agricultural  College  of  Florida. 

Courses  of  Study  in  the,  262 

Drawing  required  in  certain  courses  in  the, 
263. 

Military  organization  of  the,  prominent, 
262. 

State  Agricultural  College  of  Kansas. 

Manhattan,  Kansas.  Account  of  the,  305- 
315. 

State  Agricultural  College  of  Michi¬ 
gan,  Lansing,  Michigan.  Account  of 
the,  356-359. 

Attendance  on  the,  1879-’80,  356. 

Drawing  in  the,  Course  of,  356. 

Drawing  in  the  Agricultural  Course  in,  357. 

Drawing  in  The  Mechanical  Course  in,  357. 

Department  of  Military  Science  opened  in 
1884,  356. 

Established  in  1855, 356. 

Location  of  the,  356. 

Manual  Labor  required  in  the,  356. 

Opened  in  1857,  356. 

Two  courses  of  four  years'  each  in  the,  357. 

Statistics  of  Baltimore  City  Schools,  775. 

Of  Claflin  University  and  College,  661. 

Of  Public  Art  Collections  in  the  United 
States,  in  1883,  xxxvi. 

Stevens,  President  l.yman  D.  History 
of  New  Hampshire  Agricultural  College 
by,  406-410. 

Stinison,  Professor  John  Ward.  In¬ 
structor  Art  Schools  of  Metropolitan 
Museum,  107. 

Strahan,  President  R.  S.  Extracts  from 
report  to  Governor  of  Oregon  by,  480. 

Stuart,  Gilbert,  Reference  to  the  Artist, 
xliv. 

Studebaker,  Mr.  Discusses  Report  on 
Apprenticeship,  125. 

Stuttgart,  Germany,  Color  printing  works 
of  M.  M.  Seeger  in.  991. 

Stuttgart  (1896).  The  Exhibition  of,  De¬ 
scription  of,  986-988. 

Important  New  Art  Building  in,  976. 

Libraries  and  Art  Collections  in  the  Lan¬ 
des  Gewerbe  Museum  of,  987-988. 

Technical  High  School  of,  Account  of  the, 
983-984. 

Technical  High  School  of,  Courses  in  the, 
984. 

Success  of  German  Investigations  due 

to  thorough  preparatory  training.  876. 

Sullivant,  Mr.  Joseph,  of  Columbus,  Ohio. 
A  Trustee  of  Ohio  State  University. 
Adoption  of  Plan  of  organization  as  pro¬ 
posed  by,  455. 

Summary  of  Contents  of  Forty-fourth  Re¬ 
port  of  the  Science  and  Art  Department 
of  Great  Britain  (London,  1897),  971-973. 

Switzerland,  furnishes  a  notable  instance  of 
the  value  of  Industrial  training,  756. 

Education  of  youth  of,  referred  to  by  Mr. 
Mather,  957. 

Tabb,  Col.  Thomas,  of  Hampton,  Va. 
Tribute  to  the  late  General  Armstrong, 
by  a  former  Confederate  officer,  617. 

Tanagra.  Reference  to  the  charming  Fig¬ 
urines  discovered  at,  xxxix. 

Taylor,  Mr.  F.  W.  Discusses  Professor 
Thurston's  comments  on  Professor  Wood¬ 
ward's  paper  read  at  the  Chicago  meet¬ 
ing,  48. 

The  Teacher  of  Tool  Work.  Paper  en- 
entitled,  read  by  Professor  Woodward  at 
meeting  of  National  Education  Assoeia 
tion  in  Saratoga,  57-59. 

Teaching  Teachers.  Professor  Huxley 
comments  on,  941-942. 

Technical  Department,  Advantage  of  a, 
in  a  Great  University,  784. 

Technical  Education.  Address  by  the 
Bishop  of  London  on,  965. 

Address  by  Professor  Huxley,  on  propo¬ 
sals  of  National  Association  for  promo¬ 
tion  of,  937-944. 

Address  by  Mr.  William  Mather  on,  955-957. 

Address  by  Sir  John  Lubbock,  Concerning, 
957-959. 

Addresses  at  opening  of  the  City  and  Guilds 
of  London  Institute  for,  911-916. 


Technical  Education.  In  France  and  Ger¬ 
many,  816-817. 

American  Schools  of,  749. 

Attracts  capital,  754. 

Effect  of,  on  Industries,  811-814. 

Effects  of,  in  Europe,  750. 

Effects  of,  in  Germany  and  Switzerland, 
summarized  by  British  Royal  Commis¬ 
sioners,  750-751. 

England  heartily  supports,  963. 

Essential  to  creation  of  new  industries, 
767. 

European  Schools  of,  749. 

General  culture  essential  to  High  class, 
738-740. 

German  Superiority  in  Engineering  con¬ 
struction  due  to,  753. 

Imperative  need  for  increased  facilities  for 
promotion  of,  746. 

Importance  of,  assured  in  England,  754. 

Important  Institutions  of,  opened  since  Dr. 
Barnard's  Report,  745-746. 

Improvement  in  French  Industries  due  to, 

In  English  Elementary  Schools.  Address 
of  President  Dawson  on,  898-899. 

In  itself  not  all  sufficient,  942-943. 

Interest  taken  by  European  countries  in, 
748. 

Lack  of  facilities  for,  in  City  of  Baltimore, 
744. 

National  Association  for  promotion  of,  in 
England,  934-935. 

Nystrom,  Mr.  John  W.,  on,  800. 

Papers  relating  to,  in  America  and  Europe, 
711-739. 

Professor  Huxley,  on  purpose  of  movement 
for,  937. 

Professor  Huxley,  says,  is  still  experi¬ 
mental,  941. 

Relation  of,  to  Foreign  competition  with 
English  manufacturers,  923C-934. 

Report  of  Mr.  Wm.  Mather,  of  England,  on, 
in  the  United  States,  758-760. 

Report  on  Institutions  of,  in  U.  S.  and  Eu¬ 
rope.  by  Professors  Coler,  and  Scribner, 
referred  to,  130. 

Report  on,  made  by  Dr.  W.  T.  Barnard, 
assistant  to  President  of  B.  &  O.  R.  R  , 
747. 

Results  of.  as  shown  in  improvement  of 
English  Woolen  manufactures,  753. 

Stephen,  Mr.,  of  Glasgow,  on,  815-816. 

Summary  of  contents  of  papers  on,  in  Eng¬ 
land,  897. 

Testimony  of  J.  Scott  Russell,  to  value  of, 
756. 

Two  divisions  of,  defined  by  Dr.  Philbrick, 
821. 

Value  of,  for  the  textile  manufactures  of 
Chemnitz,  Saxony,  752. 

Value  of,  in  Verviers,  Belgium,  752. 

Value  of,  in  silk  industry  of  Crefield,  Prus¬ 
sia,  751. 

Value  of,  in  Textile  manufacturers  in  Mul 
house.  Germany,  751-752. 

Value  of,  shown  by  the  improvement  in  the 
industries  of  Roubaix,  France,  752. 

Vital  importance  of,  749. 

What  the  B.  &  O.  R.  R.  can  fairly  do  to  pro¬ 
mote,  144. 

Technical  High  Art  School  at  Munich, 
Bavaria.  810-811, 

Technical  Industrial  Education.  Ele¬ 
mentary  Schools  of,  3. 

Introductory  chapter  to  account  of  Insti- 
stitutions  affording,  3-8. 

Primary  group  of  Elementary  Schools  of.  4. 

Technical  Industrial  Schools.  List  of 
elementary,  4. 

Technical  Industrial  Training.  Ac¬ 
tivity  of  European  Nations  in  the  pro¬ 
motion  of,  xlv. 

Technical  Instruction  Commission  of 

Great  Britain  (December,  1896).  Report 
on  Technical  Education  in  Germany,  by 
the,  973-991. 

Technical  Meclianicnl  Schools,  4-5. 

Account  of  Five  notable,  in  theU.  S.,  171-223. 

Reference  to  account  of  Five,  1. 


INDEX. 


1015 


Technical  School  for  Carriage 
Draughtsmen  an<l  Mechanics, 

New  York  City.  Account  of  the,  108. 

Chairman  reports  Chautauqua  plan 
adopted  by  the  Committee  on  the,  111. 

Committee  on,  appointed  in  1880,  108. 

Conditions  of  award  of  Diplomas  and 
“Grand  Prize,”  115. 

Course  of  Instruction  in  the,  113. 

Course  of  instruction  for  correspondence 
classes  of  the,  for  189,3 -id.  116-118. 

List  of  Members  of  Committee  of,  for 
1883- '84  on  part  of  Metropolitan  Museum, 
and  the  Association.  115—116. 

In  Metropolitan  Museum,  107-108. 

Moves  to  new  quarters.  116. 

Official  announcement  of  Chautauqua  plan 
adopted  by  the,  111-112. 

Prospectus  for  1883-'84  of  the,  113-114. 

Report  for  1882-’83,  by  Committee  of  Car¬ 
riage  Builders  National  Association,  on 
the,  109-110. 

Summary  of  attendance,  for  1880  to  1894.  on 
the,  118. 

Technical  Mcliools.  Accounts  of  some  lead¬ 
ing  European,  given  in  the  Appendices 
to  the  volumes  of  this  Report,  xlvii. 

Concise  statement  of  some,  810-811. 

Continental  Nations  forced  by  progress  of 
English  industries  to  establish,  812. 

Importance  of,  to  America,  721. 

Important  results  of  Continental,  812. 

Industrial  impulse  due  to,  753. 

In  France,  736-737. 

In  Germany.  Important  new  buildings 
for,  976. 

In  Germany,  Increase  of,  737. 

In  Great  Britain,  814-816. 

Lists  of  seven  leading,  founded  between 
1870  and  1884,  in  United  States  (note  to), 
738. 

Of  Metropolitan  Museum.  107-108. 

Organized  by  Guilds  of  London,  815. 

Output  of,  755. 

Plan  of  Chapters  relating  to.  3. 

Present  Place  and  work  of.  Inaugural  Ad¬ 
dress  of  President  Homer  T.  Fuller,  in 
1883  on  the,  736-740. 

Professor  Huxley,  defines  three  possible 
forms  of,  940. 

Sustained  by  English  Industrial  Corpora¬ 
tions,  815. 

Workshop  instruction  in.  902-905. 

Technical  Teaching;  in  Board  Schools, 

Paper  on,  by  Mr.  J.  F.  Moss,  Clerk  of  Board 
School,  Sheffield,  England,  907-909. 

Technical  Trade  Education,  Import¬ 
ant  experiment  in,  129-170. 

Technical  Trade  Schools,  4. 

Account  of,  special.  107-128. 

The  opening  of  public,  suggested,  108. 

Technical  Training'.  Address  at  Penn¬ 
sylvania  State  College  by  Professor  John 
llamilton  on,  879-883. 

American  Schools  of,  needed  for  Ameri¬ 
cans,  738. 

Demand  for  high  class,  738. 

Extracts  from  address  on,  by  Mr.  Philip 
Magnus,  827-829. 

The  great  lack  of,  144. 

Increase  of  public  appreciation  of  need  of, 
since  Dr.  Barnard's  Report  was  issued, 
745. 

Modern  demand  for.  229. 

Rapid  growth  of,  in  Great  Britain,  896. 

Suggestions  for  increase  of,  in  England,  933. 

Value  of  early,  802. 

Technology.  Changes  in  all  manufactures 
wrought  by,  723. 

The  result  of  the  discovery  of  the  law  of 
the  Conservation  of  Energy,  722. 

Technology.  Schools  of,  Drawing  recog¬ 
nized  as  an  essential  elementary  study 
in,  xlvii. 

Graduates  of,  but  beginners.  725. 

in  the  U.  S. ,  by  the  late  President  Charles  O. 
Thompson,  429. 

not  Schools  of  Design,  726. 

Technological  Education.  Change  in 
trade  relations  due  to,  748. 


Technological  Institutions  train  the 
Captains  of  Industry,  882-883. 

Technological  Instruction.  Methods  of, 
in  W orcester ,  Mass. ,  described  by  Super¬ 
intendent  Higgins,  267-269. 

Technological  School,  Bradford.  Eng¬ 
land,  811. 

Moscow,  Russia,  Method  of  teaching  in  the, 
730. 

Technological  School  ofltaltiniore  and 
Ohio  R.  K.  Account  of  the,  129-170. 

Authorized  by  President  Garrett,  in  1885, 
130. 

Authority  of  School  Instructors  and  Shop 
Instructors  defined,  156-158. 

Board  of  Examiners  for  admission  to.  148. 

Coler,  Mr.  G.  P.,  appointed  as  Academic 
Teacher  in  the.  158. 

Course  of  study  for  1886  as  planned  by  Mr. 
Coler,  (see note  to),  161-162. 

Examples  of  entrance  examination  papers 
for  admission  to  the,  152-155. 

Executive  order  by  President  Garrett,  es¬ 
tablishing  the,  148. 

Failure  to  pass  examinations  in  elementary 
English  studies  for  entrance  to  the,  159. 

General  Regulations,  governing  appoint¬ 
ment,  admission,  and  service  of  Appren 
tices  of  the  B.  <fe  0.  R.  R.  during  their 
connection  with  the,  149-152. 

Good  results  of  the  instruction  given  in 
the,  138. 

Good  results  of  methods  of  instruction  used 
in  the,  168. 

Graduates  of  the.  fit  for  subordinate  offices 
in  the  B.  &  O.  R.  R.  employment  141. 

History  of,  in  Report  on,  by  Dr.  Barnard, 
134-147. 

History  of  Technical  Instruction  at  the.  134. 

Improvement  in  behavior  of  pupils  of  the. 
as  compared  with  those  in '’the  former 
Apprentice  School,  134. 

Influence  of,  would  tend  to  raise  grade  of 
the  Service,  141-142. 

Interesting  change  in  attitude  of  pupils  of 
the,  135. 

Interesting  experience  wi  th  pupils  in  the, 
160-161. 

Large  proportion  of  sons  of  employees  too 
ignorant  to  be  able  to  enter  the,  136-137. 

List  of  First  Board  of  Directors  of  the,  148. 

A  novel  experiment  in  this  country,  146. 

Order  relating  to  Apprentices  and  Cadets 
of  the  B.  &  O.  R.  R.,  149. 

Plan  of,  abandoned  after  change  in  control 
of  the  Company,  130. 

Plan  of  Instruction  as  announced  in  the, 
142. 

Problem  of  connecting  Shop  work  and 
School  instruction  solved  by  the  experi¬ 
ment  of  the,  139. 

Report  of  Shop  Instruction  in  the,  163. 

Report  for  1886.  byChas.  F.  Scott,  instructor 
in  Mechanics  and  Physics  at  the,  169-178. 

Report  for  1886,  by  Walter  B.  Webb,  instruc¬ 
tor  of  Drawing  in  the,  168-169. 

Report  of  Jan.  30,  1887,  by  Professor  Coler, 
Principal  of  the,  159-168. 

Scribner,  Mr.  C.  W..  appointed  Teacher  of 
Technology  in  the,  156. 

Summary  of  results  obtained  between 
March,  1885,  and  Jan..  1887,  167. 

Superior  class  of  apprentices  secured  for 
the,  166 

Threefold  purpose  of  the,  159. 

What  the,  should  aim  to  accomplish.  144. 

Technological  Schools.  J.  Scott  Russell 
on,  7981800. 

Tennessee.  Acts  of  U.  S.  Congress,  giving 
land  for  school  purposes  to,  565-566. 

Acts  of  Legislature  of,  under  laws  of  Con¬ 
gress,  565-566. 

Agricultural  College  of,  opened  in  1863.  566. 

Tennessee.  University  ami  Slate  Col¬ 
lege  of,  Knoxville,  Tenn.  Account  of 
the,  565-584. 

Attendance  in  1879-’80.  569. 

Colored  students  of,  attend  Industrial 
Department  of,  Knoxville  College,  573. 

Courses  of  Study  in  the,  568. 


1016 


INDEX 


Tennriagre, University  and  Stale  College 

of.  Departments  and  Schools  of,  575-570. 

Description  of  Location  and  Buildings  of, 
577. 

Development  of,  since  1886,  571-578. 

Drawing  as  taught  in  the,  568-56!). 

Equipment  of  School  of  Mechanic  Arts,  578- 

579. 

Extract  from  Biennial  Reports  of,  Decem¬ 
ber,  1892,  569-578. 

History  of,  in  ‘  Circular  of  IT.  S.  Bureau  of 
Education  ”  No.  5, 1893, 569. 

The  Mechanical  Department  of,  577. 

Needs  of,  573. 

New  buildings  oft  569-570. 

Normal  training  in,  574. 

Number  of  Academic  Faculty  of  the,  584. 

Organization  of,  as  given  in  Catalogue  of 
1892-’93,  575-576. 

Reference  to  History  of,  by  Professor 
Karas,  569. 

Report  by  President  Dabney,  571-574. 

Report  of  School  of  Mechanic  Arts,  578- 

580. 

School  of  Mechanic  Arts  of,  581. 

School  of  Mechanical  Engineering  and 
Drawing.  580-581. 

State  colored  pupils  of,  taught  at  Knox¬ 
ville  College,  581-583. 

Statement  in  detail  by  the  President,  of  in¬ 
crease  in  buildings  and  equipments,  572. 

Catalogue  of  1878- '79.  Statement  of  origin 
and  objects  of  Science  Colleges  in,  566- 
567. 

State  Scholarships  in  the,  576. 

Summary  of  courses  of  study  in  the,  572-5"3. 

Summary  of  students  in  the,  583-584. 

Texas.  Concise  account  of  the  founding  and 
support  of  the  State  Agricultural  and 
Mechanical  College  of,  at  College  Station, 
BrazostCo. ,  584-585. 

Texas,  University  of,  Agricultural  and 
Mechanical  College  of  the,  Account  of 
the,  584-596. 

Agricultural  Experiment  Station  estab¬ 
lished  in  1888,  in  the.  592. 

Agricultural  College  of  the.  Comments  on 
Land  Grant  Colleges,  by  President  Jones, 
of  the,  588. 

Agricultural  and  Mechanical  College  of  the, 
Course  of  Mechanics  and  Drawing  in  the, 
589-592. 

Department  of  Drawing  in  the,  594-595. 

Endowment  of  State  Agricultural  and 
Mechanical  College  of  the,  584. 

Later  history  of  the,  in  the  Catalogue  for 
1893,  592-594. 

Plan  of  reorganization  of  the,  discussed  by 
President  Jones,  585-588. 

Present  purpose  of  the.  as  given  in  Cata¬ 
logue  for  1892- '93,  592-594. 

Post  Graduate  courses  in  the,  594. 

Scientific  training  in  the,  in  1893,  592-595. 

Summary  of  attendance  for  1892-'93,  595. 

Texas,  Prairie  View  State  Normal 
School,  Hempstead.  Account  of.  701- 
702. 

Founded  by  the  State,  in  1879,  for  training 
of  colored  teachers,  701. 

Receives  U.  S.  Land  Grant  for  colored  stu¬ 
dents,  702. 

Summary  of  attendance.  1892-'93,  702. 

Textile  Association  of  Philadelphia. 

Action  of  the,  in  1885,  7. 

Textil  os.  Schools  of  Design  for.  6. 

Theory  ami  Practice.  Interrelation  be¬ 
tween,  (note)  807. 

Thomas,  Mr.,  discusses  Report  on  Appren¬ 
ticeship.  124. 

Thompson,  A.  91.  I’ll.  !>..  Charles  Oli¬ 
ver.  Account  in  brief  of  the  life  work  of 
the  distinguished  Executive  Educator, 
the  late.  184  and  193-4. 

Approves  the  excellent  engineering  train¬ 
ing  given  at  West  Point,  429. 

Called  in  1883.  from  Presidency  of  Worces¬ 
ter  Polytechnic  Institute,  to  be  President 
of  the  new  Rose  Polytechnic  Institute,  in 
Terre  Haute,  Indiana,  184. 

Decease  of,  in  1885,  193. 


Thompson,  A.  M.  Ph.  D.,  Charles  Oli¬ 
ver.  Reference  to,  184. 

Defines  the  different  Schools  of  Art  and 
Technology,  722. 

Inaugural  Address  at  Rose  Polytechnic 
Institute  by,  722,  735. 

Pays  tribute  to  Chauncey  Rose,  735 

Principal  of  Worcester  County  Institute  of 
Industrial  Science.  174. 

Professor,  of  Industrial  Art  in  Purdue  Uni¬ 
versity,  First  Annual  Report  bv,  in  1878, 
287-288. 

Reference  to  Inaugural  Address  of  Rose 
Polytechnic  Institute  by,  the  late  Presi¬ 
dent.  713. 

Reference  to  death  of,  in  1885,  709. 

Statement  of  pioneer  work  in  Technical 
Education  performed  by  the  late.  714. 

Summary  of  life  work  and  publications  of 
the  late  President  of  Rose  Polytechnic 
Institute.  194. 

The  American  form  of  a  class  of  Techno¬ 
logical  Schools  invented  by.  714. 

The  leading  U.  S.  Schools  of  Technology  as 
designated  in  1883  by,  429. 

Welcomed  to  Rose  Polytechnic,  by  Presi¬ 
dent  E.  E.  White,  720-721. 

Thompson,  of  IMirhnm,  Benjamin. 
Munificent  bequest  by,  to  New  Hamp¬ 
shire  State  College  of  Agriculture,  409. 

Thuringia.  Home  industries  in, 981. 

Thurston,  Robert  If.,  Director  of  Sibley 
College,  Cornell  University. 

Comments  on  Professor  Woodward's 
paper,  46-47. 

Report  for  1892  by,  214-218. 

Trade  Schools.  Utility  of,  805-806. 

Tree  Planting’  in  School  yards,  875. 

Tribune.  Two  valuable  papers  from  the 
New  York,  968-971. 

Trowbridge,  Columbia  College,  N.  V. 

Letter  on  advantage  of  Scientific  train¬ 
ing  from  Professor,  823. 

Tucker,  A.  M.,  T.  OeS.  President,  Florida 
State  Normal  and  Industrial  College  for 
colored  students  692. 

Tulaue,  Paul.  Founder  of  Tulane  Univer¬ 
sity,  79. 

Consults  with  U.  S.  Senator  Randall  Lee 
Gibson,  of  Louisiana,  80. 

Letter  from,  creating  the  University  Trust, 
80-81. 

Letters  of.  Admirable  provisions  in,  81. 

Tulane  High  School.  Account  of  the, 

99-101. 

List  of  Faculty  for  1892-1893,  101. 

Manual  Training  and  Drawing  as  taught 
in  the,  100, 

Tulane  College.  Account  of  the,  89-90. 

Tulane  University,  New  Orleans, 
Louisiana.  Account  of  the,  79-106. 
Account  of  the  Woman's  College  of  the, 
92-95. 

Attendance  for  1891-’92.  97. 

The  Art  Museum  of,  95-96. 

Buildings  of,  97. 

Comprehensive  character  of,  considered, 

86. 

Courses  of  University  extension  lectures  in 
1892-93,  in  connection  with,  96. 

Drawing  recognized  in.  both  as  a  practical. 

technical,  and  artistic  study,  84. 

Details  of  reorganization  announced  Jan¬ 
uary.  1893.  103-105. 

Free  Drawing  School  of  the.  101-103. 

High  School  of  the,  discontinued  January, 
1893,  103-104. 

Historical  Statement  of  the.  88-88. 
Illustrates  wise  correlation  of  Educational 
forces,  84. 

Libraries  of  the.  95. 

Linton-Surzet  Hall,  the  Art  Museum  of, 

95. 

List  of  Board  of  Administrators  of,  105-106. 
List  of  Faculty  and  Instructors  in  Manual 
Training,  Drawing,  and  Art  (1891,  1892), 

97-98. 

Mechanical  work  in.  tinder  Professor  Ord- 
way,  91. 

Museums  of  the,  95. 


INDEX. 


1017 


Tulane  University,  New  Orleans, 

l.onisiana.  Origin  of  the,  79. 

Plan  of  Education  in  the,  88-89. 

Professor  Woodward,  Director  of  Drawing 
in,  90-91. 

Report  of  Committee  on  Education,  Janu¬ 
ary,  1893,  103-105. 

Summary  of  Faculty  of,  98. 

Union  with  the  State  University  effected 
by,  83. 

Why  account  of  the,  is  given,  84. 

Turner,  1,1,.  President  of  West 

Virginia  University,  649. 

Tuskeger  Normal  School.  Alabama. 
Memorial  Address  to  Gen'l  Armstrong  by 
President  Washington  of  the,  616-617. 


U. 

United  States  and  Canada.  Mr.  Mather’s 
Report  on  the  influence  of  education  upon 
the  manufactures  of  the,  813. 

United  States.  A  list  of  leading  Technical 
Schools  in  the,  818. 

U.  S.  Land  Grant  Colleges.  President 
Chamberlain,  quotes  the  organic  law  cre¬ 
ating  the,  298-299. 

IT.  S.  Land  Grant  Law.  Commemorative 
Addresses  delivered  at  Amherst,  Massa¬ 
chusetts,  on  25th  anniversary  of  passage 
of  the,  849-867. 

U.  S.  Land  Grant  Laws.  Reference  to 
passage  of,  and  copies  of,  in  Appendix  Z, 
710. 

U.  S.  Law  of  1  Him.  Value  to  Agricultural 
Colleges  of  the,  409. 

United  States  Military  Academy,  West 
Point,  New  York  State.  Account  in  brief 
of  the,  427-429. 

Beauty  of  situation  of,  referred  to,  427-428. 

Drawing  in  the.  Instruction  in,  427. 

A  notable  School  of  Engineering,  428. 

Summary  of  Academic  Staff.  429. 

Summary  of  Attendance  in  1881-’82.  427. 

Summary  of  Attendance  for  1890-’91,  427. 

Summary  of  Courses  in  the,  427. 

Summary  of  Departments  of  Study,  in  the. 
429. 

Col.  John  M.  Wilson,  Superintendent  of  the, 
in  1891,  429. 

United  States  Naval  Academy,  Annap¬ 
olis,  Maryland.  Account  of  the,  343-345. 

Captain  W\  T.  Sampson,  U.  S.  N.,  Superin¬ 
tendent  of  the,  in  1889,  345. 

Concise  Historical  Summary  of  the,  344-345. 

Founded  in  1845,  by  Hon.  George  Bancroft, 
Secretary  of  the  Navy  under  President 
Polk,  344. 

Summary  of  Academic  Staff  of  Instructors, 
344. 

Summary  of  Attendance  in  1881,  344. 

Summary  of  Attendance  in  1889- ’90.  344. 

Summary  of  Courses  in  Drawing  taught  in 
the,  343-344. 

Universities.  Twenty-four  States  make  the 
State  Agricultural  College  a  part  of  the 
State  University,  437. 

University.  What  constitutes  a  true  mod¬ 
ern.  538. 

University  Extension.  Tulane  Univer¬ 
sity  Courses  of  Public  Lectures  illus¬ 
trate,  96. 

University  of  Arizona,  at  Tucson.  Ac¬ 
count  of  the,  665-666. 

Free  to  all  qualified  persons  of  either  sex, 
666. 

Industrial  Drawing  in  the,  666. 

Law  of  1885.  creating  the,  665. 

Organization  of  the,  666. 

Regents  of  the,  how  appointed,  665. 

Resources  of  the,  665. 

Sclio  is  and  Colleges  of  the,  666. 

University  of  California,  Berkeley,  Cali¬ 
fornia. 

Abstracts  of  courses  of  study  in  the,  in 
1890-’91,  249-252. 

Accounts  of  the,  247-252. 

Art  Collections  of  the,  251. 

Collections  of  Science  m  Museum  of  the,  251. 


University  of  California.  College  of  Me¬ 
chanics  of  the.  220-228. 

Courses  in  the,  for  1891,  249-250. 

Courses  in  Drawing  in,  250. 

Courses  in  Science  in  the,  Purpose  of, 
stated,  247. 

Drawing  a  required  study  only  in  the  Sci¬ 
ence  Courses  of  the,  247-248. 

Drawing  other  than  Mechanical  taught  in 
the,  221-222. 

Drawing,  statement  of  the  Department  of, 
in  the  several  Science  Colleges  of  the,  248. 
Historical  summary  of  the,  220. 

Mechanical  Laboratory  of  the,  251-252. 
Professor  Martin  Kellogg,  A.  M.,  President 
of  the,  in  1891,  252. 

Summary  of  facilities  of,  for  education  in 
Science,  in  1892,  223. 

Summary  of  Faculty  of  the,  252. 

Summary  of  Students  for  1881-’82, 249. 
Summary  of  Students  for  1890-’91,  252. 
Summary  of  Attendance  in  the,  in  1891-’92, 
223. 

Time  given  to  Drawing  in  the  Science 
courses,  249. 

University  of  Idaho,  at  Moscow.  Account 
of  the  Co-Educational,  667. 

College  of  Agriculture  in  the,  671-673. 
Comprehensive  provisions  of  plans  of  the, 
667. 

Course  of  Freehand  and  Industrial  Draw¬ 
ing  in  the,  671. 

Department  of  Household  Science  and  Do¬ 
mestic  Economy  iu  the,  672-673. 
Experiment  Station  of  the,  673. 

Law  of  1889  creating  the,  666. 

Preparatory  School  of  the,  668-670. 

Purpose  of  the,  defined  in  law.  667. 
Summary  of  attendance  for  1892-’93,  673. 
University  of  Illinois,  formerly  Illinois 
Industrial  University.  Account  of  the, 
202-208. 

Art  Gallery  of  the,  to  be  described  in  later 
Volume  of  this  Report,  276. 

Buildings  and  grounds  of  the,  202. 

Colleges  of  the,  Subdivided  into  Schools, 
276-277. 

Complete  courses  in  Drawing  given  in  the, 
202. 

Comprehensive  Catalogue  of  the,  for  1891- 
’92,  277. 

Comprises  four  distinct  Colleges,  376. 
Courses  of  Drawing  in  the,  202. 
Development  of  College  of  Engineering  of 
the.  as  shown  by  the  Regent,  Dr.  Selim 
A.  Peabody,  in  memorial  to  Legislature, 
205-206. 

Drawing  taught  in  all  Schools  of  the  College 
of  Engineering,  and  in  the  School  of  Art 
and  Design,  and  in  College  of  Natural 
History,  277. 

Extracts  from  Dr.  Peabody’s  Memorial  to 
Legislature  in  1885,  205-206. 

Formerly  The  Illinois  Industrial  Univer¬ 
sity,  276-278. 

General  Statement  of  School  of  Mechanical 
Engineering  of  the,  206-208. 

Growth  of  the,  in  all  directions,  as  shown 
in  Catalogue  for  1891-’92, 277. 

List  of  Faculty  of  College  of  Engineering 
(1874-5),  204. 

List  of  Professors  and  Instructors  in  Draw¬ 
ing  and  Industrial  Arts  in  the,  in  1891-’92, 
278. 

Location  and  Buildings  of  the,  202. 
Modelling  in  clay  taught  in  the,  202. 

A  National  Land  Grant  College,  Concise 
history  of  the,  276-278. 

Professor  Burrill,  M  A.,  Ph.  D.,  Acting 
Regeht  of  the,  in  1891-’92,  278. 

Schools  of  Mechanical  Engineering  of  the, 

203. 

Schools  of  Mechanical  Engineering.  Course 
of  four  years  in  the,  303. 

School  of  Mechanical  Engineering  of  the. 
modelled  after  the  Worcester  School,  202- 

204. 

Summary  of  Attendance  in  the,  in  1881-’82, 
277. 

Summary  of  Attendance  in  1892.  277. 


1018 


INDEX. 


University  of  Minnesota.  Account  of 
the,  359-569. 

Agricultural  College  of  the,  established  bv 
law  of  1868,  359. 

Attendance  increased  from  72  students  in 
1868,  to  1,400  in  1892,  363. 

College  of  Agriculture,  Course  in  the,  364. 

College  of  Engineering,  Courses  in  the,  363- 
364. 

College  of  Engineering,  Summary  of  Fac¬ 
ulty  of,  in  1892,  364. 

College  of  Engineering.  Courses  of  Prac¬ 
tical  Mechanics  in  the,  366. 

College  of  Engineering.  Equipment  of 
Shops  and  Laboratories  of  the,  364-366. 

Concise  Historical  Statement  of  the,  363. 

Concise  Statement  of  courses  of  study  in 
the,  361. 

Course  in  Architecture  in  the,  362. 

Courses  of  Industrial  Drawing  in  the,  361. 

Courses  in  the  School  of  Design,  Free-hand 
Drawing  and  Wood  Carving,  of  the,  367- 
368. 

Development  of  the,  to  1891-’92,  363. 

Growth  of  the,  from  one  Department  in 
1868,  to  ten  Departments  in  1892,  363. 

Location  and  buildings  of  the.  360. 

Methods  of  Instruction  in  Special  Industrial 
Courses  in  the,  362-363. 

Northrop,  LL.  D.,  Cyrus,  President  of,  369. 

Objects  of  the  College  of  Mechanic  Arts, 
361. 

Origin  of  the,  359. 

Preparatory  Department  of  the,  361. 

Special  courses  m  Shop  Work  and  Mechan¬ 
ical  Drawing  in  the,  362. 

Summary  of  Attendance  in  1880-’81,  363. 

Summary  of  Attendance  in  different  de¬ 
partments  in  1891-’92,  369. 

Summary  of  Faculty  in  1891-’92,  369. 

University  of  the  Slate  of  Missouri, 
Columbia,  Missouri.  Account  of  the, 
383-400. 

Agricultural  College  of  the,  386-387. 

Agricultural  College  of  the,  Attendance  on 
the,  386. 

Agricultural  College  of  the.  Importance  of 
the,  386. 

Attendance  in  course  in  Agriculture  in 
1891-’92,  395. 

Attendance  on  Drawing  classes  of  Engi¬ 
neering  School,  396. 

Attendance  in  Engineering  School  of,  in 
1892,  396. 

Changes  shown  in  Catalogue  of  1891 -'92, 
393-394. 

Course  in  Agriculture,  offered  by  the,  395. 

Department  of  Engineering  in  the,  396. 

Division  of  the  U.  S.  Land  Grant  between 
two  Departments  of  the  University:  The 
Argricultural  College  at  Columbia,  and 
the  School  of  Mines  at  Rolla,  3,83. 

Drawing  a  prominent  feature  in  the  Engi¬ 
neering  courses  of  the,  383. 

Endowment  of  the,  394. 

Extracts  from  Manchester  Guardian  sus¬ 
tains  President  Rothwell’s  words  as  to 
value  to  State  of  Scientific  training,  391 . 

Faculty  of  School  of  Engineering  in  the. 
in  1892,  396. 

General  statistics  of  the,  in  1891 -’92,  400. 

Girls  admitted  to  Academic  Department 
of  the,  387. 

Historical  Summary  in  Report  of  1892,  384. 

Jesse,  LL.  D.,  Richard  H.,  President  of,  in 
1892,  400. 

Legislature  creates  fund  to  replace  build¬ 
ings  destroyed  by  tire  in  1892.  387. 

Marx,  Professor  C.  W.,  chosen  Superintend¬ 
ent  of  School  of  Mechanic  Arts  m  1891, 385. 

New  Manual  Training  Building  of  the,  392. 

Opened  in  1841,  384. 

Outline  of  Course  in  Drawing  and  Shop 
Work  in  1891-’92,  394-395. 

Plea  for  new  Main  Building  in  report  by 
Curators  in  1893,  391. 

President’s  plan  for  Library  and  Scientific 
Instruments,  393. 

Provisions  relating  to  Women  Students  in, 
388. 


University  of  the.  State  of  Missouri. 

Relation  of,  to  State  and  to  Public 
Schools,  defined  in  1893  Report  of  Cura¬ 
tors,  389-391. 

Schools  and  Departments  of  the,  383. 

School  of  Art  and  Drawing  in  the,  383. 

The  School  of  Mechanic  Arts;  or  Manual 
Training  School  of  the,  Influence  of,  upon 
the  students,  385-386. 

Opened  in  1891, 384. 

Statement  of  the  opening  and  purpose  of 
the,  384-386. 

Summary  of  Attendance  in  1891,  386. 

Summary  of  Attendance  in  1881-’82,  383. 

Summary  of  Attendance  in  1891-92  in  all  De¬ 
partments  of  the,  399-400. 

University  of  Nebraska,  Lincoln,  Ne¬ 
braska.  Account  of  the,  400-402. 

Attendance  in  the,  in  1881-’82,  400. 

Bessey,  Ph.  D.,  Charles  E.,  Acting  Chancel¬ 
lor  of  the,  in  1893.  402. 

Drawing  in  Industrial  College  of  the,  401. 

Elementary  Agricultural  course  in  the, 
401. 

Faculty  of  the,  in  1892,  402. 

Industrial  College  of  the,  401. 

Land  Grant  Endowment  of  the,  400. 

Preparatory  School  of  the,  401. 

School  of  Fine  Arts  of  the.  401. 

University  of  Nevada,  Reno,  Nevada. 
Account  of  the,  402. 

Attendance  for  1891-’92  in  the,  402. 

College  of  Agriculture  at  Elko,  Nevada,  of 
the,  402. 

Drawing  as  taught  in  several  departments 
of  the,  402. 

Faculty  of  the,  402. 

Jones,  M.  A.  Ph.  D..  Stephen  A.,  President 
of  the,  402. 

Summary  of  Laws  creating  the,  402. 

University  of  North  Carolina.  Account 
of  the. 

Agricultural  and  Mechanical  College  of 
the,  430. 

Memorial  Building  of.  Description  of  the, 
431-435. 

Opening  of  Memorial  Building  in  1885,  431. 

Reorganized  and  opened  in  1875,  430. 

Report  in  1887,  by  President  Battle  of,  434- 
439. 

State  Agricultural  and  Mechanical  College 
made,  in  1866,  a  department  of  the, 
433-434. 

State  College  of  Agriculture  removed  by 
law  of  1888,  from  the,  439. 

Summary  of  Attendance  in  1881-'82,  431. 

Summary  of  Attendance  in  1891-’92,  439. 

Summary  of  Faculty  in  1891-’92,  439. 

U.  S.  Land  Grant  Fund  transferred  from 
the,  to  State  College  of  Agriculture  in 
Raleigh  by  law  of  1887,  440. 

University  of  8outh  Carolina.  Account 
of  the,  542-561. 

Claflin  College  of  the.  551-557. 

Historical  statements  concerning  the,  544- 
545. 

Law  relating  to  the,  543. 

McBride,  Ph.  D.,  LL.  D.,  John  H..  President 
of  the,  551. 

Organization  of  the,  545. 

State  Scholarships  in  the,  543. 

Statistics  of  Attendance,  551. 

University  of  Wisconsin,  Madison,  Wis¬ 
consin.  Account  of  the,  649-657. 

Agricultural  College  of,  organized  in  1866, 
649. 

Analysis  of  Statistics  of  the  attendance  on 
the,  by  the  President  in  1890,  654. 

Attendance  on,  in  1881,  650. 

Chartered  in  1848,  opened  in  1849,  649. 

Courses  in  Drawing  and  Machine  Shop  prac¬ 
tice  in  the  Department  of  Agriculture,  in 
the,  652. 

Drawing  as  taught  in  the,  in  1882,  652. 

Extracts  from  Fourth  Biennial  Report  of 
Regents  of  the,  in  1889-’90,  653-654. 

Extracts  from  catalogue  of  the,  for  1892-'93, 
6)1-655. 

Organization  of  the,  656-657. 

Practical  Mechanics  as  taught  in  the.  653. 


INDEX. 


1019 


University  of  Wisconsin.  President  Bas- 
com,  on  variations  in  attendance  on  dif¬ 
ferent  courses  in  the,  651. 

Reorganization  of  the,  in  1886,  650-657. 

Statement  of  Several  Funds  of  the,  in  1881, 
649. 

University  of  Wyoming,  Laramie,  Wyo¬ 
ming.  Account  of  the,  682-684. 

College  of  Mechanic  Arts  of  the,  683. 

Departments  of  the,  683. 

Experimental  Farms  of  the,  682. 

Object  of  the,  as  stated  in  Act  of  incor¬ 
poration  in  1886,  682. 

Situation  and  Building  of  the,  682. 

Summary  of  Attendance  for  1893- '94,  684. 


V. 

Verviers,  Belgium,  Value  of  Technical  Ed¬ 
ucation  in,  752. 

Von  Helmholtz,  Professor,  on  Industrial 
importance  of  Scientific  training,  755. 

Vnleutine,  Mr.  Luwaon,  of  New  Vork, 

gives  one  thousand  dollars  to  Technical 
School  for  Carriage  Draughtsmen  to  pro¬ 
mote  the  Chautauqua  plan,  111. 

Van  Winkle,  Professor.  Report  for  1880- 
’81  by,  of  the  Department  of  Mechanical 
Engineering  and  Drawing,  Agricultural 
College  of  Texas.  588-590. 

Vermont,  University  of,  State  Agricul¬ 
tural  College,  Burlington,  Vermont.  Ac¬ 
count  of  the.  596-600.  . 

Department  of  Applied  Science  of  the,  596- 
598. 

Library  Building  of  the,  given  by  Hon. 
Frederick  Billings,  598. 

Mechanical  Buildings  of  the,  599. 

Scientific  Departments  of  the,  598-599. 

Summary  of  Students  and  Faculty  of.  in 
1892-'93, 600. 

Virginia  Agricultural  and  Mechanical 
College,  Blacksburg,  Virginia.  Account 
of  the,  600-611. 

*  Electric  Lighting  of  the  town  of  Blacks¬ 
burg  by  the,  607. 

Equipment  and  facilities  of  the.  in  1893,607. 

Extracts  from  catalogue  of  the,  for  1892-’93, 
688-611. 

Founded  in  1872,  600. 

Purpose  of  the  reorganization  of  the,  in 
1891,  604. 

Statement  concerning  the,  by  President  J. 
M.  McBryde,  in  1893,  603-608. 

Summary  from  Catalogue  of  1881-’82  of, 
602-603. 

Summary  of  attendance  for  1892-’93,611. 

Virginia.  Kindness  shown  to  Hampton  In¬ 
stitute,  by  People  and  Legislature  of,  631. 

W. 

Wade,  Hon.  B.  F .  Letter  of,  stating  serv¬ 
ices  of  Dr.  Amos  Brown,  in  promoting 
passage  of  Land  Grant  Bill,  846. 

Wallis,  Hon.  S.  Tcackle,  Address  on  Tech¬ 
nical  Education  by,  referred  to,  130. 

Address  by,  quoted,  785. 

Maryland  Institute  Address  in  1881  by,  re¬ 
ferred  to,  747. 

Warder,  Professor  B.  B.  Account  of  Ag¬ 
ricultural  Education  in  Bavaria  by,  870- 
877. 

Reference  to  Paper  on  Agricultural  Edu¬ 
cation  in  Bavaria,  by,  710. 

Warren,  Professor.  Comments  by.  on  in¬ 
dustrial  features  of  Hampton  Institute, 
considered,  633-635. 

Washburn,  Hon.  lehabod,  provides  a 
large  machine  shop  for  the  Worcester 
County  Free  Institute  of  Industrial  Sci¬ 
ence,  174. 

Washington,  Mr.  Booker  T.  Quotation 
from  Memorial  Address  for  General  Arm¬ 
strong  by,  616-617. 

Washington,  Message  quoted  of  President, 
869. 

Washington,  D.  C.,  Capitol  Building  in, 
Historical  Paintings  adorning  the,  were 
begun  as  early  as  1837.  xliii. 


Washington  Agricultural  College  and 

School  of  Science,  Pullman,  Whitman  Co., 
Washington,  680-682. 

Buildings  of  the,  681-682. 

Courses  of  study  in  the,  681. 

Legislative  enactments  concerning  the,  o8l. 
Resources  of  the,  681. 

Situation  of  the,  680. 

Summary  of  Attendance  for  1892-’93,  682. 
Washington  University,  St.  Louis,  Mis¬ 
souri.  Departments  of  the,  41-42. 

Manual  Training  School  of  the,  28-60. 
Watson,  A.  M.,  of  Pittsfield,  Mass.,  in  1810, 
began  movement  for  the  first  cattle  show 
in  the  U.  S.,  861. 

Weaving  Schools  in  Saxony,  811. 

NYfbb,  Walter  B.  Report  for  1886  by,  on 
instruction  in  drawing  in  B.  &  O.  R.  R. 
School  at  Mt.  Clare,  168-169. 

Webster,  Mr.  Hosea.  Discusses  paper  by 
Professor  Woodward,  and  commends 
English  system  of  paid  apprenticeship.  50. 
Westminster  Bevietv.  Extracts  from  able 
article  on  “Relation  of  Technical  Edu¬ 
cation  to  Foreign  Competition  ’’  in  the, 
923-934. 

West  Virginia  Agricultural  College, 

Name  of,  changed  to  University,  by  Leg¬ 
islature  in  1869.  646. 

West  Virginia  University,  Morgantown, 
Virginia.  Account  of  the,  646-649. 
Annual  expenses  of  students  in,  648. 
Attendance  in  1879-’80,  647. 

Attendance  in  1892-’93,  647. 

Attendance  for  1892-’93  on,  different  courses 
of  study  in.  649. 

The  College  given  its  present  name  in  1869, 

646. 

Course  in  Manual  Training  required  of  all 
students  in  Agriculture,  648. 

Courses  of  Drawing  in,  648^649. 
Departments  of  the.  646-647. 

Founded  in  1867,  as  West  Virginia  Agricul¬ 
tural  College,  646. 

New  buildings  of,  647-648. 

Two  new  courses  of  study  opened  in  1890, 

647. 


Special  course  in  Mechanic  Arts,  provided 
in,  648. 

Work  Shops  of,  648. 

E.  M.  Turner,  LL.  D. ,  President  of,  649. 
West  Virginia  Colored  Institute?  Farm 
P.  O.,  Kanawha  County,  West  Virginia. 
Account  of  the,  702-706. 

Founded  in  1891,  by  Legislature,  to  receive  . 
the  proportionate  ratio  of  the  U.  S. 
Land  Grants,  702. 

Departments  and  Courses  of  study  in  the, 
703. 

Details  of  Mechanical  and  Industrial 
Courses  in  the,  703-706. 


Liberally  supported  by  the  State,  702. 

Summarv  of  attendance  1891-’92,  706. 

U.  S.  Land  Grant  Lands  divided  between 
the  West  Virginia  University  and  the,  648. 

White,  LL.  It..  President  E.  E.,  of  Pur¬ 
due  University.  Address  by,  720-721. 

Discusses  U.  S.  Land  Grant  Law,  282-283. 

States  the  need  of  Schools  of  Science  and 
Technology,  284. 

Hlustrates  progress  in  Agricultural  imple¬ 
ments,  721. 

Inaugural  address  by,  282-285. 

On  importance  of  the  Technical  School  in 
retention  of  American  power,  721. 

Welcomes  coming  of  Dr.  Charles  O.  Thomp 
son  to  Indiana,  720-721. 

Tribute  to  the  Thirty-Seventh  Congress  by 
(note),  231. 

White,  Eli.  I>..  Hon.  Andrew  D.  Devel¬ 
opment  of  Cornell  University  under  the 
twenty  years’  presidency  of,  212. 

Whitney,  Mr.  Janieb  8.,  gives  five  hun¬ 
dred  dollars  for  wood  working  rooms  in 


Spring  Garden  Institute,  61. 

Winston,  EE.  IE,  Georg*  Taylor,  Pres¬ 
ident  of  University  of  North  Carolina,  in 


1892.  439. 

Winter  Schools  for  Agricultural  Education 
Suggested,  875. 


1020 


INDEX 


Woodall,  William.  English  Technical  In¬ 
struction  Commissioner,  982. 

Wood  Carving,  Two  years  course  of,  in 
University  of  Minnesota.  367. 

Woman’s  School  of  Design,  Philadelphia. 
Development  of  the,  7. 

Women.  Need  of  polytechnic  school  for 
Young,  736. 

Women’s  Schools  of  Design  in  the  United 
States.  Accounts  of  the,  to  be  given  in 
Part  V.  of  the  Report,  8. 

Woodward,  of  Washington  Univer¬ 
sity,  St.  Louis,  Jtl©.,  Professor  C. 
111.,  referred  to  as  founder  of  first  Man¬ 
ual  Training  School  in  U.  S.,  385. 

Closes  the  discussion  upon  his  paper  at 
Chicago,  51-52. 

Defines  the  term  used  in  his  paper,  “Dy¬ 
namic  Engineer,”  61. 

Indebtedness  of  author  to,  11. 

Letter  on  Manual  Training  to  Editor  of 
"  The  Reporter,” by,  40-41. 

On  Manual  Training  Schools.  35-38. 

On  the  true  province  of  Manual  Training  in 
Education,  33-35. 

Paper  by,  describing  work  of  the  Manual 
Training  School,  42-46. 

Paper  by,  read  at  Saratoga  meeting  of  Na¬ 
tional  Educational  Association,  57-59. 

Woodward,  Professor  William,  Art  Di¬ 
rector,  Art  Museum  of  Tulane,  95. 

Worcester  County  Free  Institute  of  Sci¬ 
ence,  Catalogue  for  1890  of  the,  177. 

Catalogue  of,  quoted  (note  to)  798. 

Courses  of  Drawing  given  in  the,  175. 

How  the,  arose,  726. 

Inaugural  Address,  in  1883,  by  President 
Homer  T.  Fuller,  736-746. 

New  Departments  opened  in  1889,  and  1891, 
in  the,  178. 

Purpose  of,  and  method  of  Instruction  in 
the,  as  stated  by  President  Thompson,  in 
Report  of  1874-’75,  175-176. 

Purpose  of  the  School,  stated  by  Hon. 
Stephen  Salisbury.  174. 

Worcester  Technical  Institute.  Worces¬ 
ter.  Mass.  Methods  of  instruction  in, 
described  by  Milton  P.  Higgins,  Superin¬ 
tendent  of  the  Georgia  School  of  Technol¬ 
ogy,  267-269. 

Statistics  of  graduates  of,  732. 

Success  of  system  at,  731. 

Underlying  principles  of  the,  726-727. 

Name  of  the,  changed  to  Worcester  Poly¬ 
technic  Institute,  177. 

Worcester  Polytechnic  Institute.  Ac¬ 
count  of  the,  173-180. 

Annual  cost  of  tuition  in  the,  183. 

Commended  in  Mass.  State  Report  for  1871, 
173. 

Courses  of  Drawing  in  the,  180. 

Courses  of  Drawing  in  the  shop  practice  of 
the,  181-182. 

Distinctive  feature  of  the,  172. 


Worcester  Polytechnic  Institute.  En¬ 
dowment  fund  of  the,  174. 

Founded  by  endowment  of  John  Boynton, 
in  1865,  as  Worcester  County  Free  Insti¬ 
tute  of  Industrial  Science,  173. 

Free  Scholarships  in,  provided  by  Hon. 
George  F.  Hoar,  U.  S.  Senator,  183. 

Fuller,  Ph.  D., Homer  T.,  President  of,  in 
1890,  184. 

Organization  of  the,  180. 

Plan  of  instruction  in  the,  180. 

Plan  of,  in  catalogue  of  1890,  178-179. 

Purpose  of  founder  expressed  in  letter  of 
gift.  173. 

Salisbury, Hon.  Stephen.President  of  Board 
of  Trustees  of  the,  174. 

The  shops  of  the,  a  manufacturing  estab¬ 
lishment,  181. 

Shop  practice  in  the,  181-183. 

Statistics  of  Attendance,  1873, 174. 

Statistics  of  Attendance  for  1890,  184. 

Thompson, Professor  C.  O.,  chosen  as  first 
President  of  the,  184. 

Training  in  Design  and  Construction  in 
the,  183. 

A  typical  model  of  a  desirable  class  of 
Schools,  178. 

Workmen,  Advantages  to,  from  technical 
training,  805. 

American  and  Foreign,  Mr.  Mather,  con¬ 
trasts,  827. 

Clegg,  Mr  ,  testifies  to  value  of  earlv  train¬ 
ing  of,  807. 

Economic  value  of  educated,  799. 

Educated,  are  cheapest  and  best  for  all 
pursuits,  799. 

Good  influence  of  educated  on  other,  807- 
808. 

Many,  ignorant  of  Scientific  methods,  798. 

Russell,  J.  Scott,  on  need  of  early  training 
of,  8(15. 

Surprising  ignorance  of  technical  facts 
shown  by  young,  in  B.  &  O.  Shops,  162. 

Work  Shop  Schools.  English  testimony 
to  value  of,  803. 

Wright,  A,  1TI.,  R.  R.,  President  Georgia 
State  Industrial  College,  694. 

Y. 


Yale  College.  Sheffield  School  of,  881. 

Yale  University,  New  Haven,  Conn. 
Sheffield  Scientific  School  of,  Ac¬ 
count  of  the,  256-260. 

Yarranton,  Andrew.  An  English  author 
in  1576,  urged  the  Industrial  Training  of 
the  people,  960. 

Z. 

Zurich.  Polytechnic  School  at,  810. 

Technical  School  of,  Value,  to  Switzerland, 
of  the,  754. 


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